vocational qualification in social and health care, practical nurse 2010
vocational qualification in social and health care, practical nurse 2010
vocational qualification in social and health care, practical nurse 2010
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Requirements for Vocational Qualifications<br />
VOCATIONAL QUALIFICATION IN<br />
SOCIAL AND HEALTH CARE,<br />
PRACTICAL NURSE<br />
<strong>2010</strong><br />
Study Programme/Specialisation <strong>in</strong><br />
Customer Services And Information Management<br />
Emergency Care<br />
Rehabilitation<br />
Children’s And Youth Care And Education<br />
Mental Health And Substance Abuse Welfare Work<br />
Nurs<strong>in</strong>g And Care<br />
Oral And Dental Care<br />
Care For The Disabled<br />
Care For The Elderly<br />
Regulation 17/011/<strong>2010</strong><br />
Publications 2011:21
© F<strong>in</strong>nish National Board of Education<br />
Publications 2011:21<br />
ISBN 978-952-13-4873-0 (pdf)<br />
Translation: Wasa Translations<br />
Layout: Layout Studio Oy/Marke Eteläaho<br />
www.oph.fi/english
REGULATION<br />
Vocational upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g providers<br />
Qualification committees <strong>in</strong> the field<br />
17 February <strong>2010</strong> 17/011/<strong>2010</strong><br />
Period of validity:<br />
effective 1 Aug <strong>2010</strong> until further notice<br />
Acts on which the issu<strong>in</strong>g of the Regulation<br />
is based:<br />
Act 630/1998, Section 13 (2)<br />
Decree 811/1998, Section 10 (12)<br />
Act 631/1998 13, Section (2)<br />
Repeals National Board of Education Regulations<br />
12.2.2001 no. 7/011/2001<br />
19.5.2006 no. 24/011/2006<br />
<strong>and</strong> for this <strong>qualification</strong> the follow<strong>in</strong>g Regulations<br />
1.8.2001 no. 42/011/2001<br />
19.6.2002 no. 34/011/2002<br />
27.8.2004 no. 28/011/2004<br />
30.9.2005 no. 32/011/2005<br />
13.2.2007 no. 5/011/2007<br />
REQUIREMENTS FOR VOCATIONAL<br />
QUALIFICATIONS<br />
Amends National Board of Education Regulation<br />
Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care –<br />
The F<strong>in</strong>nish National Board of Education has rendered its decision regard<strong>in</strong>g<br />
the <strong>qualification</strong> requirements (national core curriculum <strong>and</strong> competence-based<br />
<strong>qualification</strong> pr<strong>in</strong>ciples) of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care <strong>in</strong><br />
accordance with the annexe.<br />
The Regulation must be observed <strong>in</strong> all upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
(curriculum-based education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g) <strong>and</strong> competence-based <strong>qualification</strong>s<br />
started after 1 August <strong>2010</strong>. All education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> competence-based<br />
<strong>qualification</strong>s that have started prior to the entry of this Regulation <strong>in</strong>to force may be<br />
completed <strong>in</strong> accordance with Regulation 12.2.2001 no. 7/011/2001 <strong>and</strong> 19.5.2006<br />
no. 24/011/2006 by 31 July 2020, unless otherwise stipulated <strong>in</strong> other statutes <strong>and</strong><br />
Regulations.<br />
In curriculum-based education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, the education provider must draw<br />
up <strong>and</strong> approve a curriculum <strong>in</strong> compliance with the terms stipulated <strong>in</strong> these<br />
<strong>qualification</strong> requirements.<br />
In provid<strong>in</strong>g education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g lead<strong>in</strong>g to a competence-based <strong>qualification</strong>, the<br />
education provider determ<strong>in</strong>es the educational content <strong>and</strong> provision <strong>in</strong> accordance<br />
with the <strong>qualification</strong> requirements. An opportunity to complete a competencebased<br />
<strong>qualification</strong> must be provided to all c<strong>and</strong>idates.<br />
The education provider, <strong>qualification</strong> provider <strong>and</strong> <strong>qualification</strong> committee shall<br />
comply with the terms stipulated <strong>in</strong> this Regulation <strong>and</strong> shall not deviate <strong>in</strong> any way<br />
from it.<br />
Director General<br />
Counsellor of Education<br />
Timo Lank<strong>in</strong>en<br />
Aira Rajamäki<br />
ANNEXE<br />
Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care
CONTENTS<br />
INTRODUCTION 7<br />
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
(PRACTICAL NURSE) 8<br />
1.1 Objectives of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care 8<br />
1.2 The structure of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care 14<br />
1.3 Key competences for lifelong learn<strong>in</strong>g 17<br />
1.4 Eligibility for further studies 20<br />
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL<br />
EDUCATION AND TRAINING 21<br />
2.1 Design <strong>and</strong> contents of the curriculum 21<br />
2.1.1 Common part of the curriculum 22<br />
2.1.2 Qualification specific part of the curriculum 22<br />
2.1.3 Individual study plan 23<br />
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 24<br />
3.1 General on competence-based <strong>qualification</strong> system 24<br />
3.2 Arrang<strong>in</strong>g competence-based <strong>qualification</strong>s 24<br />
3.3 Complet<strong>in</strong>g a competence-based <strong>qualification</strong> 25<br />
3.4 Requirements of competence-based <strong>qualification</strong>s 25<br />
3.5 Individualisation <strong>in</strong> competence-based <strong>qualification</strong>s 26<br />
3.6 Assessment of <strong>vocational</strong> skills <strong>in</strong> a competence-based <strong>qualification</strong> 26<br />
3.7 Certificates 27<br />
3.8 Preparatory tra<strong>in</strong><strong>in</strong>g for competence-based <strong>qualification</strong>s 28<br />
4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF<br />
THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE 29<br />
4.1 Compulsory modules for all 29<br />
4.1.1 Support <strong>and</strong> guidance of growth 29<br />
4.1.2 Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> 37<br />
4.1.3 Rehabilitation support 49<br />
4.2 Study Programme or Specialisation <strong>in</strong> Customer Services <strong>and</strong> Information Management 57<br />
4.2.1 Customer Service <strong>and</strong> Information Management 57<br />
4.3 Study Programme or Specialisation <strong>in</strong> Emergency Care 66<br />
4.3.1 Work<strong>in</strong>g <strong>in</strong> an Emergency Care Service 66<br />
4.3.2 Accident <strong>and</strong> emergency nurs<strong>in</strong>g 79<br />
4.3.3 Perioperative nurs<strong>in</strong>g 88<br />
4.4 Study Programme or Specialisation <strong>in</strong> Rehabilitation 96<br />
4.4.1 Rehabilitation 96<br />
4.5 Study Programme or Specialisation <strong>in</strong> Children’s <strong>and</strong> Youth Care <strong>and</strong> Education 109<br />
4.5.1 Children’s <strong>and</strong> Youth Care <strong>and</strong> Education 109<br />
4
4.6 Study Programme or Specialisation <strong>in</strong> Mental Health <strong>and</strong> Substance Abuse Welfare Work 122<br />
4.6.1 Mental Health <strong>and</strong> Substance Abuse Welfare Work 123<br />
4.7 Study Programme or Specialisation <strong>in</strong> Nurs<strong>in</strong>g <strong>and</strong> Care 131<br />
4.7.1 Cl<strong>in</strong>ical nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> 131<br />
4.8 Study Programme or Specialisation <strong>in</strong> Oral <strong>and</strong> Dental Care 142<br />
4.8.1 Oral <strong>and</strong> Dental Care 142<br />
4.9 Study Programme or Specialisation <strong>in</strong> Care for the Disabled 152<br />
4.9.1 Care for the Disabled 152<br />
4.10 Study Programme or Specialisation <strong>in</strong> Care for the Elderly 163<br />
4.10.1 Care for the Elderly 163<br />
4.11 Optional modules for all 175<br />
4.11.1 Modules from Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care 175<br />
4.11.1.1 Accident <strong>and</strong> emergency nurs<strong>in</strong>g 175<br />
4.11.1.2 Perioperative nurs<strong>in</strong>g 176<br />
4.11.1.3 Home <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g of the elderly 177<br />
4.11.2 Modules from <strong>vocational</strong> upper secondary <strong>qualification</strong>s 186<br />
4.11.3 Module from further <strong>vocational</strong> <strong>qualification</strong>s 187<br />
4.11.4 Module from specialist <strong>vocational</strong> <strong>qualification</strong>s 188<br />
4.11.5 Module from polytechnic degrees 189<br />
4.11.6 Locally offered modules 189<br />
4.12 Other optional modules <strong>in</strong> <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g 190<br />
4.12.1 Entrepreneurship 190<br />
4.12.2 Workplace Instructor Tra<strong>in</strong><strong>in</strong>g 195<br />
4.12.3 In-depth <strong>and</strong> enhanc<strong>in</strong>g <strong>vocational</strong> modules 198<br />
4.12.4 Core subjects 198<br />
4.12.5 General upper secondary studies 198<br />
4.13 Modules provid<strong>in</strong>g <strong>in</strong>dividual <strong>in</strong>-depth <strong>vocational</strong> competence<br />
(modules that exp<strong>and</strong> the scope of a <strong>vocational</strong> upper secondary <strong>qualification</strong>) 199<br />
4.13.1 Bus<strong>in</strong>ess Operations 199<br />
4.13.2 Modules from <strong>vocational</strong> <strong>qualification</strong>s (<strong>vocational</strong> upper secondary <strong>qualification</strong>s,<br />
further <strong>vocational</strong> <strong>qualification</strong>s <strong>and</strong> specialist <strong>vocational</strong> <strong>qualification</strong>s) 203<br />
4.13.3 Locally offered modules provid<strong>in</strong>g <strong>in</strong>-depth <strong>vocational</strong> competence <strong>in</strong><br />
curriculum-based <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g 205<br />
4.13.4 Another study programme or specialisation <strong>in</strong> the Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care 205<br />
4.13.5 Plaster casts <strong>and</strong> different support techniques <strong>in</strong> immobilisation 205<br />
4.14 F<strong>in</strong>al Project <strong>in</strong> curriculum-based <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g 216<br />
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL<br />
EDUCATION AND TRAINING 217<br />
5.1 Compulsory Modules 217<br />
5.1.1 Mother tongue 217<br />
5.1.1.1 Mother tongue, F<strong>in</strong>nish 217<br />
5.1.1.2 Mother tongue, Swedish 220<br />
5.1.1.3 Mother tongue, Saami 220<br />
5.1.1.4 Mother tongue, sign language 223<br />
5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 225<br />
5.1.1.6 Mother tongue, F<strong>in</strong>nish as a second language 227<br />
5.1.1.7 Mother tongue, Swedish as a second language 229<br />
5.1.1.8 Mother tongue, F<strong>in</strong>nish or Swedish for sign language users 230<br />
5.1.1.9 Mother tongue, Romany 232<br />
5
5.1.2 Second national language 233<br />
5.1.2.1 Second national language, Swedish 233<br />
5.1.2.2 Second national language, F<strong>in</strong>nish 235<br />
5.1.3 Foreign language 237<br />
5.1.3.1 Foreign language, A language 237<br />
5.1.3.2 Foreign language, B language 239<br />
5.1.4 Mathematics 240<br />
5.1.5 Physics <strong>and</strong> chemistry 242<br />
5.1.6 Social, bus<strong>in</strong>ess <strong>and</strong> labour-market subjects 244<br />
5.1.7 Physical education 246<br />
5.1.8 Health education 247<br />
5.1.9 Arts <strong>and</strong> culture 249<br />
5.2 Optional modules 251<br />
5.2.1 Optional additional modules to compulsory core subjects 251<br />
5.2.2 Environmental studies 251<br />
5.2.3 Information <strong>and</strong> communications technology 253<br />
5.2.4 Ethics 255<br />
5.2.5 Cultural knowledge 257<br />
5.2.6 Psychology 259<br />
5.2.7 Entrepreneurship 261<br />
6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 264<br />
7 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY<br />
EDUCATION AND TRAINING 265<br />
7.1 Tasks <strong>and</strong> objectives of assessment 265<br />
7.2 Inform<strong>in</strong>g about assessment 265<br />
7.3 Recognition <strong>and</strong> validation of a student’s prior learn<strong>in</strong>g 266<br />
7.4 Assessment of learn<strong>in</strong>g <strong>and</strong> competence 268<br />
7.5 Decid<strong>in</strong>g on the grade 270<br />
7.6 Stor<strong>in</strong>g assessment material 271<br />
7.7 Reassessment <strong>and</strong> improv<strong>in</strong>g the grade 271<br />
7.8 Rectification of assessment 271<br />
7.9 Certificates 271<br />
7.10 Assessment <strong>in</strong> special education 275<br />
7.11 Assess<strong>in</strong>g immigrant students <strong>and</strong> those represent<strong>in</strong>g different languages <strong>and</strong> cultures 276<br />
8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 278<br />
8.1 Guidance <strong>and</strong> counsell<strong>in</strong>g <strong>and</strong> personal study plan 278<br />
8.2 On-the-job learn<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g safety 280<br />
8.3 Vocational special education 281<br />
8.4 Teach<strong>in</strong>g immigrants <strong>and</strong> representatives of different language <strong>and</strong> cultural groups 283<br />
8.5 Apprenticeship tra<strong>in</strong><strong>in</strong>g 286<br />
8.6 Cooperation between home <strong>and</strong> educational <strong>in</strong>stitution 287<br />
8.7 Student welfare services 287<br />
9 APPENDIX 289<br />
9.1 Description <strong>and</strong> value premises of the Social <strong>and</strong> Health Care field 289<br />
9.2 Qualification specific <strong>health</strong> requirements <strong>in</strong> <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g 291<br />
9.3 Vocational skills requirements, targets of assessment <strong>and</strong> general assessment criteria 292<br />
6
INTRODUCTION<br />
A <strong>vocational</strong> <strong>qualification</strong> can be completed both as a curriculum or competencebased<br />
<strong>qualification</strong>. The requirements of a <strong>vocational</strong> <strong>qualification</strong> <strong>in</strong>clude both the<br />
requirements of the upper secondary <strong>vocational</strong> <strong>qualification</strong> <strong>and</strong> the requirements<br />
of a competence-based <strong>qualification</strong> <strong>and</strong> therefore their term<strong>in</strong>ology has been made<br />
more uniform. The requirements of a <strong>vocational</strong> <strong>qualification</strong> is a regulation <strong>and</strong><br />
it guides the providers of both curriculum-based tra<strong>in</strong><strong>in</strong>g as well as competencebased<br />
<strong>qualification</strong>s, <strong>and</strong> the electronic version of the <strong>qualification</strong> requirements<br />
document allows one to dist<strong>in</strong>guish, when necessary, the sections that relate to <strong>vocational</strong><br />
upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g (curriculum-based tra<strong>in</strong><strong>in</strong>g) <strong>and</strong><br />
competence-based tra<strong>in</strong><strong>in</strong>g. Chapters 1 <strong>and</strong> 4 together with the parts describ<strong>in</strong>g the<br />
<strong>vocational</strong> field <strong>and</strong> the value basis <strong>in</strong> Chapter 9 are common. Chapters 2, 5, 6, 7<br />
<strong>and</strong> 8 only concern <strong>vocational</strong> <strong>qualification</strong>s completed <strong>in</strong> <strong>vocational</strong> upper secondary<br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> Chapter 3 those completed as competence-based<br />
<strong>qualification</strong>s.<br />
The term module of a <strong>qualification</strong> compares with the term of study entity<br />
used earlier <strong>in</strong> curriculum-based tra<strong>in</strong><strong>in</strong>g. A <strong>qualification</strong> consists of <strong>vocational</strong><br />
study modules <strong>and</strong> <strong>in</strong> <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g also of<br />
core subjects <strong>and</strong> free choice modules. Additional modules can be <strong>in</strong>cluded <strong>in</strong> a<br />
<strong>qualification</strong> when that is necessary <strong>in</strong> view of work<strong>in</strong>g life sector specific or local<br />
<strong>vocational</strong> requirements or the need for <strong>in</strong>-depth professional skills of the would-be<br />
<strong>qualification</strong> holder.<br />
The requirements of a <strong>vocational</strong> <strong>qualification</strong> state the objectives set for the<br />
<strong>qualification</strong> <strong>and</strong> study programme or specialisation, structure of <strong>qualification</strong>,<br />
module specific skills requirements or objectives, targets of assessment <strong>and</strong> assessment<br />
criteria for core subjects as well as the ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
<strong>in</strong> the case of <strong>vocational</strong> study modules. These requirements also <strong>in</strong>clude other provisions<br />
concern<strong>in</strong>g <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g as well as<br />
competence-based <strong>qualification</strong>s.<br />
The requirements of <strong>vocational</strong> <strong>qualification</strong> modules <strong>and</strong> the objectives of<br />
core subjects have been def<strong>in</strong>ed as learn<strong>in</strong>g outcomes (knowledge, skills, competence).<br />
This forms the basis for describ<strong>in</strong>g the targets of assessment through master<strong>in</strong>g<br />
the work process, work method, equipment <strong>and</strong> material as well as underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge <strong>and</strong> the key competences for lifelong learn<strong>in</strong>g.<br />
An education provider approves a curriculum for upper secondary <strong>vocational</strong><br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g based on the <strong>qualification</strong> requirements. When arrang<strong>in</strong>g<br />
preparatory tra<strong>in</strong><strong>in</strong>g for competence-based <strong>qualification</strong>s, the provider decides its<br />
contents <strong>and</strong> how to arrange it <strong>in</strong> compliance with the <strong>qualification</strong> requirements.<br />
7
1<br />
OBJECTIVES AND STRUCTURE OF<br />
THE VOCATIONAL QUALIFICATION IN<br />
SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
1.1 Objectives of the Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care<br />
Practical <strong>nurse</strong>s who have completed the Vocational Qualification <strong>in</strong> Social <strong>and</strong><br />
Health Care, work with <strong>and</strong> for people. Practical <strong>nurse</strong>s know how to meet clients<br />
<strong>and</strong> patients of different ages <strong>and</strong> promote their <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g through their<br />
actions. Practical <strong>nurse</strong>s work with nurs<strong>in</strong>g, <strong>care</strong>, education, <strong>and</strong> rehabilitation tasks<br />
<strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector. They can help <strong>and</strong> guide the client <strong>and</strong> patient,<br />
based on the client/patient’s resources, <strong>in</strong>dividually <strong>and</strong> equally <strong>in</strong> everyday situations.<br />
They can guide the client <strong>and</strong> patient <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g his/her functional abilities,<br />
as well as regular lifestyle, e.g. nutrition, physical exercise <strong>and</strong> life management.<br />
They can guide <strong>and</strong> support their clients <strong>and</strong> patients <strong>in</strong> apply<strong>in</strong>g for <strong>and</strong> us<strong>in</strong>g<br />
different welfare services <strong>and</strong>, when needed, they can refer their clients/patients to<br />
various peer support organisations.<br />
Practical <strong>nurse</strong>s can exploit their extensive <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> competence<br />
<strong>in</strong> different sett<strong>in</strong>gs <strong>and</strong> <strong>in</strong> work<strong>in</strong>g with clients <strong>and</strong> patients with different cultural<br />
backgrounds, as well as with their families. The <strong>practical</strong> <strong>nurse</strong>s’ extensive <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> competence enables them to move flexibly between different tasks <strong>in</strong><br />
the field. In their work, they exploit more specialised skills <strong>in</strong> accordance with their<br />
study programme or specialisation. Practical <strong>nurse</strong>s work systematically <strong>and</strong> flexibly<br />
<strong>in</strong> chang<strong>in</strong>g situations <strong>and</strong> they can make choices <strong>and</strong> decisions creatively.<br />
They abide with the values of the field of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>. They are able<br />
to recognise, deal with <strong>and</strong> solve ethical problems <strong>in</strong> their work <strong>and</strong> comply with <strong>vocational</strong><br />
ethics. Practical <strong>nurse</strong>s work <strong>in</strong> a responsible <strong>and</strong> fair manner, <strong>in</strong> accordance<br />
with their rights <strong>and</strong> obligations. They are primarily accountable for their work to<br />
the client, but also to the society. Practical <strong>nurse</strong>s ma<strong>in</strong>ta<strong>in</strong> their <strong>vocational</strong> skills<br />
by rema<strong>in</strong><strong>in</strong>g updated with <strong>vocational</strong> developments, improv<strong>in</strong>g <strong>and</strong> consolidat<strong>in</strong>g<br />
their <strong>vocational</strong> competence through further tra<strong>in</strong><strong>in</strong>g or seek<strong>in</strong>g admission to further<br />
studies. Practical <strong>nurse</strong>s look after their own ability to function <strong>and</strong> work, their<br />
occupational well-be<strong>in</strong>g <strong>and</strong> the constant development of their <strong>vocational</strong> skills.<br />
8
Practical <strong>nurse</strong>s encounter their clients holistically, humanely <strong>and</strong> tolerantly.<br />
They respect the ideology, values <strong>and</strong> experiences of their clients <strong>and</strong> patients. An<br />
approach geared towards promot<strong>in</strong>g the client’s <strong>health</strong>, well-be<strong>in</strong>g <strong>and</strong> rehabilitation<br />
<strong>in</strong> every respect is emphasised <strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s work. They pay close attention<br />
to client <strong>and</strong> patient safety, prevent accidents <strong>and</strong> work <strong>in</strong> a safe <strong>and</strong> ergonomically<br />
correct manner. They can recognise threats of violence <strong>and</strong> its different forms (e.g.<br />
domestic violence) <strong>and</strong> they participate <strong>in</strong> the prevention of violence <strong>and</strong> marg<strong>in</strong>alisation.<br />
A <strong>practical</strong> <strong>nurse</strong> works <strong>in</strong> a client-based manner with disabled clients or<br />
patients (<strong>in</strong>cl. people with impaired vision <strong>and</strong>/or sense of hear<strong>in</strong>g), promote their<br />
functional abilities <strong>and</strong> guide them <strong>in</strong> the use of aid-devices <strong>and</strong> <strong>in</strong> the rehabilitation<br />
service system of the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> field. They participate <strong>in</strong> the promotion<br />
of <strong>health</strong> <strong>and</strong> <strong>in</strong> preventive mental <strong>health</strong> <strong>and</strong> substance abuse welfare work, as well<br />
as <strong>in</strong> the prevention of common diseases, both <strong>in</strong> the case of <strong>in</strong>dividuals <strong>and</strong> communities.<br />
Practical <strong>nurse</strong>s are able to work <strong>in</strong> multi-discipl<strong>in</strong>ary <strong>and</strong> multi-cultural teams<br />
<strong>and</strong> projects. They can cooperate constructively with different <strong>vocational</strong> groups<br />
<strong>and</strong> communicate appropriately <strong>in</strong> different situations. They exploit their <strong>vocational</strong>,<br />
<strong>in</strong>teractive, human relations <strong>and</strong> negotiation skills, as well as their language<br />
proficiency at work. They utilise peer support between client <strong>and</strong> patient groups<br />
<strong>and</strong> members of the work community. Practical <strong>nurse</strong>s pay attention to the aesthetic<br />
aspects of their work<strong>in</strong>g <strong>and</strong> liv<strong>in</strong>g environment, as a factor which promotes wellbe<strong>in</strong>g.<br />
Practical <strong>nurse</strong>s master the core knowledge of their profession, deal<strong>in</strong>g with<br />
connections between man <strong>and</strong> his psycho<strong>social</strong> <strong>and</strong> physical environment <strong>and</strong> the<br />
society. They can exploit technology <strong>in</strong> their own field, <strong>in</strong>clud<strong>in</strong>g <strong>in</strong>formation<br />
technology. They are capable of embark<strong>in</strong>g on entrepreneurship <strong>and</strong> work<strong>in</strong>g <strong>in</strong><br />
networks <strong>and</strong> multicultural sett<strong>in</strong>gs. They are capable of pay<strong>in</strong>g attention to the<br />
environmental <strong>and</strong> economical impact of their actions, <strong>and</strong> work <strong>in</strong> an economical<br />
<strong>and</strong> effective manner, not forgett<strong>in</strong>g high quality. They comply with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development <strong>in</strong> their work. They possess the skills of lifelong learn<strong>in</strong>g<br />
<strong>and</strong> are able to acquire <strong>and</strong> apply new <strong>in</strong>formation <strong>in</strong> their work <strong>and</strong> justify their<br />
decisions.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Customer Service<br />
<strong>and</strong> Information Management are able to work responsibly <strong>in</strong> a multi-discipl<strong>in</strong>ary team<br />
<strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> field. They support the client <strong>and</strong> patient <strong>in</strong>dividually<br />
<strong>and</strong> <strong>in</strong> a client-based manner <strong>in</strong> promot<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the <strong>health</strong> <strong>and</strong> ability<br />
to function. They have to determ<strong>in</strong>e the client or patient’s need for treatment<br />
<strong>and</strong> be capable of <strong>in</strong>dependent decision-mak<strong>in</strong>g. They can schedule appo<strong>in</strong>tments,<br />
write documents <strong>and</strong> deal with tasks related to patient documents. They are able to<br />
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1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
exploit data <strong>and</strong> communications technology <strong>in</strong> a variety of ways <strong>and</strong> work <strong>in</strong> reception<br />
<strong>and</strong> outpatient <strong>care</strong>. Practical <strong>nurse</strong>s who have completed the study programme<br />
or specialisation <strong>in</strong> Customer Service <strong>and</strong> Information Management are able to prepare<br />
<strong>and</strong> carry out treatments or assist <strong>in</strong> them. They can guide the patient or client<br />
through the exam<strong>in</strong>ations <strong>and</strong> treatments <strong>and</strong> monitor them afterwards. They can<br />
exploit the knowledge related to customer service <strong>and</strong> <strong>in</strong>formation management<br />
<strong>in</strong> their work. The typical workplaces for <strong>practical</strong> <strong>nurse</strong>s who have completed this<br />
study programme or specialisation <strong>in</strong>clude <strong>health</strong> <strong>care</strong> centres, hospital departments<br />
<strong>and</strong> wards, medical <strong>and</strong> occupational <strong>health</strong> cl<strong>in</strong>ics <strong>and</strong> <strong>social</strong> welfare units.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Emergency Care<br />
are able to work safely <strong>in</strong> different emergency <strong>care</strong> sett<strong>in</strong>gs <strong>and</strong> tend to patients <strong>in</strong><br />
ambulances or emergency departments. They can work <strong>in</strong> the patient’s <strong>care</strong> process<br />
at outpatient departments or perioperative nurs<strong>in</strong>g units. Practical <strong>nurse</strong>s are able<br />
to use the knowledge required <strong>in</strong> emergency <strong>care</strong>, the treatment of emergency patients<br />
<strong>and</strong> perioperative nurs<strong>in</strong>g <strong>and</strong> engage <strong>in</strong> multi-discipl<strong>in</strong>ary cooperation with<br />
authorities. They can take account of the impact of different diseases <strong>and</strong> <strong>in</strong>juries on<br />
the vital functions <strong>and</strong> behaviour. Practical <strong>nurse</strong>s are able to arrange psycho<strong>social</strong><br />
support for the emergency patient <strong>and</strong> his/her family <strong>and</strong> other <strong>in</strong>volved parties.<br />
They can use nurs<strong>in</strong>g equipment <strong>and</strong> <strong>health</strong> <strong>care</strong> devices <strong>and</strong> look after the daily<br />
servic<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g order of the equipment, devices <strong>and</strong> the ambulance. They<br />
can also drive the ambulance. They can perform different reposition<strong>in</strong>g <strong>and</strong> immobilisation<br />
procedures, as well as the most common plaster cast<strong>in</strong>g of fractures of<br />
lower <strong>and</strong> upper extremities, as well as the related guidance of the patient. The typical<br />
workplaces for <strong>practical</strong> <strong>nurse</strong>s who have completed this study programme or<br />
specialisation <strong>in</strong>clude patient transportation companies or the emergency <strong>care</strong> units<br />
of the rescue departments, hospital or <strong>health</strong> centre emergency departments, as well<br />
as surgical wards at university or central hospitals.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Rehabilitation are<br />
able to guide <strong>and</strong> support, <strong>in</strong> a resource-based manner, the rehabilitation of clients<br />
of different ages <strong>and</strong> descriptions, <strong>and</strong> promote their functional abilities, <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g through a rehabilitative approach as a member <strong>in</strong> a multi-discipl<strong>in</strong>ary<br />
team. In their work, they can exploit their knowledge related to rehabilitation. Practical<br />
<strong>nurse</strong>s guide the clients <strong>in</strong> daily activities <strong>and</strong> exploit different methods of<br />
communication <strong>in</strong> <strong>in</strong>teraction <strong>and</strong> communication. Practical <strong>nurse</strong>s who have completed<br />
the study programme or specialisation <strong>in</strong> Rehabilitation are able to advise the<br />
clients to take up physical exercise which promotes <strong>health</strong>. They can apply various<br />
ability measurements carried out by rehabilitation professionals, arrange functional<br />
ability <strong>and</strong> performance tests with<strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s area of responsibility <strong>and</strong><br />
guide the clients <strong>in</strong> acquir<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g different mobility, dress<strong>in</strong>g <strong>and</strong> gripp<strong>in</strong>g<br />
10
aids. They are able to utilise the clients’ <strong>social</strong> network <strong>and</strong> employ network<strong>in</strong>g<br />
methods <strong>and</strong> support clients <strong>in</strong> participat<strong>in</strong>g <strong>in</strong> activities outside the home, e.g. <strong>in</strong><br />
work, hobbies or leisure activities. The typical workplaces for <strong>practical</strong> <strong>nurse</strong>s who<br />
have completed this study programme or specialisation <strong>in</strong>clude the client’s home,<br />
<strong>in</strong>termediary forms of accommodation after home <strong>care</strong>, activity <strong>and</strong> work centres,<br />
workshops, service centres, spas, <strong>health</strong> centre wards <strong>and</strong> rehabilitation units, as well<br />
as different third sector jobs <strong>in</strong> rehabilitation.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Children’s <strong>and</strong> Youth<br />
Care <strong>and</strong> Education are able to plan, implement <strong>and</strong> assess the <strong>care</strong> <strong>and</strong> education of<br />
children <strong>and</strong> adolescents of different ages, <strong>in</strong> multi-discipl<strong>in</strong>ary cooperation <strong>in</strong> different<br />
sett<strong>in</strong>gs. Practical <strong>nurse</strong>s are also conversant <strong>in</strong> the <strong>care</strong> <strong>and</strong> education of<br />
children <strong>and</strong> adolescents, who are sick <strong>and</strong> require special support. They can guide<br />
an <strong>in</strong>dividual child <strong>and</strong> adolescent as well as different groups <strong>and</strong> support <strong>in</strong>teraction<br />
between children <strong>and</strong> adolescents. They can work <strong>in</strong> a responsible, child-based<br />
<strong>and</strong> family-focused manner. In their work, <strong>practical</strong> <strong>nurse</strong>s exploit their knowledge<br />
related to the <strong>care</strong> <strong>and</strong> education of children <strong>and</strong> adolescents. Practical <strong>nurse</strong>s who<br />
have completed the study programme or specialisation <strong>in</strong> Children’s <strong>and</strong> Youth Care<br />
<strong>and</strong> Education can guide families <strong>in</strong> exploit<strong>in</strong>g the different services <strong>and</strong> benefits<br />
offered by the society. They can promote the <strong>health</strong>, well-be<strong>in</strong>g <strong>and</strong> safety of children<br />
<strong>and</strong> adolescents <strong>and</strong> recognise threats related to them, as well as prevent such<br />
threats. Typical workplaces for <strong>practical</strong> <strong>nurse</strong>s who have completed this study programme<br />
or specialisation <strong>in</strong>clude different early education sett<strong>in</strong>gs, e.g. day <strong>care</strong><br />
centres, schools, child welfare units, paediatric hospitals <strong>and</strong> family work.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Mental Health <strong>and</strong><br />
Substance Abuse Welfare Work are able to promote, through their actions, mental <strong>health</strong><br />
<strong>and</strong> abst<strong>in</strong>ence, contribute to the prevention of problems <strong>and</strong> consolidate the position<br />
of mental <strong>health</strong> <strong>and</strong> substance abuse clients. They can plan, implement <strong>and</strong> assess<br />
the <strong>care</strong> <strong>and</strong> rehabilitation process of mental <strong>health</strong> <strong>and</strong> substance abuse clients<br />
of different ages. Practical <strong>nurse</strong>s assess the functional abilities, the ability to cope<br />
with daily activities <strong>and</strong> the need for security <strong>and</strong> assistance of mental <strong>health</strong> <strong>and</strong><br />
substance abuse clients They exploit the knowledge related to mental <strong>health</strong> <strong>and</strong><br />
substance abuse welfare work, as well as <strong>care</strong> <strong>and</strong> rehabilitation methods <strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance abuse welfare work <strong>in</strong> different sett<strong>in</strong>gs. Practical <strong>nurse</strong>s who<br />
have completed the study programme or specialisation <strong>in</strong> Mental Health <strong>and</strong> Substance<br />
Abuse Welfare Work engage <strong>in</strong> human relations work, <strong>in</strong> cooperation with<br />
the client <strong>and</strong> patient, his/her family <strong>and</strong> the multi-discipl<strong>in</strong>ary team <strong>and</strong> other<br />
experts. Nurses have to dip <strong>in</strong>to their own personalities, constantly develop themselves<br />
<strong>and</strong> their self-knowledge <strong>and</strong> ability to take <strong>care</strong> of their own occupational<br />
well-be<strong>in</strong>g. Typical workplaces for <strong>practical</strong> <strong>nurse</strong>s who have completed this study<br />
11
1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
programme or specialisation <strong>in</strong>clude mental <strong>health</strong> <strong>and</strong> substance abuse units, either<br />
<strong>in</strong> the public or private sector.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Nurs<strong>in</strong>g <strong>and</strong> Care<br />
are able to plan, implement <strong>and</strong> assess the client or patient’s nurs<strong>in</strong>g, <strong>care</strong> <strong>and</strong> rehabilitation,<br />
<strong>in</strong>dependently <strong>and</strong> as a member of a multi-discipl<strong>in</strong>ary team, <strong>in</strong> different<br />
sett<strong>in</strong>gs. In their work, they exploit the multi-discipl<strong>in</strong>ary knowledge related to<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>. The work focuses on promot<strong>in</strong>g the <strong>health</strong>, functional abilities,<br />
safety <strong>and</strong> well-be<strong>in</strong>g of clients or patients, <strong>and</strong> prevent <strong>and</strong> remove threats. Practical<br />
<strong>nurse</strong>s who have completed this programme or specialisation are able to guide the<br />
patient or client <strong>in</strong> nutritional issues, regular lifestyle <strong>and</strong> physical exercise, which<br />
promotes <strong>health</strong>, <strong>and</strong> provide pharmacotherapy. They can promote the client or patient’s<br />
<strong>in</strong>teraction with his/her environment <strong>and</strong> daily cop<strong>in</strong>g <strong>and</strong> guide <strong>and</strong> support<br />
them <strong>in</strong> tackl<strong>in</strong>g different <strong>social</strong> problems. Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> requires <strong>in</strong>dependent<br />
decision-mak<strong>in</strong>g <strong>and</strong> the constant development of <strong>vocational</strong> skills. Typical workplaces<br />
for <strong>practical</strong> <strong>nurse</strong>s who have completed this study programme or specialisation<br />
<strong>in</strong>clude <strong>health</strong> <strong>care</strong> centres, hospitals, private <strong>health</strong> <strong>care</strong>, old people’s home,<br />
service centres or the client’s own home.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Oral <strong>and</strong> Dental<br />
Care are able to work <strong>in</strong> the oral <strong>health</strong> <strong>care</strong> service system, as members of multidiscipl<strong>in</strong>ary<br />
teams, <strong>and</strong> guide clients <strong>and</strong> patients <strong>in</strong> the use of services. They can<br />
observe aseptics <strong>and</strong> take <strong>care</strong> of the work<strong>in</strong>g order of the <strong>care</strong> environment <strong>and</strong><br />
service the equipment. They are able to assess the status of the client or patients’ oral<br />
<strong>health</strong> <strong>and</strong> guide clients or patients <strong>in</strong> promot<strong>in</strong>g oral <strong>health</strong>. Practical <strong>nurse</strong>s work<br />
as members of multi-discipl<strong>in</strong>ary teams <strong>in</strong> oral <strong>and</strong> dental exam<strong>in</strong>ation, fill<strong>in</strong>g <strong>and</strong><br />
root treatment, the extraction of teeth <strong>and</strong> <strong>in</strong> the treatment of periodontal diseases.<br />
In addition, they master the pharmacotherapy <strong>in</strong> their own field. They can use the<br />
basic <strong>in</strong>struments, methods <strong>and</strong> materials <strong>in</strong> their field, work ergonomically <strong>and</strong><br />
recognise <strong>health</strong> hazards related to their work. They also participate <strong>in</strong> orthodontic,<br />
oral surgery, prosthetic <strong>and</strong> occlusive physiology procedures, supported by their<br />
teams. They exploit the knowledge related to oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong>. Typical<br />
workplaces <strong>in</strong>clude public <strong>and</strong> private oral <strong>and</strong> dental <strong>care</strong> units.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Care for the Disabled<br />
are capable of plann<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g the <strong>care</strong>, education <strong>and</strong><br />
rehabilitation of clients of different ages <strong>and</strong> types of disabilities <strong>and</strong> from different<br />
cultures, <strong>in</strong> a client-based manner <strong>and</strong> as members of multi-discipl<strong>in</strong>ary teams.<br />
In their work, they exploit the knowledge related to <strong>care</strong> for the disabled. They<br />
respect the disabled client’s right to decide on his/her own matters, support his/<br />
her participation <strong>and</strong> recognise their own way of exercis<strong>in</strong>g their powers. Practical<br />
<strong>nurse</strong>s can communicate with different clients <strong>and</strong>, when needed, use communica-<br />
12
tion methods which support <strong>and</strong> compensate for speech. They can exploit different<br />
aid-devices <strong>and</strong> guide the clients <strong>in</strong> their safe use. They are able to support <strong>and</strong><br />
guide the disabled client <strong>in</strong> promot<strong>in</strong>g his/her <strong>health</strong> <strong>and</strong> encounter clients who<br />
behave <strong>in</strong> a challeng<strong>in</strong>g way. Practical <strong>nurse</strong>s who have completed the programme<br />
or specialisation <strong>in</strong> Care for the Disabled can plan a pleasant <strong>and</strong> safe residential<br />
<strong>and</strong> liv<strong>in</strong>g environment for the disabled client, together with the client. The work<br />
focuses on human relations, together with the disabled client, his/her family <strong>and</strong> a<br />
multi-discipl<strong>in</strong>ary team. It requires creative problem-solv<strong>in</strong>g skills <strong>and</strong> the constant<br />
development of one’s own performance. Typical workplaces <strong>in</strong>clude different sett<strong>in</strong>gs<br />
for the <strong>care</strong> for the disabled.<br />
Practical <strong>nurse</strong>s who have completed the study programme or specialisation <strong>in</strong> Care for the Elderly<br />
are able to plan, implement <strong>and</strong> assess the <strong>care</strong>, services <strong>and</strong> <strong>social</strong> <strong>in</strong>teraction<br />
which ma<strong>in</strong>ta<strong>in</strong> the functional abilities <strong>and</strong> promote the rehabilitation of elders or<br />
patients with dementia, <strong>in</strong> different sett<strong>in</strong>gs. They can guide <strong>and</strong> support elders<br />
or people with dementia <strong>in</strong> daily activities <strong>and</strong> decision-mak<strong>in</strong>g procedures concern<strong>in</strong>g<br />
their lives, <strong>and</strong> support their participation together with their families <strong>and</strong><br />
cooperation networks. In their work, they can take the client’s life history, resources<br />
<strong>and</strong> <strong>in</strong>dividual situation <strong>in</strong> life <strong>in</strong>to account. They are able to promote the client’s<br />
good, mean<strong>in</strong>gful <strong>and</strong> safe life through their actions. Practical <strong>nurse</strong>s who have<br />
completed this study programme or specialisation can guide the elderly <strong>and</strong> their<br />
families <strong>in</strong> promot<strong>in</strong>g physical <strong>and</strong> mental <strong>health</strong>, adopt<strong>in</strong>g a <strong>health</strong>y lifestyle, <strong>and</strong><br />
exploit methods which promote rehabilitation <strong>and</strong> functional abilities <strong>and</strong> pay attention<br />
to occupational safety. They can develop their <strong>vocational</strong> skills <strong>and</strong> <strong>care</strong> for<br />
the elderly <strong>and</strong> exploit the multi-discipl<strong>in</strong>ary knowledge <strong>in</strong> their own field. Typical<br />
workplaces <strong>in</strong> this study programme or specialisation <strong>in</strong> the public, private <strong>and</strong> third<br />
sector, <strong>in</strong>clude home <strong>care</strong>, day activities, service homes <strong>and</strong> centres, dementia units,<br />
old people’s homes <strong>and</strong> hospitals.<br />
In addition <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g is to support students’<br />
development <strong>in</strong>to good <strong>and</strong> balanced persons <strong>and</strong> members of society as well<br />
as to provide the students with the knowledge <strong>and</strong> skills needed <strong>in</strong> view of versatile<br />
development of further studies, hobbies <strong>and</strong> his/her personality as well as to support<br />
lifelong learn<strong>in</strong>g (Act 630/98, section 5).<br />
13
1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
1.2 The structure of the Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care<br />
The Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care, Practical Nurse, 120 credits<br />
In <strong>vocational</strong> upper secondary education<br />
In competence-based <strong>qualification</strong><br />
4. Vocational modules, 90 credits 4. Vocational modules<br />
The modules <strong>in</strong>clude a m<strong>in</strong>imum of 29 credits of<br />
on-the-job-learn<strong>in</strong>g, a m<strong>in</strong>imum of 5 credits of<br />
entrepreneurship <strong>and</strong> a f<strong>in</strong>al project (2 credits).<br />
4.1 Compulsory modules for all<br />
4.1.1 Support <strong>and</strong> guidance of growth, 15 cr<br />
4.1.2 Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, 20 cr<br />
4.1.3 Rehabilitation support, 15 cr<br />
The <strong>qualification</strong> comprises one compulsory study programme.<br />
4.2 Study Programme <strong>in</strong> Customer Services <strong>and</strong> Information<br />
Management<br />
4.2.1 Customer service <strong>and</strong> <strong>in</strong>formation<br />
management, 30 cr<br />
4.3 Study Programme <strong>in</strong> Emergency Care<br />
4.3.1 Work<strong>in</strong>g <strong>in</strong> an emergency <strong>care</strong> service,<br />
20 cr<br />
<strong>and</strong><br />
4.3.2 Accident <strong>and</strong> emergency nurs<strong>in</strong>g, 10 cr or<br />
4.3.3 Perioperative nurs<strong>in</strong>g, 10 cr<br />
4.4 Study Programme <strong>in</strong> Rehabilitation<br />
4.4.1 Rehabilitation, 30 credits<br />
4.5 Study Programme <strong>in</strong> Children’s <strong>and</strong> Youth Care <strong>and</strong> Education<br />
4.5.1 Children’s <strong>and</strong> youth <strong>care</strong> <strong>and</strong> education,<br />
30 cr<br />
4.6 Study Programme <strong>in</strong> Mental Health <strong>and</strong> Substance Abuse<br />
Welfare Work<br />
4.6.1 Mental <strong>health</strong> <strong>and</strong> substance abuse welfare<br />
work, 30 cr<br />
4.7 Study Programme <strong>in</strong> Nurs<strong>in</strong>g <strong>and</strong> Care<br />
4.7.1 Cl<strong>in</strong>ical nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, 30 cr<br />
4.8 Study Programme <strong>in</strong> Oral <strong>and</strong> Dental Care<br />
4.8.1 Oral <strong>and</strong> dental <strong>care</strong>, 30 cr<br />
4.9 Study Programme <strong>in</strong> Care for the Disabled<br />
4.9.1 Care for the disabled, 30 cr<br />
4.10 Study Programme <strong>in</strong> Care for the Elderly<br />
4.10.1 Care for the elderly, 30 cr<br />
4.1 Compulsory modules for all<br />
4.1.1 Support <strong>and</strong> guidance of growth<br />
4.1.2 Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
4.1.3 Rehabilitation support<br />
The <strong>qualification</strong> comprises one compulsory specialisation.<br />
4.2 Specialisation <strong>in</strong> Customer Services <strong>and</strong> Information<br />
Management<br />
4.2.1 Customer service <strong>and</strong> <strong>in</strong>formation<br />
management<br />
4.3 Specialisation <strong>in</strong> Emergency Care<br />
4.3.1 Work<strong>in</strong>g <strong>in</strong> an emergency <strong>care</strong> service<br />
<strong>and</strong><br />
4.3.2 Accident <strong>and</strong> emergency nurs<strong>in</strong>g or<br />
4.3.3 Perioperative nurs<strong>in</strong>g<br />
4.4 Specialisation <strong>in</strong> Rehabilitation<br />
4.4.1 Rehabilitation<br />
4.5 Specialisation <strong>in</strong> Children’s <strong>and</strong> Youth Care <strong>and</strong> Education<br />
4.5.1 Children’s <strong>and</strong> youth <strong>care</strong> <strong>and</strong> education<br />
4.6 Specialisation <strong>in</strong> Mental Health <strong>and</strong> Substance Abuse<br />
Welfare Work<br />
4.6.1 Mental <strong>health</strong> <strong>and</strong> substance abuse welfare<br />
work<br />
4.7 Specialisation <strong>in</strong> Nurs<strong>in</strong>g <strong>and</strong> Care<br />
4.7.1 Cl<strong>in</strong>ical nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
4.8 Specialisation <strong>in</strong> Oral <strong>and</strong> Dental Care<br />
4.8.1 Oral <strong>and</strong> dental <strong>care</strong><br />
4.9 Specialisation <strong>in</strong> Care for the Disabled<br />
4.9.1 Care for the disabled<br />
4.10 Specialisation <strong>in</strong> Care for the Elderly<br />
4.10.1 Care for the elderly<br />
14
4.11 Optional modules for all<br />
The student is to choose 10 credits from modules<br />
4.11.1–4.12.5.<br />
4.11.1 Module from Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care, 10 cr<br />
4.11.2 Modules from <strong>vocational</strong> upper secondary<br />
<strong>qualification</strong>s, 5–10 cr<br />
4.11.3 Module from further <strong>vocational</strong><br />
<strong>qualification</strong>s<br />
4.11.4 Module from specialist <strong>vocational</strong><br />
<strong>qualification</strong>s<br />
4.11.5 Module from polytechnic degrees<br />
4.11.6 Locally offered modules, 5–10 cr<br />
4.12 Other optional modules <strong>in</strong> <strong>vocational</strong> upper secondary<br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, 0–10 cr<br />
4.12.1 Entrepreneurship, 10 cr<br />
4.12.2 Workplace <strong>in</strong>structor tra<strong>in</strong><strong>in</strong>g, 2 cr<br />
4.12.3 In-depth <strong>and</strong> enhanc<strong>in</strong>g <strong>vocational</strong> modules,<br />
5–10 cr<br />
4.12.4 Core subjects, 0–10 cr<br />
4.12.5 General upper secondary studies, 0–10 cr<br />
4.13 Modules provid<strong>in</strong>g <strong>in</strong>dividual <strong>in</strong>-depth <strong>vocational</strong><br />
competence (modules that exp<strong>and</strong> the scope of<br />
a <strong>vocational</strong> upper secondary <strong>qualification</strong>)<br />
4.13.1 Bus<strong>in</strong>ess operations, 10 cr<br />
4.13.2 Modules from <strong>vocational</strong> <strong>qualification</strong>s<br />
(<strong>vocational</strong> upper secondary <strong>qualification</strong>s,<br />
further <strong>vocational</strong> <strong>qualification</strong>s <strong>and</strong><br />
specialist <strong>vocational</strong> <strong>qualification</strong>s)<br />
4.13.3 Locally offered modules provid<strong>in</strong>g <strong>in</strong>-depth<br />
<strong>vocational</strong> competence <strong>in</strong> curriculum-based<br />
<strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
4.13.4 Another study programme from the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health<br />
Care, 30 cr<br />
4.13.5 Plaster casts <strong>and</strong> different support techniques<br />
<strong>in</strong> immobilisation, 10 cr<br />
4.11 Optional modules for all<br />
The exam<strong>in</strong>ee is to choose one module from<br />
modules 4.11.1–4.11.4.<br />
4.11.1 Module from Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care<br />
4.11.2 Modules from <strong>vocational</strong> upper secondary<br />
<strong>qualification</strong>s<br />
4.11.3 Module from further <strong>vocational</strong><br />
<strong>qualification</strong>s<br />
4.11.4 Module from specialist <strong>vocational</strong><br />
<strong>qualification</strong>s<br />
4.13 Modules provid<strong>in</strong>g <strong>in</strong>dividual <strong>in</strong>-depth <strong>vocational</strong><br />
competence (modules that exp<strong>and</strong> the scope of<br />
a <strong>vocational</strong> upper secondary <strong>qualification</strong>)<br />
4.13.1 Bus<strong>in</strong>ess operations<br />
4.13.2 Modules from <strong>vocational</strong> <strong>qualification</strong>s<br />
(<strong>vocational</strong> upper secondary<br />
<strong>qualification</strong>s, further <strong>vocational</strong><br />
<strong>qualification</strong>s <strong>and</strong> specialist <strong>vocational</strong><br />
<strong>qualification</strong>s)<br />
4.13.4 Another specialisation from the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care<br />
4.13.5 Plaster casts <strong>and</strong> different support techniques<br />
<strong>in</strong> immobilisation<br />
15
1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
In <strong>vocational</strong> upper secondary education<br />
5. Core subjects <strong>in</strong> curriculum-based <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, 20 credits<br />
5.1 Compulsory modules for all Compulsory Optional<br />
5.1.1 Mother tongue<br />
5.1.2 Second national language<br />
5.1.2.1 Second national language, Swedish<br />
5.1.2.2 Second national language, F<strong>in</strong>nish<br />
5.1.3 Foreign language<br />
5.1.4 Mathematics<br />
5.1.5 Physics <strong>and</strong> chemistry<br />
5.1.6 Social, bus<strong>in</strong>ess <strong>and</strong> labour-market subjects<br />
5.1.7 Physical education<br />
5.1.8 Health education<br />
5.1.9 Arts <strong>and</strong> culture<br />
5.2 Optional modules<br />
5.2.1 Optional additional modules to compulsory core subjects,<br />
see Chapters 5.1.1–5.1.9 above<br />
5.2.2 Environmental studies<br />
5.2.3 Information <strong>and</strong> communications technology<br />
5.2.4 Ethics<br />
5.2.5 Cultural knowledge<br />
5.2.6 Psychology<br />
5.2.7 Entrepreneurship<br />
4 credits<br />
1 credit<br />
1 credit<br />
2 credits<br />
2 credits<br />
3 credits<br />
2 credits<br />
1 credit<br />
1 credit<br />
1 credit<br />
1 credit<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0–4 credits<br />
0-4 credits<br />
0-4 credits<br />
0-4 credits<br />
0-4 credits<br />
0-4 credits<br />
0-4 credits<br />
16 credits 4 credits<br />
In education provided <strong>in</strong> Swedish, the scope of studies <strong>in</strong> the second national language is 2 credits,<br />
<strong>and</strong> the scope of the compulsory core subjects <strong>in</strong> <strong>vocational</strong> <strong>qualification</strong> is 17 credits <strong>and</strong> the scope of<br />
optional modules is 3 credits.<br />
The scope of compulsory studies <strong>in</strong> both physical education <strong>and</strong> <strong>health</strong> education is 1 credit. Education<br />
provider can divide the compulsory studies <strong>in</strong> physical education <strong>and</strong> <strong>health</strong> education differently, but<br />
yet <strong>in</strong> such a way that their overall scope totals two credits.<br />
6. Free-choice modules <strong>in</strong> <strong>vocational</strong> upper secondary education, 10 credits<br />
The <strong>qualification</strong> modules comprise a m<strong>in</strong>imum of 1.5 credits of student counsell<strong>in</strong>g<br />
Pr<strong>in</strong>ciples of a <strong>vocational</strong> <strong>qualification</strong><br />
Vocational <strong>qualification</strong>s are made up of <strong>vocational</strong> modules, which are either compulsory<br />
or optional. Curriculum-based <strong>qualification</strong>s also <strong>in</strong>clude compulsory <strong>and</strong><br />
optional core subjects as well as free choice modules. Furthermore, a <strong>qualification</strong><br />
can be personalised by <strong>in</strong>clud<strong>in</strong>g more modules, which exp<strong>and</strong> the <strong>qualification</strong>,<br />
when that is necessary from to meet sector specific work<strong>in</strong>g life requirements or<br />
local <strong>vocational</strong> needs <strong>and</strong> to enrich the c<strong>and</strong>idate’s <strong>vocational</strong> skills. Qualification<br />
specific rules on optional modules are presented above <strong>in</strong> the table <strong>in</strong>troduc<strong>in</strong>g the<br />
Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care..<br />
16
Student (curriculum-based tra<strong>in</strong><strong>in</strong>g) or c<strong>and</strong>idate (competence-based <strong>qualification</strong>s)<br />
can also <strong>in</strong>clude modules from other <strong>vocational</strong> <strong>qualification</strong>s <strong>in</strong> the <strong>vocational</strong><br />
upper secondary <strong>qualification</strong>.<br />
To improve his/her eligibility to pursue further studies a student can choose<br />
general upper secondary studies, even take the matriculation exam<strong>in</strong>ation. These<br />
studies can compensate for core subjects, other optional <strong>qualification</strong> modules <strong>and</strong><br />
free choice studies.<br />
To facilitate mak<strong>in</strong>g choices <strong>and</strong> validation of prior learn<strong>in</strong>g easier, the compensation<br />
pr<strong>in</strong>ciples for studies completed or to be completed <strong>in</strong> a general upper<br />
secondary school have been described <strong>in</strong> Section 5 Core subjects. Def<strong>in</strong><strong>in</strong>g the pr<strong>in</strong>ciples<br />
of compensation also promotes cooperation between education providers <strong>and</strong><br />
the use of common tra<strong>in</strong><strong>in</strong>g provision.<br />
Complet<strong>in</strong>g the whole <strong>qualification</strong> is the primary goal <strong>in</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
lead<strong>in</strong>g to a <strong>qualification</strong> provided <strong>in</strong> accordance with the Act on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g. A student can also take a <strong>vocational</strong> <strong>qualification</strong> one or<br />
more modules at a time to give a more profession specific result when it is appropriate<br />
consider<strong>in</strong>g the <strong>in</strong>dividual’s learn<strong>in</strong>g abilities, life situation or employability. The<br />
student must have flexible opportunities to complete the <strong>qualification</strong> at a later date.<br />
In these k<strong>in</strong>ds of situations the education provider draws up a plan, preferably <strong>in</strong><br />
cooperation with the employer, for complet<strong>in</strong>g the <strong>qualification</strong>.<br />
1.3 Key competences for lifelong learn<strong>in</strong>g<br />
These key competences for lifelong learn<strong>in</strong>g are taken to mean such competence as<br />
is needed <strong>in</strong> cont<strong>in</strong>uous learn<strong>in</strong>g, <strong>in</strong> seiz<strong>in</strong>g future <strong>and</strong> new situations as well as <strong>in</strong><br />
cop<strong>in</strong>g with the chang<strong>in</strong>g work<strong>in</strong>g life environment. They are an important part of<br />
<strong>vocational</strong> skills <strong>and</strong> reflect an <strong>in</strong>dividual’s <strong>in</strong>tellectual flexibility <strong>and</strong> ability to manage<br />
different situations. They <strong>in</strong>crease the <strong>vocational</strong> civilisation <strong>and</strong> civic read<strong>in</strong>ess<br />
needed <strong>in</strong> all fields <strong>and</strong> help the students or c<strong>and</strong>idates to keep up with the changes<br />
<strong>in</strong> society <strong>and</strong> work<strong>in</strong>g life as well as to act under chang<strong>in</strong>g conditions. They also<br />
play a major part <strong>in</strong> one’s quality of life <strong>and</strong> development of personality.<br />
In addition to common emphases of the previous core curriculum of <strong>vocational</strong><br />
upper secondary education, the Requirements of competence-based <strong>qualification</strong>s<br />
<strong>and</strong> key competences common to all <strong>vocational</strong> fields, the key competences for<br />
lifelong learn<strong>in</strong>g are considered to <strong>in</strong>clude cross-curricular themes from basic <strong>and</strong><br />
general upper secondary education together with the recommendations for the key<br />
competences for lifelong learn<strong>in</strong>g 2005/0221 (COD) made by the European Union<br />
Parliament <strong>and</strong> the Commission.<br />
17
1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
The key competences for lifelong learn<strong>in</strong>g are <strong>in</strong>cluded <strong>in</strong> the objectives of the<br />
requirements of <strong>vocational</strong> <strong>qualification</strong> modules <strong>and</strong> their assessment criteria. The<br />
key competences for lifelong learn<strong>in</strong>g to be assessed separately consist of the follow<strong>in</strong>g:<br />
learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, <strong>in</strong>teraction <strong>and</strong> cooperation, <strong>vocational</strong> ethics<br />
<strong>and</strong> <strong>health</strong>, safety <strong>and</strong> ability to function.<br />
Key competences for lifelong learn<strong>in</strong>g are<br />
1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g<br />
2. Interaction <strong>and</strong> cooperation<br />
3. Vocational ethics<br />
4. Health, safety <strong>and</strong> ability to function<br />
5. Initiative <strong>and</strong> entrepreneurship<br />
6. Susta<strong>in</strong>able development<br />
7. Aesthetics<br />
8. Communication <strong>and</strong> media skills<br />
9. Mathematics <strong>and</strong> natural sciences<br />
10. Technology <strong>and</strong> <strong>in</strong>formation technology<br />
11. Active citizenship <strong>and</strong> different cultures<br />
Description of the key competences for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g<br />
The student or c<strong>and</strong>idate plans his/her activities <strong>and</strong> develops himself/herself <strong>and</strong><br />
the work. He/she assesses his/her own competence, solves problems <strong>and</strong> makes decisions<br />
<strong>and</strong> choices <strong>in</strong> his/her work. Student/c<strong>and</strong>idate is adaptive, <strong>in</strong>novative <strong>and</strong><br />
creative <strong>in</strong> his/her l<strong>in</strong>e of work, acquires <strong>in</strong>formation <strong>and</strong> analyses, assesses <strong>and</strong> applies<br />
it.<br />
Interaction <strong>and</strong> cooperation<br />
The student or c<strong>and</strong>idate acts appropriately <strong>in</strong> different <strong>in</strong>teractive situations <strong>and</strong><br />
also expresses different views clearly, constructively <strong>and</strong> <strong>in</strong> a way that creates confidence.<br />
He/she works cooperatively with different people <strong>and</strong> as a member of a team<br />
<strong>and</strong> also treats all people equally. He/she observes common rules of behaviour <strong>and</strong><br />
regulations. He/she makes use of the feedback given.<br />
18<br />
Vocational ethics<br />
The student or c<strong>and</strong>idate observes the value basis of the profession. He/she is committed<br />
to his/her work <strong>and</strong> acts responsibly follow<strong>in</strong>g the contracts made <strong>and</strong> Vocational<br />
ethics.
Health, safety <strong>and</strong> ability to function<br />
The student or c<strong>and</strong>idate acts safely <strong>and</strong> responsibly at work <strong>and</strong> leisure as well as<br />
<strong>in</strong> traffic <strong>and</strong> also leads a <strong>health</strong>y life <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s his/her ability to function <strong>and</strong><br />
work. He/she works ergonomically <strong>and</strong> takes physical exercise needed <strong>in</strong> the profession<br />
<strong>and</strong> also acts <strong>in</strong> a manner that prevents the dangers <strong>and</strong> <strong>health</strong> hazards <strong>in</strong> the<br />
work<strong>in</strong>g environment.<br />
Initiative <strong>and</strong> entrepreneurship<br />
The student or c<strong>and</strong>idate works towards complet<strong>in</strong>g the objectives set. He/she takes<br />
<strong>in</strong>itiative <strong>and</strong> acts <strong>in</strong> a customer-oriented way as an employer <strong>and</strong>/or entrepreneur.<br />
He/she plans activities <strong>and</strong> works to reach the objectives set. He/she acts economically<br />
<strong>and</strong> is result-orientated. He/she sets personal goals <strong>in</strong> l<strong>in</strong>e with the overall<br />
objectives.<br />
Susta<strong>in</strong>able development<br />
The student or c<strong>and</strong>idate acts accord<strong>in</strong>g to ecological, economical, <strong>social</strong> <strong>and</strong> cultural<br />
pr<strong>in</strong>ciples susta<strong>in</strong>able development <strong>in</strong> the profession. He/She observes the<br />
rules, regulations <strong>and</strong> contracts of susta<strong>in</strong>able development prevail<strong>in</strong>g <strong>in</strong> the sector.<br />
Aesthetics<br />
The student or c<strong>and</strong>idate takes <strong>in</strong>to consideration the aesthetic factors <strong>in</strong> his/her<br />
l<strong>in</strong>e of work. He/she contributes to <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s the niceness <strong>and</strong> aesthetics of the<br />
work<strong>in</strong>g environment.<br />
Communications <strong>and</strong> media skills<br />
The student or c<strong>and</strong>idate uses his/her language skills <strong>in</strong> a way that is appropriate,<br />
varied <strong>and</strong> <strong>in</strong>teractive consider<strong>in</strong>g the situation. Student/c<strong>and</strong>idate observes, <strong>in</strong>terprets<br />
<strong>and</strong> assesses different media products critically. He/she uses the media <strong>and</strong><br />
<strong>in</strong>formation technology as well as produces media material.<br />
Mathematics <strong>and</strong> natural sciences<br />
The student or c<strong>and</strong>idate uses basic mathematics to solve mathematic equations at<br />
work <strong>and</strong> <strong>in</strong> everyday life. He/she uses for example formulas, graphs, patterns <strong>and</strong><br />
statistics to help solve work related assignments <strong>and</strong> problems. Student/c<strong>and</strong>idate<br />
applies methods <strong>and</strong> practices that are based on the laws of physics <strong>and</strong> chemistry<br />
at work.<br />
19
1<br />
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)<br />
Technology <strong>and</strong> <strong>in</strong>formation technology<br />
The student or c<strong>and</strong>idate makes versatile use of technologies used <strong>in</strong> his/her profession.<br />
He/she considers the technological benefits, limitations <strong>and</strong> risks. He/she<br />
makes versatile use of computer technology as a professional <strong>and</strong> a citizen.<br />
Active citizenship <strong>and</strong> different cultures<br />
The student or c<strong>and</strong>idate participates constructively <strong>in</strong> the activities <strong>and</strong> decision<br />
mak<strong>in</strong>g of the community. He/she acts accord<strong>in</strong>g to his/her rights <strong>and</strong> responsibilities<br />
both at work <strong>and</strong> <strong>in</strong> everyday life. He observes the acts on equality. He/she acts<br />
appropriately <strong>and</strong> consider<strong>in</strong>g the requirements of work<strong>in</strong>g life with people from<br />
different cultural backgrounds both at home <strong>and</strong> <strong>in</strong> <strong>in</strong>ternational operations.<br />
1.4 Eligibility for further studies<br />
Accord<strong>in</strong>g to Paragraph 4 of the Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Act, <strong>vocational</strong><br />
upper secondary studies grant the student eligibility to further his/her studies <strong>in</strong><br />
universities or universities of applied sciences.<br />
20
2<br />
IMPLEMENTATION OF NATIONAL REQUIREMENTS IN<br />
CURRICULUM-BASED VOCATIONAL EDUCATION AND<br />
TRAINING<br />
2.1 Design <strong>and</strong> contents of the curriculum<br />
Accord<strong>in</strong>g to the Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Act (630/1998, section 14)<br />
the education provider must endorse for its tra<strong>in</strong><strong>in</strong>g a curriculum that is based on<br />
the <strong>qualification</strong> requirements mentioned <strong>in</strong> this document. It must conta<strong>in</strong> the<br />
procedures that ensure that the education reaches the tasks <strong>and</strong> objectives (Act<br />
630/1998, section 5). A curriculum must be approved separately for education provided<br />
<strong>in</strong> F<strong>in</strong>nish, Swedish <strong>and</strong> Saami <strong>and</strong> also for education <strong>in</strong> any other language<br />
when necessary. The curriculum of an education provider is a public document.<br />
The curriculum regulates <strong>and</strong> directs the education offered by the provider <strong>and</strong> all<br />
other activities closely related to it. To give the student protection under the law,<br />
the curriculum must provide adequate <strong>in</strong>formation about the modules <strong>and</strong> studies<br />
<strong>in</strong>cluded <strong>in</strong> the <strong>qualification</strong>, assessment <strong>and</strong> arrangements concern<strong>in</strong>g completion<br />
of the studies. The curriculum must be compiled so that it enables the students to<br />
<strong>in</strong>dividually select <strong>vocational</strong> studies as well as to complete general upper secondary<br />
studies <strong>and</strong> the matriculation exam<strong>in</strong>ation. The curriculum also acts as a basis for<br />
<strong>in</strong>ternal <strong>and</strong> external evaluation <strong>and</strong> also allows evaluat<strong>in</strong>g the effectiveness of the<br />
education offered by the education provider.<br />
The education provider reserves the recourses needed for the education. The<br />
education provider also sees that the curriculum allows the student to achieve the<br />
objectives set for the <strong>qualification</strong>, to receive enough teach<strong>in</strong>g <strong>and</strong> counsell<strong>in</strong>g he/<br />
she needs regardless of the way the education is organized on each workday, also<br />
dur<strong>in</strong>g on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstrations.<br />
The curriculum consists of the common part for all the fields of <strong>vocational</strong><br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>qualification</strong> specific part of the curriculum.<br />
21
2<br />
IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING<br />
2.1.1 Common part of the curriculum<br />
The common pr<strong>in</strong>ciples <strong>and</strong> procedures for all the upper secondary <strong>qualification</strong>s<br />
<strong>and</strong> core values of the education provider are def<strong>in</strong>ed <strong>in</strong> the common part of the<br />
curriculum.<br />
The common part of the curriculum consists of at least<br />
• provid<strong>in</strong>g education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g as curriculum-based <strong>vocational</strong> education<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g, as tra<strong>in</strong><strong>in</strong>g arranged at a workplace <strong>in</strong> connection with <strong>practical</strong><br />
work assignments <strong>and</strong> as apprenticeship tra<strong>in</strong><strong>in</strong>g (Act 630/1998, sections 3,<br />
15 <strong>and</strong> 17)<br />
• arrang<strong>in</strong>g education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g as contact teach<strong>in</strong>g, distance, multi-modal<br />
(Act 630/1998, sections15) <strong>and</strong> e-learn<strong>in</strong>g<br />
• plans <strong>and</strong> methods for complet<strong>in</strong>g a module or modules as well as students’<br />
opportunities to add on to their studies <strong>and</strong> complete the whole <strong>qualification</strong><br />
• provid<strong>in</strong>g education <strong>in</strong> cooperation with other education providers <strong>and</strong> work<strong>in</strong>g<br />
life (Act 630/1998, sections 14 <strong>and</strong> 10)<br />
• teach<strong>in</strong>g related measures promot<strong>in</strong>g community spirit, which provides an opportunity<br />
for reflect<strong>in</strong>g values <strong>and</strong> gett<strong>in</strong>g to know our cultural heritage (Decree<br />
811/1998, sections 9)<br />
• common practices on perform<strong>in</strong>g student assessment (Act 601/2005, section<br />
25a) <strong>in</strong> accordance with Chapter 7<br />
• compliance with the regulations of Chapter 8<br />
• staff development plan.<br />
The education provider must <strong>in</strong>clude plans on how to promote equality, non-discrim<strong>in</strong>ation<br />
<strong>and</strong> susta<strong>in</strong>able development <strong>in</strong> the curriculum. When organis<strong>in</strong>g the<br />
education the education provider must also take <strong>in</strong>to account the obligations <strong>in</strong><br />
other statutes concern<strong>in</strong>g education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g.<br />
2.1.2 Qualification specific part of the curriculum<br />
The <strong>qualification</strong> specific part of the curriculum determ<strong>in</strong>es the organisation of the<br />
<strong>vocational</strong> <strong>qualification</strong> modules <strong>and</strong> the core subjects, <strong>in</strong> cooperation with other<br />
education providers <strong>and</strong> work<strong>in</strong>g life. It also determ<strong>in</strong>es the tim<strong>in</strong>g of the education,<br />
learn<strong>in</strong>g environments <strong>and</strong> teach<strong>in</strong>g methods, with the help of which the student<br />
can achieve the <strong>vocational</strong> skills requirements <strong>and</strong> objectives of the <strong>qualification</strong>.<br />
22
The <strong>qualification</strong> specific part also lists the studies the tra<strong>in</strong><strong>in</strong>g provider offers<br />
from other <strong>qualification</strong>s as well as the student’s opportunities to complete more<br />
than one <strong>qualification</strong>. It <strong>in</strong>cludes the decision on the assessment plan for the <strong>vocational</strong><br />
modules <strong>and</strong> core subjects, which is to <strong>in</strong>clude skills demonstrations <strong>and</strong> other<br />
assessment of competence.<br />
Qualification specific part of the curriculum is to cover at least<br />
• structure of the <strong>qualification</strong> of compulsory <strong>and</strong> optional <strong>vocational</strong> modules<br />
<strong>and</strong> core subjects<br />
• progression, tim<strong>in</strong>g <strong>and</strong> sequence of studies<br />
• provision of free choice modules<br />
• a plan on the provision of <strong>in</strong>dividual <strong>in</strong>-depth <strong>vocational</strong> modules (modules<br />
enhanc<strong>in</strong>g a <strong>vocational</strong> upper secondary <strong>qualification</strong>)<br />
• a plan on assessment of the modules <strong>and</strong> methods used for assessment of competence<br />
• a plan on assess<strong>in</strong>g <strong>vocational</strong> modules <strong>in</strong> a way that it <strong>in</strong>cludes a plan on<br />
implementation <strong>and</strong> assessment of skills demonstrations approved by the local<br />
board for <strong>vocational</strong> skills demonstrations<br />
• locally offered modules, their skills requirements, targets of assessment <strong>and</strong><br />
criteria as well as the objectives, targets of assessment <strong>and</strong> assessment criteria<br />
for the additional optional modules of compulsory core subjects.<br />
2.1.3 Individual study plan<br />
Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Act (Act 630/1998, section 14) conta<strong>in</strong>s the<br />
provision of a student’s right to make <strong>in</strong>dividual choices <strong>in</strong> his/her studies. Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Decree (Decree 811/1998, sections 3, 4 <strong>and</strong> 12a)<br />
conta<strong>in</strong>s the provision of how to <strong>in</strong>form students of the tra<strong>in</strong><strong>in</strong>g offered, of student<br />
counsell<strong>in</strong>g <strong>and</strong> recognition <strong>and</strong> validation of prior skills. In order that a student’s<br />
right to make <strong>in</strong>dividual choices is possible, the education provider must prepare<br />
the student an <strong>in</strong>dividual study plan based on his/her <strong>in</strong>dividual start<strong>in</strong>g po<strong>in</strong>t <strong>and</strong><br />
update it throughout the tra<strong>in</strong><strong>in</strong>g offered.<br />
23
3<br />
COMPLETING A VOCATIONAL QUALIFICATION AS<br />
A COMPETENCE-BASED QUALIFICATION<br />
3.1 General on competence-based <strong>qualification</strong> system<br />
The competence-based <strong>qualification</strong> system offers adults a flexible way of demonstrat<strong>in</strong>g,<br />
renew<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g their <strong>vocational</strong> competence, or when duties<br />
change, qualify<strong>in</strong>g for a new profession. In a competence-based <strong>qualification</strong> a person’s<br />
<strong>vocational</strong> competence can be nationally <strong>and</strong> quality-wise acknowledged despite<br />
whether the skills have been acquired through work<strong>in</strong>g experience, studies or<br />
other activities. In the competence-based <strong>qualification</strong> system the employer side,<br />
employee side <strong>and</strong> the tra<strong>in</strong><strong>in</strong>g sector work <strong>in</strong> close cooperation when develop<strong>in</strong>g<br />
the <strong>qualification</strong> structure, draw<strong>in</strong>g up <strong>qualification</strong> requirements, plann<strong>in</strong>g <strong>and</strong> arrang<strong>in</strong>g<br />
competence tests as well as when assess<strong>in</strong>g test performances.<br />
Vocational <strong>qualification</strong>s, further <strong>and</strong> specialist <strong>vocational</strong> <strong>qualification</strong>s can be<br />
completed as competence-based <strong>qualification</strong>s. The Requirements of competencebased<br />
<strong>qualification</strong>s describe <strong>vocational</strong> skills as work<strong>in</strong>g life competence requirements.<br />
The <strong>qualification</strong>s are made up of modules, which are <strong>in</strong>dependent work<br />
entities.<br />
3.2 Arrang<strong>in</strong>g competence-based <strong>qualification</strong>s<br />
The <strong>qualification</strong> committees appo<strong>in</strong>ted by the National Board of Education <strong>and</strong><br />
compris<strong>in</strong>g the representatives of employers, employees, teachers <strong>and</strong> when necessary<br />
self-employed persons, are responsible for arrang<strong>in</strong>g <strong>and</strong> controll<strong>in</strong>g competence-based<br />
<strong>qualification</strong>s <strong>and</strong> they award <strong>qualification</strong> certificates. The <strong>qualification</strong><br />
committees sign contracts on arrang<strong>in</strong>g competence-based <strong>qualification</strong>s<br />
with education providers <strong>and</strong> when necessary other communities <strong>and</strong> foundations.<br />
Competence-based <strong>qualification</strong>s must not be arranged without a valid contract<br />
with the <strong>qualification</strong> committee concerned.<br />
24
3.3 Complet<strong>in</strong>g a competence-based <strong>qualification</strong><br />
A competence-based <strong>qualification</strong> is completed by successfully demonstrat<strong>in</strong>g the<br />
skills required <strong>in</strong> <strong>practical</strong> work assignments <strong>and</strong> activities <strong>in</strong> a competence test.<br />
Each module must be assessed separately. Assessment is jo<strong>in</strong>tly carried out by representatives<br />
of employers, employees <strong>and</strong> the tra<strong>in</strong><strong>in</strong>g sector. In <strong>vocational</strong> fields<br />
where self-employment is typical, this party is also to be considered when appo<strong>in</strong>t<strong>in</strong>g<br />
assessors. The <strong>qualification</strong> committee passes the f<strong>in</strong>al decision on assessment. A<br />
<strong>qualification</strong> certificate can be awarded when all the modules required to make up<br />
the <strong>qualification</strong> have been completed successfully.<br />
3.4 Requirements of competence-based <strong>qualification</strong>s<br />
The Requirements of competence-based <strong>qualification</strong>s def<strong>in</strong>e the modules to be <strong>in</strong>cluded<br />
<strong>in</strong> the <strong>qualification</strong> <strong>and</strong> possibly the structure of specialisation, <strong>qualification</strong><br />
contents, <strong>vocational</strong> skills required <strong>in</strong> each module, bases of assessment (targets <strong>and</strong><br />
criteria of assessment) as well as ways of demonstrat<strong>in</strong>g <strong>vocational</strong> competence.<br />
A module is a <strong>vocational</strong> sub-entity, which can be discerned as a separately assessed<br />
entity <strong>in</strong> a natural work process. The <strong>vocational</strong> skills requirements def<strong>in</strong>ed<br />
<strong>in</strong> modules focus on profession specific key activities, control of processes <strong>and</strong> <strong>vocational</strong><br />
practices relevant <strong>in</strong> the field concerned. They <strong>in</strong>clude the skills commonly<br />
required <strong>in</strong> work<strong>in</strong>g life, <strong>social</strong> skills for example.<br />
Targets of assessment <strong>and</strong> criteria are derived from the <strong>vocational</strong> skills requirements.<br />
Targets of assessment def<strong>in</strong>e the sectors of competence that special attention<br />
will be paid to. Def<strong>in</strong><strong>in</strong>g the targets of assessment also make it easier to assess <strong>vocational</strong><br />
competence <strong>in</strong> the work activity concerned. Assessment must cover all the<br />
targets listed <strong>in</strong> the Requirements of competence-based <strong>qualification</strong>s. Assessment<br />
criteria determ<strong>in</strong>e the quality <strong>and</strong> quantity levels for a successful performance.<br />
The ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills <strong>in</strong>clude further <strong>in</strong>structions on<br />
how to complete a <strong>qualification</strong>. The <strong>vocational</strong> skills are, <strong>in</strong> the ma<strong>in</strong>, demonstrated<br />
<strong>in</strong> actual work assignments or tasks. The ways of demonstrat<strong>in</strong>g <strong>vocational</strong><br />
skills may also <strong>in</strong>clude, for example, <strong>in</strong>structions on how a test performance can be<br />
supplemented, if necessary, <strong>in</strong> order for all the skills requirements to have been successfully<br />
met.<br />
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3<br />
COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION<br />
3.5 Individualisation <strong>in</strong> competence-based <strong>qualification</strong>s<br />
Education provider is responsible for <strong>in</strong>dividualis<strong>in</strong>g the enrolment for a competence-based<br />
<strong>qualification</strong> <strong>and</strong> for preparatory tra<strong>in</strong><strong>in</strong>g, complet<strong>in</strong>g the <strong>qualification</strong><br />
as well as the acquisition of the <strong>vocational</strong> skills required. The National Board of<br />
Education has issued a separate regulation on <strong>in</strong>dividualisation.<br />
3.6 Assessment of <strong>vocational</strong> skills <strong>in</strong> a competence-based<br />
<strong>qualification</strong><br />
The assessment of <strong>vocational</strong> skills must profoundly <strong>and</strong> <strong>care</strong>fully look <strong>in</strong>to how the<br />
<strong>qualification</strong> c<strong>and</strong>idate has shown that he/she masters what the skills requirements<br />
of the module concerned prescribe. The assessment criteria def<strong>in</strong>ed <strong>in</strong> the requirements<br />
for the competence-based <strong>qualification</strong> are to be used. In assessment, a variety<br />
of different <strong>and</strong> primarily qualitative assessment methods should be used. Us<strong>in</strong>g one<br />
method only does not necessarily yield a reliable result. Vocational field <strong>and</strong> <strong>qualification</strong><br />
specific special features are taken <strong>in</strong>to consideration <strong>in</strong> the assessment process<br />
<strong>in</strong> accordance with the <strong>qualification</strong> requirements.<br />
If a person complet<strong>in</strong>g a <strong>qualification</strong> has reliable evidence of competence<br />
demonstrated earlier, the assessors assess its correspondence with the skills requirements<br />
described <strong>in</strong> the requirements for the competence-based <strong>qualification</strong>. The<br />
assessors suggest the document to the <strong>qualification</strong> committee for recognition as<br />
part of a competence-based <strong>qualification</strong>. If the c<strong>and</strong>idate has earlier demonstrated<br />
his/her skills <strong>in</strong> one of the modules of this <strong>qualification</strong> either <strong>in</strong> curriculum-based<br />
education or <strong>in</strong> a competence-based <strong>qualification</strong>, the earlier completed <strong>qualification</strong><br />
or its module must be presented for recognition as part of the competencebased<br />
<strong>qualification</strong> to be completed. There is no general time limit to be set for<br />
the skills acquired <strong>and</strong> demonstrated earlier but the validity of such skills can be<br />
verified. The <strong>qualification</strong> committee makes the f<strong>in</strong>al decision on the recognition<br />
of earlier demonstrated <strong>and</strong> reliably documented skills. If necessary, the c<strong>and</strong>idate<br />
must demonstrate the correspondence of his/her skills with the skills requirements<br />
of the <strong>qualification</strong> <strong>in</strong> question.<br />
Assess<strong>in</strong>g <strong>vocational</strong> skills is a process where collect<strong>in</strong>g assessment material <strong>and</strong><br />
document<strong>in</strong>g the assessment process are of key importance. The representatives of<br />
work<strong>in</strong>g life <strong>and</strong> teachers carry out a <strong>care</strong>ful <strong>and</strong> comprehensive tri-partite assessment.<br />
Every person complet<strong>in</strong>g a <strong>qualification</strong> must learn the assessment criteria.<br />
The c<strong>and</strong>idate must be given an opportunity to self-assess his/her performance. The<br />
provider of a competence-based <strong>qualification</strong> must draw up m<strong>in</strong>utes of the assess-<br />
26
ment of the module, which must be signed by the assessors. The c<strong>and</strong>idate is given<br />
feedback as part of a good assessment process. The <strong>qualification</strong> committee makes<br />
the f<strong>in</strong>al decision on assessment.<br />
Assessors<br />
The persons assess<strong>in</strong>g the <strong>qualification</strong> c<strong>and</strong>idate’s <strong>vocational</strong> skills are to have good<br />
<strong>vocational</strong> skills themselves <strong>in</strong> the area of the competence-based <strong>qualification</strong> <strong>in</strong><br />
question. The <strong>qualification</strong> committee <strong>and</strong> the provider of the competence-based<br />
<strong>qualification</strong> agree on the assessors <strong>in</strong> the contract for arrang<strong>in</strong>g competence-based<br />
<strong>qualification</strong>s.<br />
Rectification of assessment<br />
A person complet<strong>in</strong>g a <strong>qualification</strong> can, with<strong>in</strong> the time limit specified by law, request<br />
rectification of assessment from the <strong>qualification</strong> committee whose sector the<br />
<strong>qualification</strong> <strong>in</strong> question falls <strong>in</strong>. A written request of rectification is addressed to<br />
the <strong>qualification</strong> committee. Hav<strong>in</strong>g heard the assessors, the committee can oblige<br />
them to carry out a reassessment. A <strong>qualification</strong> committee decision on a claim for<br />
rectification of assessment cannot be appealed.<br />
3.7 Certificates<br />
Qualification committee awards a <strong>qualification</strong> certificate or a certificate on completion<br />
of a module or modules. A representative of the education provider issues a<br />
certificate on completed preparatory tra<strong>in</strong><strong>in</strong>g respectively. ¨The National Board of<br />
Education has issued a regulation on the <strong>in</strong>formation to be <strong>in</strong>cluded <strong>in</strong> the certificates.<br />
A certificate on the completion of a <strong>qualification</strong> module or modules is awarded<br />
at the request of a person complet<strong>in</strong>g a competence-based <strong>qualification</strong>. The<br />
representatives of the <strong>qualification</strong> committee <strong>and</strong> the education provider sign the<br />
<strong>qualification</strong> certificate or a certificate given after the completion of a module or<br />
modules.<br />
An entry <strong>in</strong> the Certificate of Vocational Skills approved by the National<br />
Board of Education <strong>in</strong> proof of completion of a competence-based <strong>qualification</strong><br />
is comparable to a <strong>qualification</strong> certificate. The provider of the competence-based<br />
<strong>qualification</strong> acquires <strong>and</strong> signs the Certificate of Vocational Skills. A Certificate of<br />
Vocational Skills is subject to a fee.<br />
27
3<br />
COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION<br />
3.8 Preparatory tra<strong>in</strong><strong>in</strong>g for competence-based <strong>qualification</strong>s<br />
In the case of a competence-based <strong>qualification</strong> no preconditions to attend preparatory<br />
tra<strong>in</strong><strong>in</strong>g can be set. However, these <strong>qualification</strong>s are primarily taken <strong>in</strong> connection<br />
with such preparatory tra<strong>in</strong><strong>in</strong>g. The education provider decides on the contents<br />
<strong>and</strong> arrangement of preparatory tra<strong>in</strong><strong>in</strong>g for competence-based <strong>qualification</strong>s<br />
<strong>in</strong> compliance with the <strong>qualification</strong> requirements. The tra<strong>in</strong><strong>in</strong>g <strong>and</strong> tests must be<br />
structured accord<strong>in</strong>g to the <strong>qualification</strong> modules to be completed. A person attend<strong>in</strong>g<br />
such preparatory tra<strong>in</strong><strong>in</strong>g must be provided an opportunity to participate <strong>in</strong><br />
competence tests <strong>and</strong> complete the <strong>qualification</strong> as part of the tra<strong>in</strong><strong>in</strong>g.<br />
In the registered professions with<strong>in</strong> <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>, the c<strong>and</strong>idate is required<br />
to participate <strong>in</strong> preparatory tra<strong>in</strong><strong>in</strong>g or apprenticeship tra<strong>in</strong><strong>in</strong>g <strong>and</strong> on-thejob<br />
tra<strong>in</strong><strong>in</strong>g <strong>in</strong> accordance with the document specify<strong>in</strong>g his/her <strong>in</strong>dividual study<br />
plan.<br />
In the Vocational Qualifications <strong>in</strong> Social <strong>and</strong> Health Care, the education provider<br />
shall <strong>in</strong> the preparatory tra<strong>in</strong><strong>in</strong>g pay attention to the ambition of Act 812/2000<br />
on the Status <strong>and</strong> Rights of Social Welfare Customers, to promote customer-orientation,<br />
confidentiality of the customer relationship <strong>and</strong> the customer’s right to good<br />
service <strong>and</strong> treatment <strong>in</strong> <strong>social</strong> welfare as well as the ambition of Act 559/1994 on<br />
Health Care Professionals, to promote the safety of patients <strong>and</strong> the quality of <strong>health</strong><br />
<strong>care</strong> services by ensur<strong>in</strong>g that the <strong>practical</strong> <strong>nurse</strong> has the education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g necessary<br />
for the practice of the profession, other adequate professional <strong>qualification</strong>s<br />
<strong>and</strong> other knowledge <strong>and</strong> skills necessary for the practice of the profession.<br />
The extent of preparatory tra<strong>in</strong><strong>in</strong>g lead<strong>in</strong>g to a Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care (120 credits) is determ<strong>in</strong>ed on the basis of the c<strong>and</strong>idate’s<br />
prior studies, work experience <strong>and</strong> know-how <strong>in</strong> a manner which makes it possible<br />
to atta<strong>in</strong> the required <strong>vocational</strong> skills requirements. If the c<strong>and</strong>idate does not have a<br />
previous <strong>qualification</strong> <strong>in</strong> <strong>social</strong> <strong>and</strong>/or <strong>health</strong> <strong>care</strong>, his/her preparatory tra<strong>in</strong><strong>in</strong>g must<br />
<strong>in</strong>clude compulsory <strong>vocational</strong> study modules of at least 80 credits.<br />
The core subjects which are compulsory <strong>in</strong> curriculum-based <strong>vocational</strong> education<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g are not compulsory <strong>in</strong> tra<strong>in</strong><strong>in</strong>g which prepares for a competence-based<br />
<strong>qualification</strong>. The objectives of core subjects shall, however, be taken<br />
<strong>in</strong>to account when applicable <strong>in</strong> the curriculum <strong>and</strong> arrangements for preparatory<br />
tra<strong>in</strong><strong>in</strong>g.<br />
28
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS<br />
AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN<br />
SOCIAL AND HEALTH CARE<br />
4.1 Compulsory modules for all<br />
4.1.1 Support <strong>and</strong> guidance of growth<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• respects the client’s values <strong>and</strong> cultural background<br />
• recognizes the strengths <strong>and</strong> needs, related to the growth <strong>and</strong> development of<br />
clients of different ages <strong>and</strong> backgrounds<br />
• sets goals that support growth <strong>and</strong> development<br />
• acts on the basis of a plan which supports the client’s growth <strong>and</strong> development<br />
• assesses his/her actions <strong>and</strong> the implementation of a plan which supports the<br />
client’s growth <strong>and</strong> development<br />
• promotes <strong>and</strong> supports the client’s growth <strong>and</strong> development, <strong>health</strong>, security<br />
<strong>and</strong> well-be<strong>in</strong>g<br />
• guides <strong>and</strong> supports the client <strong>in</strong> daily activities<br />
• guides different client groups<br />
• abides with the pr<strong>in</strong>ciples, regulations <strong>and</strong> provisions concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
• abides with the pr<strong>in</strong>ciples <strong>and</strong> recommendations concern<strong>in</strong>g different client<br />
groups<br />
• assumes responsibility for his/her own learn<strong>in</strong>g <strong>and</strong> assesses his/her <strong>vocational</strong><br />
development<br />
• searches for <strong>in</strong>formation <strong>and</strong> exploits <strong>in</strong>formation technology <strong>and</strong> different<br />
means of documentation<br />
• complies with the rules of a work<strong>in</strong>g group <strong>and</strong> abides with the occupational<br />
<strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions of his/her workplace.<br />
29
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
In all <strong>vocational</strong> skills requirements <strong>and</strong> assessment criteria, ‘client’ refers to people<br />
of different ages <strong>and</strong> backgrounds. Consequently, students or c<strong>and</strong>idates may tra<strong>in</strong><br />
<strong>in</strong> different on-the-job learn<strong>in</strong>g environments. As a rule, however, the <strong>vocational</strong><br />
skills requirements <strong>in</strong> this module shall be atta<strong>in</strong>ed <strong>in</strong> various sett<strong>in</strong>gs <strong>in</strong>volv<strong>in</strong>g<br />
both children <strong>and</strong> the youth.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Systematic work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
recognizes the strengths recognizes the strengths widely recognizes the<br />
<strong>and</strong> needs related to the <strong>and</strong> needs related to the strengths <strong>and</strong> needs related<br />
growth <strong>and</strong> development of growth <strong>and</strong> development of to the growth <strong>and</strong> development<br />
clients of different ages <strong>and</strong> clients of different ages <strong>and</strong><br />
of clients of different<br />
backgrounds.<br />
backgrounds, exploit<strong>in</strong>g ages <strong>and</strong> backgrounds,<br />
different data acquisition exploit<strong>in</strong>g many different<br />
methods.<br />
data acquisition methods.<br />
sets goals that support<br />
growth <strong>and</strong> development,<br />
together with the client <strong>and</strong><br />
team.<br />
pursues goals <strong>in</strong> his/her<br />
work, on the basis of a<br />
written plan which supports<br />
the client’s growth<br />
<strong>and</strong> development.<br />
assesses his/her own actions<br />
<strong>and</strong> the implementation of<br />
a written client-oriented<br />
plan.<br />
sets goals that support<br />
growth <strong>and</strong> development,<br />
together with the client <strong>and</strong><br />
team, pay<strong>in</strong>g attention to<br />
the client’s age <strong>and</strong> phase of<br />
development.<br />
pursues goals <strong>in</strong> his/her<br />
work, on the basis of a written<br />
plan which supports the<br />
client’s growth <strong>and</strong> development,<br />
<strong>in</strong> cooperation<br />
with his/her team.<br />
realistically assesses his/her<br />
own actions <strong>and</strong> the implementation<br />
of a written<br />
client-oriented plan.<br />
sets goals that support<br />
growth <strong>and</strong> development,<br />
together with the client,<br />
his/her family <strong>and</strong> team,<br />
pay<strong>in</strong>g attention to the client’s<br />
age, phase of development<br />
<strong>and</strong> situation <strong>in</strong> life.<br />
consistently pursues goals<br />
<strong>in</strong> his/her work, on the basis<br />
of a written plan which<br />
supports the client’s growth<br />
<strong>and</strong> development, <strong>in</strong> cooperation<br />
with the client, his/<br />
her family <strong>and</strong> the team.<br />
realistically <strong>and</strong> diversely<br />
assesses his/her own actions<br />
<strong>and</strong> the implementation of<br />
a written client-oriented<br />
plan.<br />
30
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
The support <strong>and</strong><br />
guidance of growth<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
listens to <strong>and</strong> observes the<br />
client <strong>and</strong> discusses his/her<br />
needs with him/her.<br />
provides the client with<br />
opportunities for activities<br />
<strong>and</strong> uses different materials,<br />
equipment <strong>and</strong> facilities <strong>in</strong><br />
his/her work.<br />
exploits methods which are<br />
appropriate for the sett<strong>in</strong>g,<br />
<strong>in</strong> promot<strong>in</strong>g <strong>and</strong> support<strong>in</strong>g<br />
the client’s growth <strong>and</strong><br />
development.<br />
exploits creative methods<br />
<strong>and</strong> approaches, as <strong>in</strong>struments<br />
<strong>in</strong> support<strong>in</strong>g the<br />
client’s growth.<br />
guides <strong>and</strong> <strong>in</strong>structs the client<br />
<strong>in</strong> daily activities.<br />
supports the client’s acceptable<br />
behaviour <strong>and</strong> sets the<br />
limits.<br />
guides different groups of<br />
clients <strong>and</strong> supports <strong>in</strong>teraction<br />
between the clients.<br />
listens to <strong>and</strong> observes the<br />
client <strong>and</strong> discusses his/her<br />
needs with him/her. Takes<br />
the client’s situation <strong>in</strong> life<br />
<strong>in</strong>to account.<br />
provides the client with<br />
opportunities for activities<br />
<strong>and</strong> uses materials, equipment<br />
<strong>and</strong> facilities appropriately<br />
<strong>in</strong> his/her work.<br />
diversely exploits different<br />
methods which are appropriate<br />
for the sett<strong>in</strong>g,<br />
<strong>in</strong> promot<strong>in</strong>g <strong>and</strong> support<strong>in</strong>g<br />
the client’s growth <strong>and</strong><br />
development.<br />
diversely exploits creative<br />
methods <strong>and</strong> approaches, as<br />
<strong>in</strong>struments <strong>in</strong> support<strong>in</strong>g<br />
the client’s growth.<br />
guides <strong>and</strong> <strong>in</strong>structs the client<br />
<strong>in</strong> daily activities, <strong>and</strong><br />
pays attention to him/her<br />
as an active participant.<br />
supports the client’s acceptable<br />
behaviour <strong>and</strong> sets the<br />
limits appropriately, provid<strong>in</strong>g<br />
motivations.<br />
guides different groups of<br />
clients <strong>and</strong> actively supports<br />
<strong>in</strong>teraction between<br />
the clients.<br />
listens to <strong>and</strong> observes the<br />
client <strong>and</strong> discusses his/her<br />
needs with him/her without<br />
undue restra<strong>in</strong>t. Takes<br />
the client’s situation <strong>in</strong> life<br />
<strong>in</strong>to account <strong>in</strong> many ways.<br />
provides the client with opportunities<br />
for activities <strong>in</strong><br />
an <strong>in</strong>spir<strong>in</strong>g <strong>and</strong> motivat<strong>in</strong>g<br />
manner, <strong>and</strong> uses materials,<br />
equipment <strong>and</strong> facilities<br />
appropriately <strong>and</strong> creatively<br />
<strong>in</strong> his/her work.<br />
diversely <strong>and</strong> creatively<br />
exploits methods which are<br />
appropriate for the sett<strong>in</strong>g,<br />
<strong>in</strong> promot<strong>in</strong>g <strong>and</strong> support<strong>in</strong>g<br />
the client’s growth <strong>and</strong><br />
development.<br />
diversely <strong>and</strong> naturally exploits<br />
creative methods <strong>and</strong><br />
approaches, as <strong>in</strong>struments<br />
<strong>in</strong> support<strong>in</strong>g the client’s<br />
growth.<br />
guides <strong>and</strong> <strong>in</strong>structs the<br />
client <strong>in</strong> daily activities, <strong>in</strong><br />
an <strong>in</strong>dependent <strong>and</strong> responsible<br />
manner, <strong>and</strong> pays<br />
attention to him/her as an<br />
active participant.<br />
supports the client’s acceptable<br />
behaviour <strong>and</strong> sets the<br />
limits appropriately, provid<strong>in</strong>g<br />
motivations, <strong>and</strong> f<strong>in</strong>ds<br />
positive solutions.<br />
guides different groups<br />
of clients, without undue<br />
restra<strong>in</strong>t, <strong>and</strong> actively supports<br />
<strong>in</strong>teraction between<br />
the clients.<br />
31
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge, related<br />
to the support of the<br />
client’s growth <strong>and</strong><br />
development<br />
takes the pleasantness of<br />
the client’s sett<strong>in</strong>g <strong>in</strong>to<br />
account <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s its<br />
aesthetic aspects.<br />
abides, with the support of<br />
his/her team, with the pr<strong>in</strong>ciples<br />
<strong>and</strong> recommendations<br />
concern<strong>in</strong>g the client<br />
group (e.g. the pr<strong>in</strong>ciples<br />
of early education <strong>and</strong> preventive<br />
child welfare work,<br />
quality recommendations<br />
concern<strong>in</strong>g services for<br />
the elderly, a development<br />
plan for mental <strong>health</strong> <strong>and</strong><br />
drug abuse work, recommendations<br />
for exercise <strong>and</strong><br />
fitness).<br />
as a team member, supports<br />
the clients’ <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g<br />
by guid<strong>in</strong>g them to<br />
use the necessary services.<br />
prepares basic meals <strong>and</strong><br />
pastry, <strong>in</strong> accordance with<br />
food hygiene requirements.<br />
Takes the client’s needs <strong>in</strong>to<br />
account.<br />
Assessment criteria<br />
makes the client’s sett<strong>in</strong>g<br />
pleasant <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s its<br />
aesthetic aspects.<br />
abides with the pr<strong>in</strong>ciples<br />
<strong>and</strong> recommendations<br />
concern<strong>in</strong>g different client<br />
groups.<br />
supports the clients’ <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g by guid<strong>in</strong>g<br />
them to use the necessary<br />
services.<br />
plans <strong>and</strong> prepares nutritious<br />
basic meals <strong>and</strong><br />
pastry, <strong>in</strong> accordance with<br />
food hygiene requirements.<br />
Takes the client’s needs <strong>in</strong>to<br />
account.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
client’s mental, physical<br />
<strong>and</strong> <strong>social</strong> development at<br />
different ages.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
client’s mental, physical<br />
<strong>and</strong> <strong>social</strong> development at<br />
different ages <strong>and</strong> on the<br />
factors <strong>in</strong>fluenc<strong>in</strong>g such<br />
development.<br />
makes the client’s sett<strong>in</strong>g<br />
pleasant, together with the<br />
client, <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s its<br />
aesthetic aspects. Takes the<br />
aesthetic aspects of his/her<br />
own branch <strong>in</strong>to account.<br />
abides with the pr<strong>in</strong>ciples<br />
<strong>and</strong> recommendations<br />
concern<strong>in</strong>g different client<br />
groups <strong>and</strong> cites these as<br />
the justification for his/her<br />
actions.<br />
promotes, <strong>in</strong> his/her actions,<br />
the clients’ <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> guides<br />
them to use the necessary<br />
services <strong>in</strong> many ways.<br />
plans <strong>and</strong> prepares nutritious<br />
basic meals <strong>and</strong><br />
pastry, <strong>in</strong> accordance with<br />
food hygiene requirements.<br />
Takes the client’s needs <strong>in</strong>to<br />
account <strong>in</strong> many ways.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with his/her<br />
knowledge of the client’s<br />
mental, physical <strong>and</strong> <strong>social</strong><br />
development at different<br />
ages <strong>and</strong> on the factors<br />
<strong>in</strong>fluenc<strong>in</strong>g such development.<br />
32
Master<strong>in</strong>g the<br />
knowledge related to<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
is familiar with the pr<strong>in</strong>ciples<br />
of the process of<br />
<strong>care</strong> <strong>and</strong> education, as well<br />
as systematic <strong>and</strong> targetoriented<br />
activity, <strong>and</strong> takes<br />
them <strong>in</strong>to account <strong>in</strong> his/<br />
her work.<br />
exploits, <strong>in</strong> his/her work,<br />
his/her familiarity with the<br />
data acquisition methods<br />
used <strong>in</strong> the client’s <strong>care</strong> <strong>and</strong><br />
education.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
opportunities for activities<br />
which support the client’s<br />
growth <strong>and</strong> development,<br />
as well as those on creat<strong>in</strong>g<br />
a supportive environment.<br />
<strong>in</strong> his/her work, exploits<br />
methods of creative expression<br />
which support growth<br />
<strong>and</strong> development.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
work<strong>in</strong>gs of group dynamics.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
significance of culture <strong>in</strong><br />
human activities.<br />
<strong>in</strong> his/her work, takes factors<br />
which advance <strong>and</strong><br />
harm the clients’ well-be<strong>in</strong>g<br />
<strong>in</strong>to account.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
client’s recommended diet<br />
<strong>and</strong> the pr<strong>in</strong>ciples of prepar<strong>in</strong>g<br />
basic meals <strong>and</strong> food<br />
hygiene requirements.<br />
is familiar with the process<br />
of <strong>care</strong> <strong>and</strong> education <strong>and</strong><br />
justifies his/her actions with<br />
the pr<strong>in</strong>ciples of systematic<br />
<strong>and</strong> target-oriented activity.<br />
exploits, <strong>in</strong> many ways<br />
<strong>in</strong> his/her work, his/her<br />
familiarity with the most<br />
important data acquisition<br />
methods used <strong>in</strong> the client’s<br />
<strong>care</strong> <strong>and</strong> education.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the opportunities<br />
for activities which<br />
support the client’s growth<br />
<strong>and</strong> development, as well<br />
as those on creat<strong>in</strong>g a supportive<br />
environment.<br />
is familiar with the process<br />
of <strong>care</strong> <strong>and</strong> education <strong>and</strong><br />
justifies his/her actions,<br />
<strong>in</strong> many ways, with the<br />
pr<strong>in</strong>ciples of systematic <strong>and</strong><br />
target-oriented activity.<br />
exploits justifiably, <strong>and</strong> <strong>in</strong><br />
many ways <strong>in</strong> his/her work,<br />
his/her familiarity with the<br />
most important data acquisition<br />
methods used <strong>in</strong> the<br />
client’s <strong>care</strong> <strong>and</strong> education.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the opportunities<br />
for activities which<br />
support the client’s growth<br />
<strong>and</strong> development, as well<br />
as those on creat<strong>in</strong>g a supportive<br />
environment.<br />
<strong>in</strong> his/her work, exploits, <strong>in</strong> <strong>in</strong> his/her work, exploits, <strong>in</strong><br />
a justified manner, methods a diverse <strong>and</strong> justified manner,<br />
methods of creative<br />
of creative expression which<br />
support growth <strong>and</strong> development.<br />
growth <strong>and</strong><br />
expression which support<br />
development.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
work<strong>in</strong>gs of group dynamics.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
significance of culture <strong>in</strong><br />
human activities.<br />
<strong>in</strong> his/her work, takes factors<br />
which advance <strong>and</strong><br />
harm the clients’ well-be<strong>in</strong>g<br />
<strong>in</strong>to account, <strong>and</strong> justifies<br />
his/her actions with such<br />
factors.<br />
justifies his/her actions with<br />
the client’s recommended<br />
diet <strong>and</strong> the pr<strong>in</strong>ciples of<br />
prepar<strong>in</strong>g basic meals <strong>and</strong><br />
food hygiene requirements.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with his/her<br />
knowledge of the work<strong>in</strong>gs<br />
of group dynamics.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the significance<br />
of culture <strong>in</strong> human<br />
activities.<br />
<strong>in</strong> his/her work, takes factors<br />
which advance <strong>and</strong><br />
harm the clients’ well-be<strong>in</strong>g<br />
<strong>in</strong>to account, <strong>and</strong> justifies<br />
his/her actions <strong>in</strong> many<br />
ways with such factors.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with the client’s<br />
recommended diet <strong>and</strong> the<br />
pr<strong>in</strong>ciples of prepar<strong>in</strong>g basic<br />
meals <strong>and</strong> food hygiene<br />
requirements.<br />
33
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the field<br />
of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>, its history <strong>and</strong><br />
organisation<br />
Master<strong>in</strong>g the knowledge<br />
related to statutes,<br />
regulations <strong>and</strong><br />
operat<strong>in</strong>g pr<strong>in</strong>ciples<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
learn<strong>in</strong>g to learn<br />
tells about the structure<br />
<strong>and</strong> central <strong>vocational</strong><br />
skills requirements <strong>in</strong> the<br />
Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care.<br />
tells about the history of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> <strong>and</strong><br />
about the current system<br />
of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services.<br />
<strong>in</strong> his/her work, exploits<br />
his/her familiarity with<br />
the pr<strong>in</strong>ciples <strong>and</strong> recommendations<br />
concern<strong>in</strong>g<br />
different client groups<br />
(e.g. the pr<strong>in</strong>ciples of early<br />
education <strong>and</strong> preventive<br />
child welfare work, quality<br />
recommendations concern<strong>in</strong>g<br />
services to the elderly, a<br />
development plan for mental<br />
<strong>health</strong> <strong>and</strong> drug abuse<br />
work, recommendations for<br />
exercise <strong>and</strong> fitness).<br />
<strong>in</strong> his/her work, abides with<br />
the statutes, regulations<br />
<strong>and</strong> operat<strong>in</strong>g pr<strong>in</strong>ciples of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> work,<br />
related to the support <strong>and</strong><br />
guidance of growth.<br />
exploits, <strong>in</strong> his/her actions,<br />
the basic pr<strong>in</strong>ciples of<br />
learn<strong>in</strong>g to learn.<br />
exploits <strong>in</strong> his/her actions,<br />
his/her familiarity with the<br />
phases of <strong>vocational</strong> growth<br />
<strong>and</strong> development.<br />
tells about the structure <strong>and</strong><br />
<strong>vocational</strong> skills requirements<br />
<strong>in</strong> the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong><br />
Health Care.<br />
tells about the history <strong>and</strong><br />
current situation of <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> <strong>and</strong> <strong>in</strong> his/<br />
her work, exploits his/her<br />
familiarity with <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> services.<br />
justifies his/her actions<br />
with the pr<strong>in</strong>ciples <strong>and</strong><br />
recommendations concern<strong>in</strong>g<br />
different client groups<br />
(e.g. the pr<strong>in</strong>ciples of early<br />
education <strong>and</strong> preventive<br />
child welfare work, quality<br />
recommendations concern<strong>in</strong>g<br />
services to the elderly, a<br />
development plan for mental<br />
<strong>health</strong> <strong>and</strong> drug abuse<br />
work, recommendations for<br />
exercise <strong>and</strong> fitness).<br />
<strong>in</strong> his/her work, abides with<br />
the statutes, regulations<br />
<strong>and</strong> operat<strong>in</strong>g pr<strong>in</strong>ciples of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> work,<br />
related to the support <strong>and</strong><br />
guidance of growth, <strong>and</strong><br />
justifies his/her actions with<br />
such statutes, regulations<br />
<strong>and</strong> pr<strong>in</strong>ciples.<br />
justifies his/her actions<br />
with the basic pr<strong>in</strong>ciples of<br />
learn<strong>in</strong>g to learn.<br />
justifies <strong>in</strong> his/her actions<br />
with his/her familiarity<br />
with the phases of <strong>vocational</strong><br />
growth <strong>and</strong> development.<br />
tells about the historical<br />
<strong>and</strong> <strong>social</strong> background of<br />
the vocation of a <strong>practical</strong><br />
<strong>nurse</strong>, as well as the <strong>qualification</strong><br />
structure <strong>and</strong> <strong>vocational</strong><br />
skills requirements.<br />
tells about the history, current<br />
situation <strong>and</strong> central<br />
visions of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> <strong>in</strong> his/her work,<br />
exploits his/her familiarity<br />
with <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with the pr<strong>in</strong>ciples<br />
<strong>and</strong> recommendations<br />
concern<strong>in</strong>g different client<br />
groups (e.g. the pr<strong>in</strong>ciples<br />
of early education <strong>and</strong> preventive<br />
child welfare work,<br />
quality recommendations<br />
concern<strong>in</strong>g services to the<br />
elderly, a development plan<br />
for mental <strong>health</strong> <strong>and</strong> drug<br />
abuse work, recommendations<br />
for exercise <strong>and</strong> fitness).<br />
<strong>in</strong> his/her work, abides with<br />
the statutes, regulations<br />
<strong>and</strong> operat<strong>in</strong>g pr<strong>in</strong>ciples of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> work,<br />
related to the support <strong>and</strong><br />
guidance of growth, <strong>and</strong><br />
justifies his/her actions<br />
<strong>in</strong> many ways with such<br />
statutes, regulations <strong>and</strong><br />
pr<strong>in</strong>ciples.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with the basic<br />
pr<strong>in</strong>ciples of learn<strong>in</strong>g to<br />
learn.<br />
justifies <strong>in</strong> his/her actions,<br />
<strong>in</strong> many ways, with his/her<br />
familiarity with the phases<br />
of <strong>vocational</strong> growth <strong>and</strong><br />
development.<br />
34
<strong>in</strong> his/her actions, exploits<br />
some tools for data acquisition,<br />
communication <strong>and</strong><br />
documentation.<br />
<strong>in</strong> his/her actions, exploits<br />
the most important tools<br />
for data acquisition, communication<br />
<strong>and</strong> documentation.<br />
<strong>in</strong> his/her actions, exploits<br />
the tools for data acquisition,<br />
communication <strong>and</strong><br />
documentation <strong>in</strong> many<br />
ways.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
takes responsibility for his/ takes responsibility for his/<br />
her learn<strong>in</strong>g <strong>and</strong> advances her learn<strong>in</strong>g <strong>and</strong> advances<br />
his/her <strong>vocational</strong> skills. his/her <strong>vocational</strong> skills.<br />
recognises his/her own<br />
strengths <strong>and</strong> areas for development,<br />
<strong>and</strong> assesses his/<br />
her own <strong>vocational</strong> development.<br />
Readjusts his/<br />
her actions on the basis of<br />
feedback.<br />
accord<strong>in</strong>g to given <strong>in</strong>structions,<br />
searches for <strong>in</strong>formation<br />
<strong>and</strong> exploits <strong>in</strong>formation<br />
technology <strong>and</strong> means<br />
of documentation.<br />
seeks guidance, unprompted,<br />
<strong>in</strong> problem situations.<br />
expresses him-/herself underst<strong>and</strong>ably,<br />
both orally<br />
<strong>and</strong> <strong>in</strong> writ<strong>in</strong>g. Underst<strong>and</strong>s<br />
the client’s messages<br />
<strong>and</strong> responds to them.<br />
behaves <strong>in</strong> a service-spirited<br />
<strong>and</strong> client-oriented manner.<br />
works as a team member<br />
<strong>and</strong> abides with the team’s<br />
rules <strong>and</strong> pr<strong>in</strong>ciples.<br />
recognises the phase of his/<br />
her own <strong>vocational</strong> development<br />
<strong>and</strong> sets objectives<br />
for his/her <strong>vocational</strong> development.<br />
Assesses his/her<br />
actions <strong>and</strong> readjusts his/<br />
her conduct on the basis of<br />
feedback.<br />
searches for <strong>in</strong>formation<br />
<strong>in</strong> many ways <strong>and</strong> fluently<br />
exploits <strong>in</strong>formation technology<br />
<strong>and</strong> different means<br />
of documentation.<br />
justifies, <strong>in</strong> a professional<br />
manner, the decisions taken<br />
by him-/herself <strong>in</strong> problem<br />
situations.<br />
expresses him-/herself underst<strong>and</strong>ably<br />
<strong>and</strong> clearly,<br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
Underst<strong>and</strong>s the client’s<br />
<strong>and</strong> his/her family’s messages<br />
<strong>and</strong> responds to them<br />
<strong>in</strong> a client-oriented manner.<br />
behaves naturally, <strong>in</strong> a<br />
service-spirited <strong>and</strong> clientoriented<br />
manner.<br />
works naturally as a team<br />
member <strong>and</strong> abides the<br />
team’s rules <strong>and</strong> pr<strong>in</strong>ciples.<br />
takes active responsibility<br />
for his/her learn<strong>in</strong>g <strong>and</strong><br />
advances his/her <strong>vocational</strong><br />
skills <strong>in</strong> many ways.<br />
recognises the phase of his/<br />
her own <strong>vocational</strong> growth<br />
<strong>and</strong> development <strong>and</strong> takes<br />
the responsibility for it. Assesses<br />
his/her actions realistically<br />
<strong>and</strong> readjusts his/<br />
her conduct on the basis of<br />
feedback.<br />
searches for <strong>in</strong>formation<br />
<strong>in</strong> many ways <strong>and</strong> fluently<br />
exploits <strong>in</strong>formation technology<br />
<strong>and</strong> different means<br />
of documentation, related<br />
to his/her own work.<br />
justifies, <strong>in</strong> a professional<br />
manner, the decisions taken<br />
by him-/herself <strong>in</strong> problem<br />
situations <strong>and</strong> presents<br />
realistic <strong>and</strong> constructive<br />
options to solve them.<br />
expresses him-/herself underst<strong>and</strong>ably<br />
<strong>and</strong> clearly,<br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g,<br />
underst<strong>and</strong> the client’s <strong>and</strong><br />
his/her family’s messages<br />
<strong>and</strong> responds to them <strong>in</strong> a<br />
client-oriented <strong>and</strong> professional<br />
manner.<br />
behaves naturally, <strong>in</strong> a service-spirited,<br />
client-oriented<br />
<strong>and</strong> appropriate manner<br />
<strong>in</strong> different situations.<br />
works <strong>in</strong>dependently <strong>and</strong><br />
flexibly as a team member,<br />
abid<strong>in</strong>g with common<br />
pr<strong>in</strong>ciples.<br />
35
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
appreciates clients <strong>and</strong><br />
respects their values <strong>and</strong><br />
cultural background.<br />
abides with the regulations<br />
<strong>and</strong> pr<strong>in</strong>ciples of occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
<strong>in</strong> familiar situations <strong>and</strong><br />
work environments.<br />
attends to clients’ safety,<br />
accord<strong>in</strong>g to given <strong>in</strong>structions.<br />
appreciates clients <strong>and</strong><br />
respects <strong>and</strong> underst<strong>and</strong>s<br />
their values <strong>and</strong> cultural<br />
background.<br />
abides with the regulations<br />
<strong>and</strong> pr<strong>in</strong>ciples of occupational<br />
<strong>health</strong> <strong>and</strong> safety.<br />
attends to clients’ safety<br />
<strong>and</strong> anticipates potential<br />
security risks <strong>and</strong> hazards.<br />
appreciates clients <strong>in</strong>dividually<br />
<strong>and</strong> respects <strong>and</strong> underst<strong>and</strong>s<br />
their values <strong>and</strong><br />
cultural background.<br />
abides with the <strong>in</strong>structions<br />
<strong>and</strong> regulations of occupational<br />
safety <strong>and</strong> <strong>health</strong>,<br />
<strong>in</strong> an unprompted manner,<br />
<strong>and</strong> manages new <strong>and</strong><br />
chang<strong>in</strong>g situations.<br />
attends to clients’ safety<br />
<strong>in</strong> every respect <strong>and</strong> anticipates<br />
potential security<br />
risks <strong>and</strong> hazards.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> the support <strong>and</strong><br />
guidance of growth by work<strong>in</strong>g <strong>in</strong> an early education sett<strong>in</strong>g, e.g. at a day <strong>care</strong> centre<br />
(primarily) <strong>and</strong> <strong>in</strong> other day <strong>care</strong> sett<strong>in</strong>gs; home help service; or <strong>in</strong> occupational<br />
therapy, sheltered accommodation or a nurs<strong>in</strong>g home for the elderly. Vocational<br />
skills are to be demonstrated <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: systematic work, pay<strong>in</strong>g<br />
attention to <strong>health</strong>, safety <strong>and</strong> ability to function, <strong>and</strong> the support <strong>and</strong> guidance of<br />
growth. In addition, the student or c<strong>and</strong>idate shall master the knowledge related<br />
to the support <strong>and</strong> guidance of growth, as well as the key competences for lifelong<br />
learn<strong>in</strong>g.<br />
The work is carried out to an extent that makes it possible to establish that the<br />
<strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g master<strong>in</strong>g the knowledge related to the<br />
support of the client’s development, the tools for data acquisition, communication<br />
<strong>and</strong> documentation; as well as the composition of the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care; the history of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services; <strong>and</strong> the requirements of food hygiene<br />
• key competences for lifelong learn<strong>in</strong>g <strong>in</strong> its entirety.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
36
4.1.2 Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• sets objectives for his/her own actions <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
• draws up a needs- <strong>and</strong> resource-based plan, promot<strong>in</strong>g the client or patient’s<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> implements <strong>and</strong> assesses such a plan<br />
• helps <strong>and</strong> supports clients or patients to manage their daily activities<br />
• observes the client or patient’s vital functions <strong>and</strong> their ability to function,<br />
documents his/her observations <strong>and</strong> passes the <strong>in</strong>formation to others<br />
• carries out client- <strong>and</strong> patient-based nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> work, exploit<strong>in</strong>g his/her<br />
knowledge of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
• carries out the basic nurs<strong>in</strong>g of patients with memory impairment, chronic<br />
or common diseases (e.g. diabetes, epilepsy, Park<strong>in</strong>son’s disease, Alzheimer’s<br />
disease, rheumatism, cerebral haemorrhage, mental <strong>health</strong> <strong>and</strong> drug abuse diseases,<br />
arthritis <strong>and</strong> osteoporosis, sensory system diseases <strong>and</strong> h<strong>and</strong>icaps) <strong>and</strong><br />
promotes their rehabilitation<br />
• promotes the client or patient’s physical <strong>and</strong> mental <strong>health</strong>, security <strong>and</strong> wellbe<strong>in</strong>g<br />
• meets the client or patient professionally<br />
• exploits opportunities provided by aid-devices <strong>and</strong> technology <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong><br />
• <strong>in</strong>structs clients or patients to use <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> services <strong>and</strong> relief<br />
benefits<br />
• abides with the pr<strong>in</strong>ciples of susta<strong>in</strong>able development <strong>in</strong> his/her actions <strong>and</strong><br />
carries out his/her work accord<strong>in</strong>g to the recommendations of qualify work<br />
• implements pharmacotherapy, rations <strong>and</strong> adm<strong>in</strong>isters pharmaceuticals <strong>and</strong><br />
monitors their effect<br />
• assesses his/her own actions <strong>and</strong> <strong>vocational</strong> development <strong>and</strong> utilises given<br />
feedback<br />
• assesses his/her possibilities to work as a private entrepreneur <strong>in</strong> the future<br />
• complies with occupational <strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions <strong>and</strong> provisions<br />
• abides with the statutes, regulations <strong>and</strong> ethical pr<strong>in</strong>ciples of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector.<br />
In all <strong>vocational</strong> skills requirements <strong>and</strong> assessment criteria, ‘client’ refers to people<br />
of different ages <strong>and</strong> backgrounds.<br />
37
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Systematic work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
sets objectives for his/her sets objectives for his/her sets objectives for his/her<br />
own actions, supported by own actions <strong>and</strong> justifies own actions <strong>and</strong> presents<br />
his/her team. Tells about his/her plan to the team. alternative ways to implement<br />
his/her objectives to the Implements his/her plan.<br />
the plan to the team<br />
team <strong>and</strong> implements his/<br />
<strong>and</strong> assesses his/her own<br />
her plan.<br />
actions.<br />
recognizes physical, mental,<br />
<strong>social</strong>, <strong>in</strong>tellectual <strong>and</strong> spiritual<br />
needs <strong>and</strong> the resources<br />
of clients of different ages<br />
<strong>and</strong> backgrounds, exploit<strong>in</strong>g<br />
some data acquisition<br />
methods.<br />
accord<strong>in</strong>g to the <strong>in</strong>structions<br />
of his/her team, draws<br />
up a resource-based plan,<br />
promot<strong>in</strong>g the client’s nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong>, as part of the<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> process.<br />
acts <strong>in</strong> accordance with the<br />
plan <strong>in</strong> familiar situations,<br />
<strong>in</strong> cooperation with the<br />
client or patient <strong>and</strong> his/her<br />
network. Assesses his/her<br />
actions <strong>and</strong> the implementation<br />
of the plan.<br />
recognizes physical, mental,<br />
<strong>social</strong>, <strong>in</strong>tellectual <strong>and</strong><br />
spiritual needs <strong>and</strong> the resources<br />
of clients of different<br />
ages <strong>and</strong> backgrounds,<br />
exploit<strong>in</strong>g different data<br />
acquisition methods <strong>in</strong><br />
many ways.<br />
draws up a plan promot<strong>in</strong>g<br />
the client’s nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong>, as part of the nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> process, utilis<strong>in</strong>g<br />
the National Nurs<strong>in</strong>g Classification<br />
or a client- or<br />
patient-based plan used <strong>in</strong><br />
each sett<strong>in</strong>g. Utilises the<br />
client or patient’s resources<br />
<strong>and</strong> network.<br />
acts <strong>in</strong> accordance with<br />
the plan <strong>in</strong> cooperation<br />
with the client or patient<br />
<strong>and</strong> his/her network. Assesses<br />
his/her actions <strong>and</strong><br />
the implementation of the<br />
plan.<br />
recognizes widely physical,<br />
mental, <strong>social</strong>, <strong>in</strong>tellectual<br />
<strong>and</strong> spiritual needs <strong>and</strong><br />
the resources of clients of<br />
different ages <strong>and</strong> backgrounds,<br />
creatively exploit<strong>in</strong>g<br />
different data acquisition<br />
methods <strong>in</strong> many<br />
ways.<br />
draws up a plan promot<strong>in</strong>g<br />
the client’s nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong>, as part of the nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> process, utilis<strong>in</strong>g<br />
the National Nurs<strong>in</strong>g Classification<br />
or a client- or<br />
patient-based plan used <strong>in</strong><br />
each sett<strong>in</strong>g. Utilises the<br />
client or patient’s resources<br />
<strong>and</strong> network. Justifies the<br />
significance of the plan <strong>in</strong><br />
deal<strong>in</strong>g with the client <strong>in</strong><br />
all respects.<br />
acts flexibly <strong>in</strong> accordance<br />
with the plan <strong>in</strong> cooperation<br />
with the client or patient<br />
<strong>and</strong> his/her network.<br />
Assesses his/her actions <strong>and</strong><br />
the implementation of the<br />
plan realistically. Justifies<br />
his/her own actions.<br />
38
Quality work<br />
under <strong>in</strong>struction, complies<br />
with the quality recommendations<br />
of the workplace.<br />
complies with the quality<br />
recommendations of the<br />
workplace.<br />
complies with the quality<br />
recommendations of the<br />
workplace <strong>and</strong> makes development<br />
suggestions.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g work<strong>in</strong>g<br />
methods, tools,<br />
<strong>and</strong> materials<br />
Nurs<strong>in</strong>g <strong>and</strong> Care<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
supported by his/her team,<br />
helps <strong>and</strong> supports clients<br />
or patients manage their<br />
daily activities (wash<strong>in</strong>g<br />
<strong>and</strong> gett<strong>in</strong>g dressed/undressed,<br />
eat<strong>in</strong>g <strong>and</strong> dr<strong>in</strong>k<strong>in</strong>g,<br />
excretion, mobility,<br />
sleep <strong>and</strong> rest, <strong>and</strong> runn<strong>in</strong>g<br />
err<strong>and</strong>s).<br />
observes the client or<br />
patient’s vital functions<br />
(blood circulation <strong>and</strong><br />
breath<strong>in</strong>g), sensory functions<br />
<strong>and</strong> ability to function,<br />
with the support of<br />
his/her team.<br />
measures the client or patient’s<br />
body temperature,<br />
respiratory frequency,<br />
pulse, blood pressure <strong>and</strong><br />
blood sugar correctly.<br />
observes the client or patient’s<br />
pa<strong>in</strong> <strong>and</strong> relieves it,<br />
with the support of his/her<br />
team.<br />
helps <strong>and</strong> supports clients<br />
or patients to manage their<br />
daily activities.<br />
observes the client or<br />
patient’s vital functions,<br />
sensory functions, ability<br />
to function <strong>and</strong> well-be<strong>in</strong>g.<br />
Recognises changes <strong>in</strong> the<br />
client or patient’s condition.<br />
measures the client or patient’s<br />
body temperature,<br />
respiratory frequency, pulse,<br />
blood pressure <strong>and</strong> blood<br />
sugar correctly <strong>and</strong> recognises<br />
changes <strong>in</strong> the client or<br />
patient’s condition.<br />
recognises the client or<br />
patient’s pa<strong>in</strong> <strong>and</strong> uses different<br />
methods to relieve<br />
it, with the support of his/<br />
her team.<br />
helps <strong>and</strong> supports clients<br />
or patients to manage their<br />
daily activities on the basis<br />
of their resources.<br />
observes the client or<br />
patient’s vital functions,<br />
sensory functions, ability<br />
to function <strong>and</strong> well-be<strong>in</strong>g.<br />
Recognises changes <strong>in</strong> the<br />
client or patient’s condition<br />
<strong>and</strong> acts appropriately <strong>in</strong> a<br />
chang<strong>in</strong>g situation.<br />
measures the client or patient’s<br />
body temperature,<br />
respiratory frequency, pulse,<br />
blood pressure <strong>and</strong> blood<br />
sugar correctly. Recognises<br />
changes <strong>in</strong> the client or<br />
patient’s condition <strong>and</strong> acts<br />
appropriately <strong>in</strong> a chang<strong>in</strong>g<br />
situation.<br />
recognises the patient’s pa<strong>in</strong><br />
<strong>and</strong> uses different methods<br />
for pa<strong>in</strong>-relief.<br />
39
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Assess<strong>in</strong>g the possibility<br />
of work<strong>in</strong>g as a<br />
private entrepreneur<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
writes down his/her observations<br />
<strong>in</strong> the client- or servations <strong>in</strong> the client- or<br />
writes down his/her ob-<br />
patient-specific plan, with patient-specific plan. Informs<br />
others about his/<br />
the support of his/her team.<br />
Informs others about his/ her observations orally, <strong>in</strong><br />
her observations orally, <strong>in</strong> writ<strong>in</strong>g, <strong>and</strong> us<strong>in</strong>g tele-<strong>in</strong>formatic<br />
means. Takes data<br />
writ<strong>in</strong>g, <strong>and</strong> us<strong>in</strong>g tele-<strong>in</strong>formatic<br />
means. Takes data protection <strong>in</strong>to account.<br />
protection <strong>in</strong>to account.<br />
provides basic daily <strong>health</strong><br />
<strong>care</strong> <strong>in</strong> a client- or patientbased<br />
manner <strong>and</strong> <strong>in</strong> accordance<br />
with his/her team’s<br />
<strong>in</strong>struction, for patients<br />
suffer<strong>in</strong>g from memory<br />
loss or chronic or common<br />
diseases (e.g. oral <strong>care</strong>, sk<strong>in</strong><br />
<strong>care</strong>, exercise to promote<br />
mobility, as well as h<strong>and</strong><br />
<strong>and</strong> foot <strong>care</strong>) <strong>and</strong> promotes<br />
rehabilitation.<br />
meets the client or patient<br />
professionally.<br />
as a team member, uses<br />
presence as a tool.<br />
under <strong>in</strong>struction, assesses<br />
the strengths of his/her<br />
actions <strong>and</strong> work, as well as<br />
his/her needs for development.<br />
promotes the client or patient’s<br />
physical <strong>and</strong> mental<br />
<strong>health</strong>, security <strong>and</strong> wellbe<strong>in</strong>g,<br />
<strong>in</strong> a resource-based<br />
manner.<br />
provides basic daily <strong>health</strong><br />
<strong>care</strong>, <strong>in</strong> an unprompted<br />
<strong>and</strong> client- or patient-based<br />
manner, for patients suffer<strong>in</strong>g<br />
from memory loss or<br />
chronic or common diseases.<br />
Supports the clients<br />
or patients’ <strong>in</strong>dependence<br />
<strong>and</strong> promotes rehabilitation<br />
<strong>in</strong> accordance with valid<br />
nurs<strong>in</strong>g practices.<br />
meets the client or patient<br />
professionally <strong>and</strong> promotes<br />
the client or patient’s<br />
well-be<strong>in</strong>g through <strong>in</strong>teraction.<br />
uses presence as a tool.<br />
assesses the strengths of his/<br />
her actions <strong>and</strong> work, as<br />
well as his/her possibility to<br />
work as a private entrepreneur<br />
<strong>in</strong> his/her professional<br />
field <strong>in</strong> the future.<br />
promotes the client or patient’s<br />
physical <strong>and</strong> mental<br />
<strong>health</strong>, security <strong>and</strong> wellbe<strong>in</strong>g,<br />
<strong>in</strong> a resource-based<br />
<strong>and</strong> unprompted manner.<br />
writes down his/her observations<br />
<strong>in</strong>dependently <strong>in</strong><br />
the client- or patient-specific<br />
plan. Informs others<br />
about his/her observations<br />
orally, <strong>in</strong> writ<strong>in</strong>g, <strong>and</strong> us<strong>in</strong>g<br />
tele-<strong>in</strong>formatic means.<br />
Takes data protection <strong>in</strong>to<br />
account.<br />
provides basic daily <strong>health</strong><br />
<strong>care</strong>, unprompted <strong>and</strong> <strong>in</strong><br />
a client- or patient-based<br />
manner, for patients suffer<strong>in</strong>g<br />
from memory loss or<br />
chronic or common diseases.<br />
Supports the clients or<br />
patients’ <strong>in</strong>dependence <strong>and</strong><br />
promotes rehabilitation <strong>and</strong><br />
assesses the methods of basic<br />
<strong>care</strong> <strong>in</strong> accordance with<br />
valid nurs<strong>in</strong>g practices.<br />
meets the client or patient<br />
professionally <strong>and</strong> promotes<br />
the client or patient’s<br />
well-be<strong>in</strong>g through <strong>in</strong>teraction,<br />
unprompted <strong>and</strong><br />
<strong>in</strong>dividually.<br />
uses presence as a tool, also<br />
<strong>in</strong> dem<strong>and</strong><strong>in</strong>g situations <strong>in</strong><br />
the client or patient’s life.<br />
assesses the strengths of his/<br />
her actions <strong>and</strong> work, as<br />
well as his/her possibility to<br />
work as a private entrepreneur<br />
<strong>in</strong> his/her professional<br />
field <strong>in</strong> the future <strong>and</strong> sets<br />
development objectives for<br />
his/her entrepreneurship<br />
skills.<br />
promotes the client or patient’s<br />
physical <strong>and</strong> mental<br />
<strong>health</strong>, security <strong>and</strong> wellbe<strong>in</strong>g,<br />
<strong>in</strong> a resource-based,<br />
unprompted <strong>and</strong> versatile<br />
manner.<br />
40
guides clients or patients<br />
towards stimulat<strong>in</strong>g <strong>and</strong><br />
<strong>social</strong> activities, with functional<br />
methods.<br />
recognises the need for support<br />
<strong>and</strong> some <strong>social</strong> problems<br />
of the client or patient<br />
(e.g. lonel<strong>in</strong>ess, problems<br />
<strong>in</strong> life control, neglect <strong>and</strong><br />
abuse, domestic violence,<br />
mental <strong>health</strong> <strong>and</strong> drug<br />
abuse problems).<br />
recognises the client’s or<br />
patient’s public <strong>health</strong> risks.<br />
guides the client or patient<br />
to choose or chooses him-/<br />
herself, for the client, a<br />
wholesome meal, <strong>in</strong> accordance<br />
with nutrition<br />
recommendations, tak<strong>in</strong>g<br />
special dietary requirements<br />
<strong>in</strong>to account.<br />
takes <strong>care</strong> of the safety <strong>and</strong><br />
tid<strong>in</strong>ess of the client’s or patient’s<br />
environment, as well<br />
as his/her cloth<strong>in</strong>g.<br />
guides <strong>and</strong> encourages<br />
clients or patients towards<br />
stimulat<strong>in</strong>g <strong>and</strong> <strong>social</strong><br />
activities, with functional<br />
methods, which helps<br />
ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> build up their<br />
networks.<br />
recognises the client’s or<br />
patient’s <strong>social</strong> problems<br />
<strong>and</strong> takes them <strong>in</strong>to account<br />
<strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>,<br />
<strong>in</strong> accordance with his/her<br />
team’s <strong>in</strong>structions.<br />
recognises the client’s or<br />
patient’s public <strong>health</strong> risks<br />
<strong>and</strong> takes them <strong>in</strong>to account<br />
<strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>,<br />
<strong>in</strong> accordance with his/her<br />
team’s <strong>in</strong>structions.<br />
motivates the client or patient<br />
to choose or chooses<br />
him-/herself, for the client,<br />
a wholesome meal, <strong>in</strong> accordance<br />
with nutrition<br />
recommendations, tak<strong>in</strong>g<br />
special dietary requirements<br />
<strong>in</strong>to account.<br />
guides the patient to take<br />
<strong>care</strong> or takes <strong>in</strong>dependently<br />
<strong>care</strong> of the safety, pleasantness<br />
<strong>and</strong> tid<strong>in</strong>ess of the<br />
client’s or patient’s environment,<br />
as well as his/her<br />
cloth<strong>in</strong>g.<br />
guides <strong>and</strong> encourages<br />
clients or patients towards<br />
stimulat<strong>in</strong>g <strong>and</strong> <strong>social</strong> activities,<br />
creatively <strong>and</strong> with<br />
functional methods, which<br />
helps ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> build<br />
up their networks. Also<br />
safeguards Also safeguards<br />
the opportunity for <strong>social</strong><br />
participation.<br />
recognises the client’s or patient’s<br />
<strong>social</strong> problems <strong>and</strong><br />
takes them <strong>in</strong>to account <strong>in</strong><br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>in</strong> accordance<br />
with his/her team’s<br />
<strong>in</strong>structions. Discusses the<br />
client or patient’s situation<br />
with him/her <strong>and</strong> <strong>in</strong>structs<br />
him/her to seek help.<br />
recognises the client’s or<br />
patient’s public <strong>health</strong> risks<br />
<strong>and</strong> takes them <strong>in</strong>to account<br />
<strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>,<br />
<strong>in</strong> accordance with his/<br />
her team’s <strong>in</strong>structions,<br />
<strong>and</strong> discusses the client’s<br />
or patient’s situation with<br />
him/her.<br />
motivates <strong>and</strong> guides the<br />
client or patient, giv<strong>in</strong>g<br />
him/her reasons, to choose<br />
or chooses him-/herself,<br />
for the client, a wholesome<br />
meal, <strong>in</strong> accordance with<br />
nutrition recommendations,<br />
tak<strong>in</strong>g special dietary<br />
requirements <strong>in</strong>to account.<br />
guides <strong>and</strong> motivates the<br />
patient to take <strong>care</strong> or takes<br />
<strong>in</strong>dependently <strong>care</strong> of the<br />
safety, pleasantness <strong>and</strong><br />
tid<strong>in</strong>ess of the client’s or patient’s<br />
environment, as well<br />
as his/her cloth<strong>in</strong>g.<br />
41
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
Carry<strong>in</strong>g out pharmacotherapy<br />
exploits opportunities provided<br />
by aid-devices <strong>and</strong><br />
technology <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong>, accord<strong>in</strong>g to the <strong>in</strong>structions<br />
of his/her team.<br />
chooses nature-friendly<br />
materials, tools <strong>and</strong> methods<br />
<strong>and</strong> energy-sav<strong>in</strong>g work<br />
procedures, <strong>in</strong> accordance<br />
with the <strong>in</strong>structions of his/<br />
her team.<br />
recognises the client or<br />
patient’s need for <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> services <strong>and</strong><br />
relief benefits.<br />
sets the pharmaceuticals <strong>in</strong><br />
client- or patient-specific<br />
dosages without mistakes<br />
<strong>and</strong> adm<strong>in</strong>isters the pharmaceuticals<br />
appropriately<br />
(via oral, rectal, topical,<br />
eye, nose, ear, vag<strong>in</strong>al <strong>in</strong>take),<br />
by subcutaneous or<br />
<strong>in</strong>tramuscular <strong>in</strong>jection<br />
(s.c. or i.m.) <strong>and</strong> through<br />
<strong>in</strong>halation (<strong>in</strong>h.), accord<strong>in</strong>g<br />
to <strong>in</strong>structions. Complies<br />
with aseptics <strong>and</strong> the <strong>in</strong>structions<br />
for occupational<br />
<strong>health</strong> <strong>and</strong> safety as well as<br />
environmental protection.<br />
exploits the opportunities<br />
provided by aid-devices <strong>and</strong><br />
technology <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong>, <strong>in</strong> an unprompted<br />
manner.<br />
chooses nature-friendly<br />
materials, tools <strong>and</strong> methods<br />
<strong>and</strong> energy-sav<strong>in</strong>g work<br />
procedures.<br />
recognises the client or<br />
patient’s need for <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> services<br />
<strong>and</strong> relief benefits <strong>and</strong> tells<br />
the client or patient about<br />
these services.<br />
sets the pharmaceuticals <strong>in</strong><br />
client- or patient-specific<br />
dosages without mistakes<br />
<strong>and</strong> adm<strong>in</strong>isters the pharmaceuticals<br />
appropriately<br />
(via oral, rectal, topical,<br />
eye, nose, ear, vag<strong>in</strong>al <strong>in</strong>take),<br />
by subcutaneous or<br />
<strong>in</strong>tramuscular <strong>in</strong>jection<br />
(s.c. or i.m.) <strong>and</strong> through<br />
<strong>in</strong>halation (<strong>in</strong>h.), accord<strong>in</strong>g<br />
to <strong>in</strong>structions. Complies<br />
with aseptics <strong>and</strong> the <strong>in</strong>structions<br />
for occupational<br />
<strong>health</strong> <strong>and</strong> safety as well as<br />
environmental protection.<br />
exploits opportunities provided<br />
by aid-devices <strong>and</strong><br />
technology <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong>, <strong>in</strong> a creative <strong>and</strong> varied<br />
manner.<br />
encourages <strong>and</strong> guides clients<br />
or patients to choose<br />
nature-friendly materials,<br />
tools <strong>and</strong> methods, accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> applies energy-sav<strong>in</strong>g<br />
work procedures.<br />
recognises, <strong>in</strong> many ways,<br />
the client or patient’s need<br />
for <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services <strong>and</strong> relief benefits.<br />
Instructs clients or patients<br />
to use <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services <strong>and</strong> relief benefits.<br />
sets the pharmaceuticals <strong>in</strong><br />
client- or patient-specific<br />
dosages without mistakes<br />
<strong>and</strong> adm<strong>in</strong>isters the pharmaceuticals<br />
appropriately<br />
(via oral, rectal, topical, eye,<br />
nose, ear, vag<strong>in</strong>al <strong>in</strong>take),<br />
by subcutaneous or <strong>in</strong>tramuscular<br />
<strong>in</strong>jection (s.c. or<br />
i.m.) <strong>and</strong> through <strong>in</strong>halation<br />
(<strong>in</strong>h.), accord<strong>in</strong>g to<br />
<strong>in</strong>structions <strong>and</strong> consider<strong>in</strong>g<br />
the situation. Complies<br />
with aseptics <strong>and</strong> the <strong>in</strong>structions<br />
for occupational<br />
<strong>health</strong> <strong>and</strong> safety as well as<br />
environmental protection.<br />
42
searches for <strong>in</strong>formation<br />
about the effects <strong>and</strong> sideeffects<br />
of pharmaceuticals<br />
<strong>in</strong> reliable sources, e.g.<br />
Pharmaca Fennica or<br />
pharmaceutical databases.<br />
Observes the effects <strong>and</strong><br />
side-effects of the pharmaceuticals<br />
used by the<br />
client or patient, as well as<br />
the possible abuse of pharmaceuticals,<br />
accord<strong>in</strong>g to<br />
<strong>in</strong>structions, <strong>and</strong> <strong>in</strong>forms<br />
about his/her observations<br />
orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g whilst<br />
occasionally needs guidance.<br />
helps the client or patients<br />
decipher <strong>and</strong> renew prescriptions.<br />
Recognises the<br />
risks related to a client’s<br />
pharmacotherapy <strong>and</strong> drug<br />
abuse <strong>and</strong> <strong>in</strong>forms the others<br />
<strong>in</strong> his/her team about<br />
them.<br />
uses reliable sources of <strong>in</strong>formation,<br />
e.g. Pharmaca<br />
Fennica or pharmaceutical<br />
databases, <strong>in</strong> observ<strong>in</strong>g the<br />
effects <strong>and</strong> side-effects of<br />
the pharmaceuticals used<br />
by the client or patient, as<br />
well as the possible abuse of<br />
pharmaceuticals. Informs<br />
about his/her observations<br />
orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
helps the client or patients<br />
decipher <strong>and</strong> renew prescriptions<br />
<strong>and</strong> guides the<br />
client <strong>in</strong> the <strong>in</strong>take, storage<br />
<strong>and</strong> disposal of pharmaceuticals<br />
with<strong>in</strong> the limits<br />
of the <strong>practical</strong> <strong>nurse</strong>’s responsibilities.<br />
Informs the<br />
client or patient about the<br />
<strong>in</strong>fluence of <strong>in</strong>toxicants <strong>in</strong><br />
comb<strong>in</strong>ation with pharmacotherapy.<br />
uses reliable sources of <strong>in</strong>formation,<br />
e.g. Pharmaca<br />
Fennica or pharmaceutical<br />
databases, <strong>and</strong> observes the<br />
effects <strong>and</strong> side-effects of<br />
pharmaceuticals, as well<br />
as the possible abuse of<br />
pharmaceuticals, as part<br />
of the client’s or patient’s<br />
overall treatment. Informs,<br />
unprompted, about his/her<br />
observations orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
guides <strong>and</strong> advises the client<br />
or patient <strong>in</strong> decipher<strong>in</strong>g<br />
<strong>and</strong> renew<strong>in</strong>g prescriptions,<br />
guides the client<br />
or patient <strong>in</strong> the <strong>in</strong>take,<br />
storage <strong>and</strong> disposal of<br />
pharmaceuticals <strong>in</strong> different<br />
situations, with<strong>in</strong> the limits<br />
of regulations <strong>and</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s responsibilities.<br />
Informs the client or patient<br />
about the <strong>in</strong>fluence of<br />
<strong>in</strong>toxicants <strong>in</strong> comb<strong>in</strong>ation<br />
with pharmacotherapy.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the concepts<br />
<strong>and</strong> know-how<br />
<strong>in</strong> basic nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong><br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of:<br />
human needs <strong>and</strong> resources.<br />
preconditions for <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g, as well as<br />
daily activities (e.g. oral<br />
<strong>care</strong>, sk<strong>in</strong> <strong>care</strong>, exercise to<br />
promote mobility, h<strong>and</strong><br />
<strong>and</strong> foot <strong>care</strong>) <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
justifies his/her ways <strong>and</strong><br />
practices at work, with his/<br />
her knowledge of:<br />
human needs <strong>and</strong> resources.<br />
preconditions for <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> daily<br />
activities, basic <strong>care</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong>.<br />
justifies, <strong>in</strong> many ways, his/<br />
her ways <strong>and</strong> practices at<br />
work, with his/her knowledge<br />
of:<br />
human needs <strong>and</strong> resources.<br />
preconditions for <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> daily<br />
activities, basic <strong>care</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong>.<br />
43
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
the normal structure <strong>and</strong><br />
function<strong>in</strong>g of the human<br />
body.<br />
public <strong>health</strong> risks, memory<br />
disorders, chronic or common<br />
diseases (e.g. diabetes,<br />
epilepsy, Park<strong>in</strong>son’s disease,<br />
Alzheimer’s disease,<br />
rheumatism, cerebral haemorrhage,<br />
mental <strong>health</strong><br />
<strong>and</strong> drug abuse diseases,<br />
arthritis <strong>and</strong> osteoporosis,<br />
sensory system diseases <strong>and</strong><br />
h<strong>and</strong>icaps).<br />
<strong>social</strong> problems <strong>and</strong> the<br />
need for support (e.g.<br />
lonel<strong>in</strong>ess, problems <strong>in</strong> life<br />
control, neglect <strong>and</strong> abuse,<br />
domestic violence, mental<br />
<strong>health</strong> <strong>and</strong> drug abuse<br />
problems).<br />
the normal structure <strong>and</strong><br />
function<strong>in</strong>g of the human<br />
body.<br />
public <strong>health</strong> risks, memory<br />
disorders, chronic <strong>and</strong> common<br />
diseases.<br />
<strong>social</strong> problems <strong>and</strong> the<br />
need for support.<br />
the normal structure <strong>and</strong><br />
function<strong>in</strong>g of the human<br />
body.<br />
public <strong>health</strong> risks, memory<br />
disorders, chronic <strong>and</strong> common<br />
diseases.<br />
<strong>social</strong> problems <strong>and</strong> the<br />
need for support.<br />
term<strong>in</strong>al <strong>care</strong>. term<strong>in</strong>al <strong>care</strong>. term<strong>in</strong>al <strong>care</strong>.<br />
is aware of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>in</strong> his/her work, exploits <strong>in</strong> his/her work, widely<br />
<strong>care</strong> legislation, basic services<br />
<strong>and</strong> service providers<br />
as well as of relief benefits.<br />
Tells about the services <strong>and</strong><br />
benefits <strong>in</strong> familiar customer-service<br />
situations <strong>and</strong><br />
acts <strong>in</strong> compliance with<br />
regulations.<br />
his/her familiarity with<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> legislation,<br />
services <strong>and</strong> service<br />
providers as well as of relief<br />
benefits.<br />
exploits his/her familiarity<br />
with <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
legislation, services <strong>and</strong><br />
service providers as well as<br />
of relief benefits, accord<strong>in</strong>g<br />
to the client’s or patient’s<br />
needs.<br />
is familiar with ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector, <strong>and</strong> uses<br />
central nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
concepts <strong>in</strong> his/her work.<br />
is aware of the concept <strong>and</strong><br />
pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>and</strong> takes<br />
them <strong>in</strong>to account <strong>in</strong> his/<br />
her work.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of special<br />
diets, clean<strong>in</strong>g, <strong>and</strong><br />
laundry.<br />
justifies his/her actions with<br />
ethical pr<strong>in</strong>ciples <strong>in</strong> the <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> sector,<br />
<strong>and</strong> uses central nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> concepts <strong>in</strong> his/<br />
her work.<br />
takes the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>in</strong>to<br />
account <strong>in</strong> his/her work<br />
<strong>and</strong> uses them to justify<br />
his/her actions.<br />
justifies his/her actions at<br />
work with his/her knowledge<br />
of special diets, clean<strong>in</strong>g<br />
<strong>and</strong> laundry.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector, <strong>and</strong> uses<br />
central nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
concepts fluently <strong>in</strong> his/her<br />
work.<br />
takes the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>and</strong><br />
their feasibility <strong>in</strong>to account<br />
<strong>in</strong> his/her work <strong>and</strong><br />
uses them <strong>in</strong> many ways to<br />
justify his/her actions.<br />
justifies his/her actions<br />
at work, <strong>in</strong> many ways,<br />
with his/her knowledge of<br />
special diets, clean<strong>in</strong>g <strong>and</strong><br />
laundry.<br />
44
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to <strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
exploits his/her knowledge<br />
of the most common<br />
pharmaceuticals <strong>and</strong> their<br />
adm<strong>in</strong>istration, as well as<br />
related occupational <strong>health</strong><br />
<strong>and</strong> safety <strong>and</strong> environmental<br />
protection. Is aware of<br />
the signs of the abuse of<br />
pharmaceuticals. Is aware<br />
of his/her own rights <strong>and</strong><br />
obligations <strong>in</strong> adm<strong>in</strong>ister<strong>in</strong>g<br />
pharmaceuticals.<br />
completes unit conversions<br />
<strong>and</strong> dosage calculations<br />
without mistakes.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
significance of psycho<strong>social</strong><br />
factors, the environment<br />
<strong>and</strong> aesthetic aspects <strong>in</strong><br />
promot<strong>in</strong>g <strong>health</strong>, wellbe<strong>in</strong>g<br />
<strong>and</strong> security.<br />
is aware of the pr<strong>in</strong>ciples<br />
of ergonomically correct<br />
work practices <strong>and</strong> takes<br />
them <strong>in</strong>to account <strong>in</strong> his/<br />
her work.<br />
justifies his/her actions<br />
with his/her knowledge<br />
of the most common<br />
pharmaceuticals <strong>and</strong> their<br />
adm<strong>in</strong>istration, as well as<br />
related occupational <strong>health</strong><br />
<strong>and</strong> safety <strong>and</strong> environmental<br />
protection. Is aware of<br />
the signs of the abuse of<br />
pharmaceuticals. Is aware<br />
of his/her own rights <strong>and</strong><br />
obligations <strong>in</strong> adm<strong>in</strong>ister<strong>in</strong>g<br />
pharmaceuticals.<br />
completes unit conversions<br />
<strong>and</strong> dosage calculations<br />
without mistakes.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
significance of psycho<strong>social</strong><br />
factors, the environment<br />
<strong>and</strong> aesthetic aspects <strong>in</strong><br />
promot<strong>in</strong>g <strong>health</strong>, wellbe<strong>in</strong>g<br />
<strong>and</strong> security.<br />
takes the pr<strong>in</strong>ciples of ergonomically<br />
correct work<br />
practices <strong>in</strong>to account <strong>in</strong><br />
his/her work <strong>and</strong> uses them<br />
to justify his/her actions.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of:<br />
• different pharmaceuticals,<br />
• the side-effects of the<br />
most common pharmaceuticals<br />
<strong>and</strong> the signs of<br />
abuse of pharmaceuticals,<br />
• regulations <strong>and</strong> provisi-<br />
ons concern<strong>in</strong>g pharmacotherapy<br />
<strong>and</strong> the limitations<br />
<strong>and</strong> requirements<br />
set by them (legislation,<br />
compliance monitor<strong>in</strong>g,<br />
sickness <strong>in</strong>surance policies),<br />
different types of phar-<br />
•<br />
maceuticals,<br />
• different methods of<br />
adm<strong>in</strong>istration, <strong>and</strong><br />
• occupational <strong>health</strong> <strong>and</strong><br />
safety as well as environmental<br />
protection related<br />
to pharmacotherapy.<br />
completes unit conversions<br />
<strong>and</strong> dosage calculations<br />
without mistakes.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with his/her<br />
knowledge of the significance<br />
of psycho<strong>social</strong> factors,<br />
the environment <strong>and</strong><br />
aesthetic aspects <strong>in</strong> promot<strong>in</strong>g<br />
<strong>health</strong>, well-be<strong>in</strong>g <strong>and</strong><br />
security.<br />
takes the pr<strong>in</strong>ciples of ergonomically<br />
correct work<br />
practices <strong>in</strong>to account <strong>in</strong><br />
his/her work <strong>and</strong> uses them<br />
to justify his/her actions <strong>in</strong><br />
many ways.<br />
45
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
entrepreneurship<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
is aware of the pr<strong>in</strong>ciples of<br />
aseptic work practices <strong>and</strong><br />
the regulations concern<strong>in</strong>g<br />
the prevention of <strong>in</strong>fectious<br />
diseases <strong>and</strong> takes them<br />
<strong>in</strong>to account <strong>in</strong> his/her<br />
work.<br />
under <strong>in</strong>struction, seeks<br />
<strong>in</strong>formation about the<br />
general preconditions for<br />
work<strong>in</strong>g as a private entrepreneur.<br />
Assessment criteria<br />
<strong>in</strong> his/her work, takes<br />
the pr<strong>in</strong>ciples of aseptic<br />
work practices <strong>and</strong> the<br />
regulations concern<strong>in</strong>g the<br />
prevention of <strong>in</strong>fectious<br />
diseases <strong>in</strong>to account <strong>and</strong><br />
uses them to justify his/her<br />
actions.<br />
seeks <strong>in</strong>formation about the<br />
general preconditions for<br />
work<strong>in</strong>g as a private entrepreneur.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
recognises his/her own recognises the phase of his/<br />
strengths <strong>and</strong> areas for development,<br />
her own <strong>vocational</strong> growth<br />
<strong>and</strong> assesses his/ <strong>and</strong> development <strong>and</strong><br />
her own <strong>vocational</strong> development.<br />
sets objectives for his/her<br />
Readjusts his/ <strong>vocational</strong> development.<br />
her actions on the basis of Assesses his/her actions <strong>and</strong><br />
feedback.<br />
readjusts his/her conduct<br />
seeks guidance for his/her<br />
decisions <strong>and</strong> actions <strong>in</strong><br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
on the basis of feedback.<br />
justifies his/ her decisions<br />
<strong>and</strong> actions <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong> by means of <strong>vocational</strong><br />
know-how.<br />
acts responsibly <strong>in</strong> his/her acts <strong>in</strong> a responsible <strong>and</strong><br />
work community <strong>and</strong> copes cooperative manner as a<br />
with familiar <strong>in</strong>teractive team member.<br />
situations.<br />
abides with the statutes,<br />
regulations <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector <strong>in</strong> recurrent<br />
situations at work.<br />
abides with the statutes,<br />
regulations <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector <strong>in</strong> chang<strong>in</strong>g<br />
situations at work.<br />
<strong>in</strong> his/her work, takes<br />
the pr<strong>in</strong>ciples of aseptic<br />
work practices <strong>and</strong> the<br />
regulations concern<strong>in</strong>g the<br />
prevention of <strong>in</strong>fectious<br />
diseases <strong>in</strong>to account <strong>and</strong><br />
uses them <strong>in</strong> many ways<br />
to justify his/her actions.<br />
In his/her work, takes <strong>in</strong>to<br />
account the most common<br />
causes for <strong>in</strong>fections <strong>and</strong><br />
the routes for their spread<strong>in</strong>g.<br />
Underst<strong>and</strong>s the economic<br />
impact of <strong>in</strong>fections.<br />
seeks <strong>in</strong>formation about the<br />
preconditions for work<strong>in</strong>g<br />
as a private entrepreneur <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector.<br />
recognises the phase of his/<br />
her own <strong>vocational</strong> growth<br />
<strong>and</strong> development <strong>and</strong> takes<br />
the responsibility for it. Assesses<br />
his/her actions realistically<br />
<strong>and</strong> readjusts his/<br />
her conduct on the basis of<br />
feedback.<br />
justifies, <strong>in</strong> many ways, the<br />
decisions <strong>and</strong> actions taken<br />
by him-/herself <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> <strong>and</strong> presents realistic<br />
<strong>and</strong> constructive options<br />
to solve problem situations.<br />
acts <strong>in</strong> a responsible, cooperative<br />
<strong>and</strong> flexible manner<br />
<strong>in</strong> the work community.<br />
abides with the statutes,<br />
regulations <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector <strong>in</strong> chang<strong>in</strong>g<br />
situations at work <strong>and</strong><br />
justifies his/her actions us<strong>in</strong>g<br />
such regulations etc.<br />
46
Health, safety <strong>and</strong><br />
ability to function<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
Wears appropriate<br />
work<strong>in</strong>g clothes <strong>and</strong> required<br />
protective gear.<br />
observes valid hygiene practices<br />
<strong>and</strong> the aseptic rules<br />
of procedure <strong>and</strong> takes <strong>care</strong><br />
of his/her personal hygiene<br />
(e.g. h<strong>and</strong> wash<strong>in</strong>g <strong>and</strong><br />
dis<strong>in</strong>fection) so as not to<br />
transmit <strong>in</strong>fections.<br />
uses ergonomically correct<br />
work practices <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> <strong>and</strong> benefits from<br />
workplace gymnastics <strong>in</strong><br />
the prevention of locomotor<br />
<strong>in</strong>juries.<br />
recognises the threat of<br />
violence <strong>and</strong> protects him-/<br />
herself if needed. Needs<br />
guidance <strong>in</strong> order to br<strong>in</strong>g<br />
up <strong>and</strong> <strong>in</strong>form about neglect,<br />
abuse <strong>and</strong> domestic<br />
violence, which s/he has<br />
detected <strong>in</strong> his/her work.<br />
provides first aid, accord<strong>in</strong>g<br />
to the requirements of EA1.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations, as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/<br />
her workplace. Prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good workplace<br />
atmosphere.<br />
observes valid hygiene practices<br />
<strong>and</strong> the aseptic rules<br />
of procedure <strong>and</strong> is familiar<br />
with valid regulations.<br />
uses ergonomically correct<br />
work practices <strong>and</strong> aiddevices<br />
<strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
<strong>and</strong> benefits from workplace<br />
gymnastics <strong>in</strong> the<br />
prevention of locomotor<br />
<strong>in</strong>juries.<br />
as a team member, encounters<br />
a client or patient<br />
whose behaviour seems<br />
threaten<strong>in</strong>g, <strong>and</strong> acts accord<strong>in</strong>g<br />
to the <strong>in</strong>structions<br />
of his/her work<strong>in</strong>g community.<br />
Br<strong>in</strong>gs up neglect,<br />
abuse <strong>and</strong> domestic violence<br />
which s/he has detected<br />
<strong>in</strong> his/her work, <strong>and</strong><br />
<strong>in</strong>forms the others <strong>in</strong> his/<br />
her team thereof.<br />
provides first aid, accord<strong>in</strong>g<br />
to the requirements of EA1.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
Prevents occupational<br />
<strong>health</strong> hazards. Prevents<br />
occupational risk factors<br />
<strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good workplace<br />
atmosphere.<br />
observes valid hygiene practices<br />
<strong>and</strong> the aseptic rules of<br />
procedure <strong>and</strong> gives justifications<br />
for his/her actions.<br />
Takes valid regulations <strong>in</strong>to<br />
account <strong>in</strong> his/her work.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> uses the<br />
clients or patient’s resources<br />
<strong>and</strong> aid-devices <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> <strong>and</strong> prevents occupational<br />
accidents <strong>and</strong><br />
<strong>in</strong>juries <strong>and</strong> benefits from<br />
workplace gymnastics <strong>in</strong><br />
the prevention of locomotor<br />
<strong>in</strong>juries.<br />
prevents <strong>and</strong> recognises the<br />
threat of violence <strong>and</strong>, as a<br />
team member, encounters<br />
a client or patient whose<br />
behaviour seems threaten<strong>in</strong>g.<br />
Abides with the <strong>in</strong>structions<br />
of his/her work<strong>in</strong>g<br />
community <strong>and</strong>, when<br />
needed, protects him-/herself.<br />
Br<strong>in</strong>gs up, <strong>in</strong> a natural<br />
manner, neglect, abuse <strong>and</strong><br />
domestic violence which<br />
s/he has detected <strong>in</strong> his/<br />
her work, <strong>and</strong> guides the<br />
parties to seek help <strong>and</strong><br />
<strong>in</strong>forms the others <strong>in</strong> his/<br />
her team of the matter.<br />
provides first aid, accord<strong>in</strong>g<br />
to the requirements of EA1.<br />
47
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>,<br />
by work<strong>in</strong>g at a ward, home <strong>care</strong> unit, sheltered accommodation, service centre,<br />
rest-home or nurs<strong>in</strong>g home for the elderly. Vocational skills are to be demonstrated<br />
<strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: systematic high-quality work; act<strong>in</strong>g <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
assignments; <strong>and</strong> carry<strong>in</strong>g out pharmacotherapy. In addition, the student or c<strong>and</strong>idate<br />
shall master the knowledge related to nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, as well as the key<br />
competences for lifelong learn<strong>in</strong>g. The work is carried out to an extent that makes it<br />
possible to establish that the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g<br />
–– nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> concepts<br />
–– the normal structure <strong>and</strong> function<strong>in</strong>g of the human body<br />
–– public <strong>health</strong> risks, memory disorders, chronic <strong>and</strong> common diseases<br />
–– knowledge regard<strong>in</strong>g <strong>social</strong> problems, neglect <strong>and</strong> abuse, <strong>and</strong> domestic<br />
violence<br />
–– term<strong>in</strong>al <strong>care</strong><br />
–– basic <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> services, service providers, as well as relief<br />
benefits <strong>and</strong> legislation<br />
–– special diets<br />
–– occupational <strong>health</strong> & safety <strong>and</strong> environmental protection related to<br />
pharmacotherapy, as well as the rights <strong>and</strong> obligations related to pharmacotherapy<br />
<strong>and</strong> pharmaceutical calculus<br />
–– the pr<strong>in</strong>ciples of aseptic work <strong>and</strong> regulations concern<strong>in</strong>g the prevention<br />
of <strong>in</strong>fectious diseases.<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> encounters with<br />
a client or patient display<strong>in</strong>g threaten<strong>in</strong>g behaviour or encounters with domestic<br />
violence.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
48
4.1.3 Rehabilitation support<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• writes, implements <strong>and</strong> assesses a client- or patient-based plan, promot<strong>in</strong>g rehabilitation,<br />
with<strong>in</strong> the <strong>practical</strong> <strong>nurse</strong>’s responsibilities, <strong>in</strong> cooperation with<br />
the client/patient <strong>and</strong> the multi-discipl<strong>in</strong>ary team<br />
• guides <strong>and</strong> supports the rehabilitation of clients/patients of different ages<br />
• observes economic efficiency, pr<strong>in</strong>ciples of susta<strong>in</strong>able development <strong>and</strong> the<br />
quality recommendations of his/her sett<strong>in</strong>g<br />
• has <strong>vocational</strong> <strong>in</strong>teraction <strong>and</strong> communication skills <strong>and</strong> uses pla<strong>in</strong> language<br />
<strong>and</strong> utilises methods of communication which support or compensate for<br />
speech<br />
• applies an approach to work which promotes the client or patient’s ability to<br />
function <strong>and</strong> rehabilitation, <strong>and</strong> promotes <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
• guides different clients or patients <strong>in</strong> their daily activities<br />
• prevents risks <strong>and</strong> hazards to the client or patient’s <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g <strong>and</strong><br />
motivates them to change<br />
• guides the client or patient to take up exercise, activities <strong>and</strong> <strong>social</strong> <strong>in</strong>teraction<br />
which promote <strong>health</strong><br />
• guides the client or patient <strong>in</strong> the use <strong>and</strong> ma<strong>in</strong>tenance of aid-devices <strong>and</strong> <strong>in</strong><br />
the use of technology which supports rehabilitation<br />
• exploits the service system <strong>in</strong> rehabilitation <strong>and</strong> complies with regulations<br />
• assesses his/her <strong>vocational</strong> development <strong>and</strong> utilises given feedback<br />
• works <strong>in</strong> multi-discipl<strong>in</strong>ary teams <strong>and</strong> networks<br />
• complies with occupational <strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions <strong>and</strong> sees to the prevention<br />
of accidents, the safety <strong>and</strong> functional ability of the clients/patients<br />
<strong>and</strong> of him-/herself<br />
• abides with the ethical pr<strong>in</strong>ciples of the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector <strong>in</strong> his/<br />
her work.<br />
In all <strong>vocational</strong> skills requirements <strong>and</strong> assessment criteria, ‘client’ or ’patient’ refers<br />
to people of different ages <strong>and</strong> backgrounds.<br />
49
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Systematic work<br />
Economical efficiency<br />
<strong>and</strong> high-quality work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
recognises the strengths recognises the strengths <strong>and</strong> recognises the strengths <strong>and</strong><br />
<strong>and</strong> needs for support <strong>in</strong> needs for support <strong>in</strong> the needs for support <strong>in</strong> the<br />
the ability to function of ability to function of clients ability to function of clients<br />
clients of different ages, <strong>and</strong> of different ages, based on of different ages, <strong>in</strong> many<br />
uses some data acquisition resources, <strong>and</strong> uses different ways, based on the clients<br />
methods.<br />
data acquisition methods. <strong>and</strong> resources, <strong>and</strong> uses<br />
different data acquisition<br />
methods.<br />
draws up a client-based<br />
plan <strong>in</strong> support of the client’s<br />
ability to function, <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> a multi-discipl<strong>in</strong>ary<br />
team.<br />
supports the client’s rehabilitation<br />
accord<strong>in</strong>g to the<br />
plan, <strong>in</strong> cooperation with<br />
the client <strong>and</strong> the team,<br />
<strong>and</strong> assesses the success of<br />
the plan.<br />
abides with the <strong>in</strong>structions<br />
of his/her work<strong>in</strong>g<br />
environment <strong>in</strong> economical<br />
efficiency <strong>and</strong> the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> observes the quality<br />
criteria of his/her work<strong>in</strong>g<br />
community.<br />
draws up a client-based<br />
plan <strong>in</strong> support of the client’s<br />
ability to function, <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> a multi-discipl<strong>in</strong>ary<br />
team, utilis<strong>in</strong>g the client’s<br />
family <strong>and</strong> different authorities.<br />
supports the client’s rehabilitation<br />
accord<strong>in</strong>g to the<br />
plan flexibly, <strong>in</strong> cooperation<br />
with the client <strong>and</strong> the<br />
team, <strong>and</strong> assesses the success<br />
of the plan.<br />
observes economical efficiency<br />
<strong>and</strong> the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development, as<br />
well as the quality criteria<br />
of his/her work<strong>in</strong>g community.<br />
draws up a client-based<br />
plan <strong>in</strong> support of the client’s<br />
ability to function, <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> a multi-discipl<strong>in</strong>ary<br />
team, utilis<strong>in</strong>g the client’s<br />
family <strong>and</strong> different authorities<br />
<strong>in</strong> many ways.<br />
supports the client’s rehabilitation<br />
accord<strong>in</strong>g to<br />
the plan flexibly <strong>and</strong> <strong>in</strong> a<br />
client-based manner, <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> the team, <strong>and</strong> assesses<br />
the success of the plan.<br />
observes economical efficiency,<br />
entrepreneurship<br />
<strong>and</strong> the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development as<br />
well as the quality criteria<br />
of his/her work<strong>in</strong>g community.<br />
50
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
<strong>and</strong> communication<br />
Apply<strong>in</strong>g an approach<br />
which promotes the<br />
client’s rehabilitation<br />
<strong>and</strong> ability to function<br />
Guid<strong>in</strong>g daily activities<br />
<strong>and</strong> promot<strong>in</strong>g<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works with the clients <strong>in</strong><br />
a responsible manner <strong>and</strong><br />
promotes their rehabilitation<br />
through <strong>vocational</strong><br />
<strong>in</strong>teraction skills.<br />
uses pla<strong>in</strong> language <strong>and</strong><br />
exploits the most common<br />
communication methods<br />
which support <strong>and</strong> compensate<br />
for speech, <strong>in</strong> ord<strong>in</strong>ary<br />
client situations.<br />
supports the client’s ability<br />
to function systematically<br />
<strong>and</strong> applies a rehabilitative<br />
approach <strong>in</strong> his/her work.<br />
motivates the client <strong>and</strong><br />
supports the client’s will to<br />
rehabilitate <strong>and</strong> f<strong>in</strong>ds out<br />
about factors <strong>in</strong> the client’s<br />
physical <strong>and</strong> psycho<strong>social</strong><br />
environment which promote<br />
rehabilitation.<br />
applies a rehabilitative approach<br />
<strong>in</strong> guid<strong>in</strong>g the client<br />
to manage daily activities<br />
<strong>and</strong> helps <strong>in</strong> matters which<br />
the client can no longer<br />
manage.<br />
works with the clients <strong>in</strong> a<br />
service-spirited <strong>and</strong> responsible<br />
manner <strong>and</strong> promotes<br />
their rehabilitation through<br />
<strong>vocational</strong> <strong>in</strong>teraction skills.<br />
Takes the client’s <strong>in</strong>dividual<br />
situation <strong>in</strong>to account.<br />
uses pla<strong>in</strong> language <strong>and</strong><br />
exploits the most common<br />
communication methods<br />
which support <strong>and</strong> compensate<br />
for speech, <strong>in</strong> client<br />
situations.<br />
supports the client’s ability<br />
to function systematically<br />
through a rehabilitative<br />
approach <strong>in</strong> his/her work,<br />
<strong>and</strong> takes the perspective of<br />
prevention <strong>in</strong>to account.<br />
motivates the client <strong>and</strong><br />
supports the client’s will to<br />
rehabilitate, exploit<strong>in</strong>g the<br />
possibilities provided by<br />
the psycho<strong>social</strong> <strong>and</strong> physical<br />
liv<strong>in</strong>g environment to<br />
promote rehabilitation <strong>and</strong><br />
community spirit. Guides<br />
clients to grasp the possibilities<br />
provided <strong>in</strong> their<br />
environment.<br />
applies a rehabilitative approach<br />
<strong>in</strong> guid<strong>in</strong>g the client<br />
to manage daily activities.<br />
works with the clients <strong>in</strong> a<br />
service-spirited <strong>and</strong> responsible<br />
manner <strong>and</strong> promotes<br />
their rehabilitation through<br />
<strong>vocational</strong> <strong>in</strong>teraction skills<br />
<strong>in</strong> a creative <strong>and</strong> varied<br />
manner. Takes the client’s<br />
<strong>in</strong>dividual situation <strong>in</strong>to<br />
account.<br />
uses pla<strong>in</strong> language actively<br />
<strong>and</strong> exploits communication<br />
methods which support<br />
<strong>and</strong> compensate for<br />
speech, <strong>in</strong> different client<br />
situations.<br />
supports the client’s ability<br />
to function flexibly <strong>and</strong><br />
systematically through a<br />
rehabilitative approach <strong>in</strong><br />
his/her work, <strong>and</strong> takes the<br />
perspective of prevention<br />
<strong>in</strong>to account.<br />
motivates the client <strong>and</strong><br />
supports the client’s will to<br />
rehabilitate, exploit<strong>in</strong>g creatively<br />
the possibilities provided<br />
by the psycho<strong>social</strong><br />
<strong>and</strong> physical liv<strong>in</strong>g environment<br />
<strong>and</strong> the client’s network<br />
to promote rehabilitation<br />
<strong>and</strong> community spirit.<br />
Guides clients to grasp the<br />
possibilities provided <strong>in</strong><br />
their environment.<br />
applies a client-based <strong>and</strong><br />
rehabilitative approach <strong>in</strong><br />
guid<strong>in</strong>g the client to manage<br />
daily activities.<br />
51
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
recognises accident risks at<br />
home <strong>and</strong> <strong>in</strong> leisure time<br />
<strong>and</strong> takes action.<br />
promotes clients’ <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>in</strong> guid<strong>in</strong>g<br />
them.<br />
guides the client to obta<strong>in</strong><br />
food supplies <strong>and</strong> make<br />
ord<strong>in</strong>ary meals with the<br />
help of recipes.<br />
guides the client towards<br />
a regular lifestyle <strong>and</strong> to<br />
avoid risky behaviour (e.g.<br />
<strong>in</strong>toxicants).<br />
assisted by his/her team,<br />
uses functional methods <strong>in</strong><br />
guid<strong>in</strong>g an <strong>in</strong>dividual client<br />
or a group.<br />
pays attention to the possibilities<br />
offered by art or<br />
culture <strong>in</strong> support<strong>in</strong>g the<br />
clients’ ability to function.<br />
pays attention to aesthetics<br />
<strong>in</strong> support<strong>in</strong>g rehabilitation<br />
(e.g. tid<strong>in</strong>ess, pleasantness<br />
<strong>and</strong> beauty).<br />
guides the client, <strong>in</strong> a client-based<br />
manner, to take<br />
up exercise, activities <strong>and</strong><br />
<strong>social</strong> <strong>in</strong>teraction which<br />
promote <strong>health</strong>.<br />
recognises accident risks at<br />
home <strong>and</strong> <strong>in</strong> leisure time,<br />
<strong>in</strong> many ways, <strong>and</strong> takes<br />
action.<br />
promotes clients’ <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>in</strong> guid<strong>in</strong>g<br />
them <strong>and</strong> acts <strong>in</strong> a preventive<br />
manner.<br />
guides the client to obta<strong>in</strong><br />
food supplies <strong>and</strong> make<br />
nutritious ord<strong>in</strong>ary meals<br />
<strong>and</strong> guides the client to<br />
ma<strong>in</strong>ta<strong>in</strong> good nutrition.<br />
guides <strong>and</strong> motivates the<br />
client towards a regular<br />
lifestyle <strong>and</strong> to avoid risky<br />
behaviour.<br />
uses functional methods<br />
<strong>and</strong> creative expression <strong>in</strong><br />
guid<strong>in</strong>g an <strong>in</strong>dividual client<br />
or a group.<br />
pays attention to <strong>and</strong> exploits,<br />
<strong>in</strong> a client-based<br />
manner, the possibilities<br />
offered by art or culture <strong>in</strong><br />
support<strong>in</strong>g the clients’ ability<br />
to function.<br />
pays attention to aesthetics,<br />
<strong>in</strong> a client-based manner, <strong>in</strong><br />
support<strong>in</strong>g rehabilitation,<br />
<strong>and</strong> applies it is his/her<br />
actions.<br />
guides the client, <strong>in</strong> a client-based<br />
<strong>and</strong> many-sided<br />
manner, to take up exercise,<br />
activities <strong>and</strong> <strong>social</strong> <strong>in</strong>teraction<br />
which promote <strong>health</strong>.<br />
recognises accident risks at<br />
home <strong>and</strong> <strong>in</strong> leisure time,<br />
<strong>in</strong> many ways, <strong>and</strong> takes<br />
action <strong>and</strong> takes the perspective<br />
of prevention <strong>in</strong>to<br />
account <strong>in</strong> his/her work.<br />
promotes clients’ <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g, <strong>in</strong> a<br />
resource-based <strong>and</strong> motivat<strong>in</strong>g<br />
manner, <strong>in</strong> guid<strong>in</strong>g<br />
them <strong>and</strong> acts <strong>in</strong> a preventive<br />
manner.<br />
guides the client to obta<strong>in</strong><br />
food supplies <strong>and</strong> make<br />
nutritious <strong>and</strong> many-sided<br />
meals <strong>and</strong> guides the client<br />
to ma<strong>in</strong>ta<strong>in</strong> good nutrition.<br />
guides <strong>and</strong> motivates the<br />
client, us<strong>in</strong>g different approaches<br />
<strong>in</strong> many ways, towards<br />
a regular lifestyle <strong>and</strong><br />
to avoid risky behaviour.<br />
uses functional methods<br />
<strong>and</strong> creative expression, <strong>in</strong> a<br />
client-based manner, as well<br />
as his/her own strengths <strong>in</strong><br />
guid<strong>in</strong>g an <strong>in</strong>dividual client<br />
or a group.<br />
pays attention to <strong>and</strong><br />
exploits, <strong>in</strong> a client- <strong>and</strong><br />
resource-based <strong>and</strong> creative<br />
manner, the possibilities<br />
offered by art or culture <strong>in</strong><br />
support<strong>in</strong>g the clients’ ability<br />
to function.<br />
pays attention to aesthetics,<br />
<strong>in</strong> a client-based manner, <strong>in</strong><br />
support<strong>in</strong>g rehabilitation,<br />
<strong>and</strong> applies it <strong>in</strong> a manysided<br />
<strong>and</strong> creative manner<br />
is his/her actions.<br />
guides the client, <strong>in</strong> a<br />
client-based, many-sided<br />
<strong>and</strong> motivational manner,<br />
to take up exercise, activities<br />
<strong>and</strong> <strong>social</strong> <strong>in</strong>teraction<br />
which promote <strong>health</strong>.<br />
52
Guid<strong>in</strong>g towards the<br />
use of aid-devices<br />
<strong>and</strong> technology<br />
guides clients, <strong>in</strong> a clientbased<br />
manner, <strong>in</strong> the use<br />
<strong>and</strong> ma<strong>in</strong>tenance of aid-devices<br />
(e.g. orthopaedic appliances,<br />
aid-devices related<br />
to mobility, hygiene, gett<strong>in</strong>g<br />
dressed or undressed,<br />
communication, housework,<br />
accommodation,<br />
eat<strong>in</strong>g <strong>and</strong> leisure time).<br />
guides the client to use<br />
technology which helps the<br />
client manage on his/her<br />
own, <strong>and</strong> exploits technology<br />
<strong>in</strong> his/her work.<br />
guides the clients, <strong>in</strong> a client-<br />
<strong>and</strong> resource-based<br />
manner, to use aid-devices<br />
<strong>and</strong> guides the patients <strong>in</strong><br />
the use <strong>and</strong> ma<strong>in</strong>tenance<br />
of such devices. Knows the<br />
distribution channels of<br />
aid-devices.<br />
guides the client, <strong>in</strong> a<br />
client-based manner, to use<br />
technology which helps the<br />
client manage on his/her<br />
own <strong>and</strong> exploits technology<br />
<strong>in</strong> his/her work.<br />
guides the clients, <strong>in</strong> a client-<br />
<strong>and</strong> resource-based<br />
manner, to use aid-devices<br />
<strong>and</strong> guides the patients<br />
actively <strong>in</strong> the use <strong>and</strong><br />
ma<strong>in</strong>tenance of such devices.<br />
Knows the distribution<br />
channels of aid-devices.<br />
guides the client, <strong>in</strong> a<br />
client-based manner, to use<br />
technology which helps the<br />
client manage on his/her<br />
own <strong>and</strong> exploits technology<br />
<strong>in</strong> many ways <strong>in</strong> his/<br />
her work.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
rehabilitation<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
network<strong>in</strong>g<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits justifies his/her actions<br />
his/her knowledge of with his/her knowledge of<br />
rehabilitation, ability to rehabilitation, ability to<br />
function <strong>and</strong> rehabilitative function <strong>and</strong> rehabilitative<br />
approach.<br />
approach.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of network<strong>in</strong>g<br />
as a work practice.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of resource-based<br />
approach.<br />
exploits network<strong>in</strong>g as a<br />
work practice <strong>and</strong> is aware<br />
of its different uses <strong>and</strong><br />
justifies his/her actions with<br />
such practices.<br />
justifies his/her actions with<br />
resource-based approach<br />
<strong>and</strong> its significance <strong>in</strong> support<strong>in</strong>g<br />
rehabilitation.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of rehabilitation,<br />
ability to function <strong>and</strong><br />
rehabilitative approach.<br />
exploits network<strong>in</strong>g as a<br />
work practice <strong>and</strong> is widely<br />
aware of its different uses<br />
<strong>and</strong> justifies his/her actions<br />
<strong>in</strong> many ways with such<br />
practices.<br />
justifies his/her actions <strong>in</strong><br />
many ways with resourcebased<br />
approach <strong>and</strong> its<br />
significance <strong>in</strong> support<strong>in</strong>g<br />
rehabilitation.<br />
53
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
service system<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
different client groups<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
promotion of <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
guidance process<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
statutes, regulations, <strong>in</strong>structions<br />
<strong>and</strong> operat<strong>in</strong>g<br />
pr<strong>in</strong>ciples concern<strong>in</strong>g rehabilitation.<br />
<strong>in</strong> his/her work, exploits<br />
his/her familiarity with the<br />
most common services <strong>in</strong><br />
medical, <strong>social</strong>, educational<br />
<strong>and</strong> <strong>vocational</strong> rehabilitation.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of mental,<br />
physical <strong>and</strong> sensory<br />
disability, developmental<br />
disorders <strong>and</strong> learn<strong>in</strong>g difficulties,<br />
mental <strong>health</strong> <strong>and</strong><br />
drug abuse problems <strong>and</strong><br />
drug addiction.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
age<strong>in</strong>g <strong>and</strong> the support of<br />
rehabilitation of the elderly.<br />
<strong>in</strong> his/her work, exploits<br />
some methods of promot<strong>in</strong>g<br />
the <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
of some different client<br />
groups, <strong>and</strong> recognises<br />
some areas for preventive<br />
work.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
guidance process <strong>and</strong> on<br />
the significance of guidance<br />
<strong>in</strong> the support of rehabilitation<br />
of <strong>in</strong>dividual clients<br />
<strong>and</strong> client groups.<br />
justifies his/her actions<br />
<strong>in</strong> the support of rehabilitation<br />
with the central<br />
statutes, regulations, <strong>in</strong>structions<br />
<strong>and</strong> operat<strong>in</strong>g<br />
pr<strong>in</strong>ciples concern<strong>in</strong>g rehabilitation.<br />
<strong>in</strong> his/her work, exploits<br />
his/her familiarity with<br />
services <strong>in</strong> medical, <strong>social</strong>,<br />
educational <strong>and</strong> <strong>vocational</strong><br />
rehabilitation.<br />
justifies his/her actions with<br />
his/her knowledge of mental,<br />
physical <strong>and</strong> sensory<br />
disability, developmental<br />
disorders <strong>and</strong> learn<strong>in</strong>g difficulties,<br />
mental <strong>health</strong> <strong>and</strong><br />
drug abuse problems <strong>and</strong><br />
drug addiction.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
age<strong>in</strong>g <strong>and</strong> the support of<br />
rehabilitation of the elderly.<br />
justifies his/her actions<br />
with his/her knowledge<br />
on the promotion of the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g of<br />
different client groups of<br />
various ages, as well as on<br />
the methods of preventive<br />
work.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
client-based guidance process<br />
<strong>and</strong> on the significance<br />
of guidance <strong>in</strong> the support<br />
of rehabilitation of <strong>in</strong>dividual<br />
clients <strong>and</strong> client<br />
groups.<br />
justifies his/her actions <strong>in</strong><br />
many ways <strong>in</strong> the support<br />
of rehabilitation with the<br />
central statutes, regulations,<br />
<strong>in</strong>structions <strong>and</strong> operat<strong>in</strong>g<br />
pr<strong>in</strong>ciples concern<strong>in</strong>g rehabilitation.<br />
<strong>in</strong> his/her work, exploits<br />
his/her familiarity with<br />
services <strong>in</strong> medical, <strong>social</strong>,<br />
educational <strong>and</strong> <strong>vocational</strong><br />
rehabilitation, <strong>in</strong> many<br />
ways <strong>and</strong> based on the client’s<br />
needs.<br />
justifies his/her actions, <strong>in</strong><br />
many ways, with his/her<br />
knowledge of mental, physical<br />
<strong>and</strong> sensory disability,<br />
developmental disorders<br />
<strong>and</strong> learn<strong>in</strong>g difficulties,<br />
mental <strong>health</strong> <strong>and</strong> drug<br />
abuse problems <strong>and</strong> drug<br />
addiction.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of physical,<br />
mental <strong>and</strong> <strong>social</strong> age<strong>in</strong>g<br />
<strong>and</strong> the support of rehabilitation<br />
of the elderly.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the promotion<br />
of the <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g<br />
of different client<br />
groups of various ages, as<br />
well as on the methods of<br />
preventive work.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the clientbased<br />
guidance process<br />
<strong>and</strong> on the significance of<br />
guidance <strong>in</strong> the support of<br />
rehabilitation of <strong>in</strong>dividual<br />
clients <strong>and</strong> client groups.<br />
54
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
methods for support<strong>in</strong>g<br />
the clients’ daily activities,<br />
<strong>in</strong> guid<strong>in</strong>g different clients<br />
<strong>and</strong> client groups.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
methods for support<strong>in</strong>g<br />
the clients’ daily activities,<br />
<strong>in</strong> guid<strong>in</strong>g different clients<br />
<strong>and</strong> client groups.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the methods<br />
for support<strong>in</strong>g the clients’<br />
daily activities, <strong>in</strong> guid<strong>in</strong>g<br />
different clients <strong>and</strong> client<br />
groups.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
recognises his/her own recognises the stage of his/<br />
strengths <strong>and</strong> areas for development,<br />
her own <strong>vocational</strong> growth<br />
<strong>and</strong> assesses his/ <strong>and</strong> development <strong>and</strong><br />
her own <strong>vocational</strong> development.<br />
sets objectives for his/her<br />
Readjusts his/her <strong>vocational</strong> development.<br />
conduct on the basis of Assesses his/her actions <strong>and</strong><br />
feedback.<br />
readjusts his/her conduct<br />
acts responsibly <strong>in</strong> a multidiscipl<strong>in</strong>ary<br />
group <strong>and</strong><br />
copes with familiar <strong>in</strong>teractive<br />
situations.<br />
abides with the ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> his/her vocation<br />
(e.g. respect for life<br />
<strong>and</strong> human dignity, discretion,<br />
legal <strong>in</strong>competence<br />
due to the likelihood of<br />
bias, the client’s right to<br />
decide on his/her matters,<br />
support for participation,<br />
justice & fairness <strong>and</strong><br />
equality) <strong>and</strong> statutes.<br />
<strong>in</strong> familiar situations at<br />
work, abides with the legislation,<br />
<strong>in</strong>structions <strong>and</strong><br />
operational pr<strong>in</strong>ciples concern<strong>in</strong>g<br />
occupational <strong>health</strong><br />
<strong>and</strong> safety (e.g. ergonomics<br />
<strong>and</strong> aseptics), <strong>and</strong> sees to<br />
the security <strong>and</strong> ability to<br />
function of the clients <strong>and</strong><br />
of him-/herself.<br />
on the basis of feedback.<br />
is an active <strong>and</strong> responsible<br />
member of a multi-discipl<strong>in</strong>ary<br />
team <strong>and</strong> exploits<br />
his/her cooperation skills.<br />
abides with the ethical<br />
pr<strong>in</strong>ciples <strong>and</strong> statutes <strong>in</strong><br />
his/her vocation <strong>and</strong> uses<br />
them to justify his/her actions.<br />
<strong>in</strong> different situations at<br />
work, abides with the legislation,<br />
<strong>in</strong>structions <strong>and</strong><br />
operational pr<strong>in</strong>ciples concern<strong>in</strong>g<br />
occupational <strong>health</strong><br />
<strong>and</strong> safety <strong>and</strong> sees to the<br />
security <strong>and</strong> ability to function<br />
of the clients <strong>and</strong> of<br />
him-/herself.<br />
recognises the stage of his/<br />
her own <strong>vocational</strong> growth<br />
<strong>and</strong> development <strong>and</strong> takes<br />
the responsibility for it. Assesses<br />
his/her actions realistically<br />
<strong>and</strong> readjusts his/<br />
her conduct on the basis of<br />
feedback.<br />
is an active <strong>and</strong> responsible<br />
member of a multi-discipl<strong>in</strong>ary<br />
team, exploits his/<br />
her cooperation skills <strong>and</strong><br />
br<strong>in</strong>gs forth his/her own<br />
views <strong>in</strong> order to advance<br />
the team’s activities.<br />
abides with the ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> his/her vocation<br />
<strong>and</strong> uses them <strong>in</strong> many<br />
ways to justify his/her actions.<br />
<strong>in</strong> different situations at<br />
work, abides with the legislation,<br />
<strong>in</strong>structions <strong>and</strong><br />
operational pr<strong>in</strong>ciples concern<strong>in</strong>g<br />
occupational <strong>health</strong><br />
<strong>and</strong> safety <strong>and</strong> sees to the<br />
security <strong>and</strong> ability to function<br />
of the clients <strong>and</strong> of<br />
him-/herself. Justifies his/<br />
her own actions.<br />
55
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
A student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the support of rehabilitation,<br />
by work<strong>in</strong>g <strong>in</strong> a multi-discipl<strong>in</strong>ary out-patient unit or <strong>in</strong>stitutional <strong>care</strong><br />
unit, car<strong>in</strong>g for clients of different ages: a hospital rehabilitation ward, old people’s<br />
home, nurs<strong>in</strong>g home, sheltered accommodation, service centre for the h<strong>and</strong>icapped<br />
(e.g. sheltered accommodation, family home or sheltered work unit), mental <strong>health</strong><br />
or drug unit (e.g. rehabilitation or activity centre, sheltered accommodation, rehabilitation<br />
home or rehabilitation at home), home <strong>care</strong>, child welfare unit, special<br />
education k<strong>in</strong>dergarten or school.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g<br />
doma<strong>in</strong>s: systematic work; economical efficiency <strong>and</strong> high-quality work; <strong>vocational</strong><br />
<strong>in</strong>teraction <strong>and</strong> communication; apply<strong>in</strong>g an approach which promotes rehabilitation<br />
<strong>and</strong> the ability to function; the guidance of daily activities <strong>and</strong> promotion<br />
of <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g; <strong>and</strong> guidance to the use of aid-devices <strong>and</strong> technology. In<br />
addition, the student or c<strong>and</strong>idate shall master the knowledge related to the support<br />
of rehabilitation as well as the key competences for lifelong learn<strong>in</strong>g. The work is<br />
carried out to an extent that makes it possible to establish that the <strong>vocational</strong> skills<br />
meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g master<strong>in</strong>g the knowledge related to rehabilitation;<br />
network<strong>in</strong>g, service system <strong>and</strong> different client groups<br />
• key competences for lifelong learn<strong>in</strong>g <strong>in</strong> its entirety.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
56
4.2 Study Programme or Specialisation <strong>in</strong><br />
Customer Services <strong>and</strong> Information Management<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> Guidance of Growth, Nurs<strong>in</strong>g <strong>and</strong> Care, <strong>and</strong> Support of Rehabilitation)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have<br />
completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> Guidance<br />
of Growth, Nurs<strong>in</strong>g <strong>and</strong> Care, <strong>and</strong> Support of Rehabilitation) before enter<strong>in</strong>g<br />
the skills demonstration test <strong>in</strong> this specialisation module.<br />
4.2.1 Customer Service <strong>and</strong> Information Management<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
assesses the urgency of a client or a patient’s treatment <strong>and</strong> support, <strong>and</strong> guide<br />
•<br />
him/her <strong>in</strong> seek<strong>in</strong>g access to treatment or services<br />
schedules appo<strong>in</strong>tments, charges the fees applicable <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
•<br />
<strong>care</strong> sector, <strong>and</strong> writes <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> documents<br />
supports the client or patient <strong>in</strong> promot<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g their <strong>health</strong>, well-<br />
•<br />
be<strong>in</strong>g <strong>and</strong> ability to function, <strong>in</strong> a multi-discipl<strong>in</strong>ary team<br />
takes <strong>in</strong>to account, economical efficiency, quality recommendations at his/her<br />
•<br />
workplace <strong>and</strong> the pr<strong>in</strong>ciples of susta<strong>in</strong>able development <strong>in</strong> his/her work<br />
prepares <strong>and</strong> carries out treatment <strong>and</strong> exam<strong>in</strong>ations, <strong>and</strong> assists <strong>in</strong> them<br />
•<br />
exploits data <strong>and</strong> communications technology <strong>in</strong> his/her work<br />
•<br />
carries out pharmacotherapy <strong>and</strong> guides the client or patient <strong>in</strong> matters related<br />
•<br />
to pharmacotherapy<br />
observes the central operational pr<strong>in</strong>ciples <strong>in</strong> reception <strong>and</strong> outpatient treat-<br />
•<br />
ment <strong>in</strong> his/her work<br />
exploits his/her language skills <strong>in</strong> customer service<br />
•<br />
plans the productization of his/her competence<br />
•<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her<br />
•<br />
know-how<br />
abides with the values, pr<strong>in</strong>ciples, regulations <strong>and</strong> <strong>in</strong>structions concern<strong>in</strong>g the<br />
•<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
takes <strong>in</strong>to account occupational <strong>health</strong> <strong>and</strong> safety, as well as client <strong>and</strong> patient<br />
•<br />
safety, <strong>and</strong> works for their improvement.<br />
57
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g <strong>and</strong> organis<strong>in</strong>g<br />
one’s work<br />
Assess<strong>in</strong>g the urgency<br />
of treatment or need<br />
for support<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
<strong>and</strong> multi-discipl<strong>in</strong>ary<br />
cooperation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
plans <strong>and</strong> organises his/her plans <strong>and</strong> organises his/ plans <strong>and</strong> organises his/her<br />
work <strong>in</strong> a client- or patientoriented<br />
her work <strong>in</strong> a client- or work <strong>in</strong> a client- or patient-<br />
manner, to fit the patient-oriented manner, oriented manner, tak<strong>in</strong>g<br />
sett<strong>in</strong>g.<br />
<strong>and</strong> perceives his/her work <strong>in</strong>to account the special<br />
as a unified whole. characteristics of his/her<br />
sett<strong>in</strong>g. Readjusts his/her<br />
actions without problems.<br />
assesses the urgency of a<br />
client or patient’s treatment<br />
or need for support, <strong>and</strong><br />
guides him/her <strong>in</strong> seek<strong>in</strong>g<br />
access to treatment or services,<br />
as part of a team.<br />
schedules appo<strong>in</strong>tments <strong>in</strong><br />
familiar situations, us<strong>in</strong>g<br />
patient <strong>and</strong> client management<br />
software, tak<strong>in</strong>g <strong>in</strong>to<br />
account the scal<strong>in</strong>g of <strong>care</strong><br />
arrangements <strong>and</strong> the urgency<br />
for support, as well<br />
as the need for the client or<br />
patient’s further treatment<br />
<strong>and</strong> support.<br />
supports clients or patients<br />
of different ages <strong>and</strong> backgrounds<br />
<strong>and</strong> suffer<strong>in</strong>g from<br />
different <strong>health</strong> or <strong>social</strong><br />
problems <strong>in</strong> promot<strong>in</strong>g <strong>and</strong><br />
ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g their <strong>health</strong><br />
<strong>and</strong> ability to function.<br />
When needed, also approaches<br />
the other team<br />
members for help.<br />
assesses the urgency of a<br />
client or patient’s treatment<br />
or need for support, <strong>and</strong><br />
guides him/her <strong>in</strong> seek<strong>in</strong>g<br />
access to treatment or<br />
services.<br />
schedules appo<strong>in</strong>tments us<strong>in</strong>g<br />
patient <strong>and</strong> client management<br />
software, tak<strong>in</strong>g<br />
<strong>in</strong>to account the scal<strong>in</strong>g of<br />
<strong>care</strong> arrangements <strong>and</strong> the<br />
urgency for support, as well<br />
as the need for the client or<br />
patient’s further treatment<br />
<strong>and</strong> support.<br />
supports, <strong>in</strong> a systematic<br />
<strong>and</strong> client-based manner,<br />
clients or patients of different<br />
ages <strong>and</strong> backgrounds<br />
<strong>and</strong> suffer<strong>in</strong>g from different<br />
<strong>health</strong> or <strong>social</strong> problems <strong>in</strong><br />
promot<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
their <strong>health</strong> <strong>and</strong> ability<br />
to function. Treats clients<br />
or patients with different<br />
backgrounds <strong>in</strong> an equal<br />
manner.<br />
determ<strong>in</strong>es the urgency<br />
<strong>and</strong> need for treatment <strong>and</strong><br />
support <strong>and</strong> <strong>in</strong>dependently<br />
guides <strong>and</strong> <strong>in</strong>structs the<br />
client or patient <strong>and</strong> his/her<br />
family <strong>in</strong> seek<strong>in</strong>g access to<br />
treatment or services.<br />
Independently schedules<br />
appo<strong>in</strong>tments, us<strong>in</strong>g patient<br />
<strong>and</strong> client management<br />
software, tak<strong>in</strong>g <strong>in</strong>to<br />
account the scal<strong>in</strong>g of <strong>care</strong><br />
arrangements <strong>and</strong> the urgency<br />
for support, as well<br />
as the need for the client or<br />
patient’s further treatment<br />
<strong>and</strong> support.<br />
supports, <strong>in</strong> a systematic,<br />
<strong>in</strong>dividual <strong>and</strong> client-based<br />
manner, clients or patients<br />
of different ages <strong>and</strong> backgrounds<br />
<strong>and</strong> suffer<strong>in</strong>g from<br />
different <strong>health</strong> or <strong>social</strong><br />
problems <strong>in</strong> promot<strong>in</strong>g <strong>and</strong><br />
ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g their <strong>health</strong><br />
<strong>and</strong> ability to function.<br />
Treats clients or patients<br />
with different backgrounds,<br />
as well as their family <strong>in</strong> an<br />
equal <strong>and</strong> underst<strong>and</strong><strong>in</strong>g<br />
manner.<br />
58
Economical efficiency<br />
<strong>and</strong> high-quality work<br />
Plann<strong>in</strong>g the productization<br />
of competence<br />
Work<strong>in</strong>g with<br />
treatment <strong>and</strong> exam<strong>in</strong>ations<br />
works as a member of a<br />
multi-discipl<strong>in</strong>ary team.<br />
acts economically, cost-efficiently<br />
<strong>and</strong> <strong>in</strong> accordance<br />
with the workplace quality<br />
recommendations, as a<br />
team member, tak<strong>in</strong>g <strong>in</strong>to<br />
account the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development.<br />
charges <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> service fees <strong>and</strong> writes<br />
certificates <strong>and</strong> statements,<br />
accord<strong>in</strong>g to given <strong>in</strong>structions.<br />
under <strong>in</strong>struction, plans the<br />
productization of his/her<br />
competence.<br />
prepares the client or patient<br />
for the most common<br />
treatments <strong>and</strong> reserves <strong>and</strong><br />
services the required equipment.<br />
monitors <strong>and</strong> attends to<br />
the client or patient dur<strong>in</strong>g<br />
<strong>and</strong> after the exam<strong>in</strong>ation<br />
or treatment <strong>and</strong> recognises<br />
the client or patient’s<br />
needs. Documents his/her<br />
observations <strong>and</strong> <strong>in</strong>forms<br />
the team about the client<br />
or patient’s condition <strong>and</strong>,<br />
when needed, gets help.<br />
as a team member, supports<br />
the client or patient <strong>and</strong><br />
his/her family <strong>in</strong> different<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> situations,<br />
as well as a dy<strong>in</strong>g patient’s<br />
family <strong>in</strong> their grief work.<br />
works cooperatively <strong>and</strong> as<br />
a member of a multi-discipl<strong>in</strong>ary<br />
team <strong>and</strong> shows an<br />
<strong>in</strong>terest <strong>in</strong> develop<strong>in</strong>g his/<br />
her performance.<br />
acts economically, cost-efficiently<br />
<strong>and</strong> <strong>in</strong> accordance<br />
with the workplace quality<br />
recommendations, tak<strong>in</strong>g<br />
<strong>in</strong>to account the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
charges <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> service fees <strong>and</strong> writes<br />
certificates <strong>and</strong> statements<br />
<strong>and</strong> <strong>in</strong>structs the client or<br />
patient as to how to use<br />
them.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise his/her<br />
competence.<br />
prepares the client or patient<br />
for treatments <strong>and</strong><br />
reserves <strong>and</strong> services the<br />
required equipment <strong>and</strong><br />
assists <strong>in</strong> the treatment.<br />
monitors <strong>and</strong> attends to<br />
the client or patient dur<strong>in</strong>g<br />
<strong>and</strong> after the exam<strong>in</strong>ation<br />
or treatment <strong>and</strong> recognises<br />
the client or patient’s <strong>in</strong>dividual<br />
needs. Documents<br />
his/her observations <strong>and</strong><br />
<strong>in</strong>forms the team about the<br />
client or patient’s condition<br />
orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
supports the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong><br />
different nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
situations. Supports a dy<strong>in</strong>g<br />
patient’s family <strong>in</strong> their<br />
grief work.<br />
works creatively <strong>and</strong> enthusiastically<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
<strong>and</strong> develops his/her performance.<br />
acts economically, cost-efficiently<br />
<strong>and</strong> <strong>in</strong> accordance<br />
with the workplace quality<br />
recommendations, tak<strong>in</strong>g<br />
<strong>in</strong>to account the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> improves the activities<br />
by suggest<strong>in</strong>g development<br />
measures.<br />
charges <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> service fees <strong>and</strong> writes<br />
certificates <strong>and</strong> statements<br />
<strong>and</strong> <strong>in</strong>structs the client or<br />
patient <strong>in</strong>dividually as to<br />
how to use them.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to realistically productise<br />
one’s competence.<br />
prepares the client or patient,<br />
<strong>in</strong>dividually <strong>and</strong> <strong>in</strong><br />
a client-based manner, for<br />
treatments <strong>and</strong> reserves <strong>and</strong><br />
services the required equipment<br />
<strong>and</strong> assists <strong>in</strong> the<br />
treatment.<br />
monitors <strong>and</strong> attends to the<br />
client or patient dur<strong>in</strong>g <strong>and</strong><br />
after the exam<strong>in</strong>ation or<br />
treatment <strong>in</strong>dividually <strong>and</strong><br />
<strong>in</strong> a client-based manner.<br />
Documents his/her observations<br />
<strong>and</strong> <strong>in</strong>forms the<br />
team about essential matters<br />
of the client or patient’s<br />
condition orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
responds to the needs of<br />
the client or patient <strong>and</strong><br />
his/her family <strong>in</strong> different<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> situations.<br />
Supports a dy<strong>in</strong>g patient’s<br />
family <strong>in</strong> their grief work.<br />
59
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Work<strong>in</strong>g with<br />
treatment <strong>and</strong> exam<strong>in</strong>ations<br />
Customer service <strong>and</strong><br />
communication<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
Exploit<strong>in</strong>g appliances,<br />
equipment <strong>and</strong> software<br />
<strong>in</strong> <strong>in</strong>formation<br />
management<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
carries out the most common<br />
laboratory exam<strong>in</strong>ations<br />
<strong>in</strong> his/her work, <strong>and</strong><br />
guides the client or patient<br />
to take them.<br />
guides <strong>and</strong> helps the client<br />
or patient to prepare for the<br />
most common radiological<br />
exam<strong>in</strong>ations <strong>and</strong> treatments.<br />
attends to clients or patients<br />
<strong>in</strong> a responsible manner<br />
at the reception <strong>and</strong> on<br />
the telephone.<br />
expresses him-/herself<br />
underst<strong>and</strong>ably <strong>in</strong> different<br />
situations <strong>and</strong> writes<br />
electronic documents for<br />
the needs of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector, as a team<br />
member.<br />
takes <strong>care</strong>, <strong>in</strong> a team, of<br />
the tid<strong>in</strong>ess, <strong>health</strong><strong>in</strong>ess<br />
<strong>and</strong> safety of a client’s or<br />
patient’s immediate surround<strong>in</strong>gs.<br />
uses communications media<br />
<strong>and</strong> data networks <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector <strong>in</strong> work assignments<br />
related to his/her own <strong>vocational</strong><br />
field.<br />
uses patient <strong>and</strong> client<br />
management software <strong>in</strong><br />
his/her work community.<br />
carries out the <strong>in</strong> his/her<br />
work, <strong>and</strong> guides the client<br />
or patient to take them.<br />
guides <strong>and</strong> helps the client<br />
or patient to prepare for<br />
radiological exam<strong>in</strong>ations<br />
<strong>and</strong> treatments.<br />
attends to clients or patients<br />
<strong>in</strong> an <strong>in</strong>dividual <strong>and</strong><br />
responsible manner at the<br />
reception <strong>and</strong> on the telephone.<br />
expresses him-/herself clearly<br />
<strong>and</strong> underst<strong>and</strong>ably <strong>and</strong><br />
writes electronic documents<br />
for the needs of the <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> sector.<br />
takes <strong>care</strong> of the tid<strong>in</strong>ess,<br />
<strong>health</strong><strong>in</strong>ess, safety <strong>and</strong><br />
pleasantness of a client’s or<br />
patient’s immediate surround<strong>in</strong>gs.<br />
uses communications media<br />
<strong>and</strong> data networks <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector fluently <strong>in</strong> work assignments<br />
related to his/her<br />
own <strong>vocational</strong> field.<br />
uses patient <strong>and</strong> client<br />
management software fluently<br />
<strong>in</strong> his/her work community.<br />
carries out the <strong>in</strong> his/her<br />
work, <strong>and</strong> guides the client<br />
or patient, <strong>in</strong> a client-based<br />
<strong>and</strong> responsible manner, to<br />
take them.<br />
guides <strong>and</strong> helps the client<br />
or patient to prepare for<br />
radiological exam<strong>in</strong>ations<br />
<strong>and</strong> treatments <strong>and</strong> works<br />
<strong>in</strong> a client-based <strong>and</strong> responsible<br />
manner.<br />
carries out his/her work <strong>in</strong><br />
a client-based, <strong>in</strong>dependent<br />
<strong>and</strong> responsible manner <strong>in</strong><br />
<strong>in</strong>dividual client service at<br />
the reception <strong>and</strong> on the<br />
telephone.<br />
expresses him-/herself<br />
clearly <strong>and</strong> to the po<strong>in</strong>t<br />
<strong>in</strong> different situations <strong>and</strong><br />
writes electronic documents<br />
for the needs of the <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> sector.<br />
takes <strong>care</strong> of the tid<strong>in</strong>ess,<br />
<strong>health</strong><strong>in</strong>ess, safety <strong>and</strong><br />
pleasantness of client’s or<br />
patient’s immediate surround<strong>in</strong>gs<br />
<strong>and</strong> pays attention<br />
to aesthetics.<br />
applies communications<br />
media <strong>and</strong> data networks <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector <strong>in</strong> different situations<br />
<strong>in</strong> work assignments related<br />
to his/her own <strong>vocational</strong><br />
field.<br />
applies patient <strong>and</strong> client<br />
management software <strong>in</strong><br />
different situations <strong>in</strong> his/<br />
her work community.<br />
60
Pharmacotherapy<br />
knows touch typ<strong>in</strong>g <strong>and</strong><br />
takes dictation us<strong>in</strong>g the<br />
basic <strong>vocational</strong> term<strong>in</strong>ology<br />
<strong>in</strong> his/her sett<strong>in</strong>g.<br />
uses computers, toolkits<br />
<strong>and</strong> peripheral devices.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, with<br />
the support of his/her team,<br />
guides the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> matters<br />
related to medication,<br />
<strong>in</strong> the stor<strong>in</strong>g <strong>and</strong> dispos<strong>in</strong>g<br />
of medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
with the support of his/her<br />
team, monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effect of<br />
pharmaceuticals <strong>and</strong> signs<br />
of abuse of medication, <strong>and</strong><br />
<strong>in</strong>forms thereof <strong>in</strong> his/her<br />
multi-discipl<strong>in</strong>ary team.<br />
knows touch typ<strong>in</strong>g <strong>and</strong><br />
takes dictation, virtually<br />
without errors, <strong>and</strong> uses the<br />
<strong>vocational</strong> term<strong>in</strong>ology <strong>in</strong><br />
his/her sett<strong>in</strong>g.<br />
uses computers, toolkits<br />
<strong>and</strong> peripheral devices <strong>and</strong><br />
helps others <strong>in</strong> their usage.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, guides<br />
the client or patient <strong>and</strong><br />
his/her family <strong>in</strong> matters<br />
related to medication, <strong>in</strong><br />
the stor<strong>in</strong>g <strong>and</strong> dispos<strong>in</strong>g of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effect of pharmaceuticals<br />
<strong>and</strong> recognises the<br />
most common side-effects<br />
<strong>and</strong> adverse effects <strong>and</strong><br />
signs of abuse of medication,<br />
<strong>and</strong> <strong>in</strong>forms thereof <strong>in</strong><br />
his/her multi-discipl<strong>in</strong>ary<br />
team.<br />
knows touch typ<strong>in</strong>g <strong>and</strong><br />
takes dictation, without<br />
errors, <strong>and</strong> uses the <strong>vocational</strong><br />
term<strong>in</strong>ology <strong>in</strong> his/<br />
her sett<strong>in</strong>g.<br />
uses computers, toolkits<br />
<strong>and</strong> peripheral devices <strong>in</strong><br />
many ways <strong>and</strong> guides others<br />
<strong>in</strong> their usage <strong>and</strong> <strong>in</strong><br />
problem situations.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely,<br />
guides the client or patient<br />
<strong>and</strong> his/her family actively<br />
<strong>in</strong> matters related to medication,<br />
<strong>in</strong> the stor<strong>in</strong>g <strong>and</strong><br />
dispos<strong>in</strong>g of medic<strong>in</strong>es <strong>and</strong><br />
<strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effect of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common<br />
side-effects <strong>and</strong> adverse<br />
effects <strong>and</strong> signs of abuse<br />
of medication. Informs<br />
<strong>in</strong>dependently about his/<br />
her observations orally <strong>and</strong><br />
<strong>in</strong> writ<strong>in</strong>g <strong>in</strong> his/her multidiscipl<strong>in</strong>ary<br />
team.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
service system, client<br />
guidance <strong>and</strong> data<br />
protection<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
exploits the <strong>social</strong> <strong>and</strong> exploits the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> service <strong>and</strong> <strong>health</strong> <strong>care</strong> service <strong>and</strong><br />
payment system <strong>and</strong> utilises<br />
payment system <strong>in</strong> his/her<br />
his/her knowledge as work <strong>and</strong> utilises his/her<br />
a team member <strong>in</strong> a client knowledge <strong>in</strong> a client guidance<br />
guidance situation.<br />
situation.<br />
exploits the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> service <strong>and</strong><br />
payment system <strong>in</strong> his/her<br />
work <strong>and</strong> utilises his/her<br />
knowledge <strong>in</strong>dividually <strong>in</strong> a<br />
client guidance situation.<br />
61
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to <strong>health</strong>, well-be<strong>in</strong>g,<br />
body structure <strong>and</strong><br />
function<strong>in</strong>g, vital<br />
functions, diseases<br />
<strong>and</strong> <strong>social</strong> problems<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to changes <strong>in</strong> the<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector<br />
<strong>in</strong> his/her work, pays attention<br />
to legislation concern<strong>in</strong>g<br />
discretion, privacy protection<br />
<strong>and</strong> adm<strong>in</strong>istrative<br />
procedure, <strong>and</strong> abides data<br />
protection requirements.<br />
observes the central operational<br />
pr<strong>in</strong>ciples <strong>in</strong> reception<br />
<strong>and</strong> outpatient treatment<br />
<strong>in</strong> his/her work.<br />
<strong>in</strong> his/her work, exploits<br />
<strong>in</strong>formation about the<br />
promotion of <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, body structure<br />
<strong>and</strong> function<strong>in</strong>g, vital functions,<br />
diseases (<strong>in</strong>cl. somatic,<br />
mental <strong>health</strong> <strong>and</strong> drug<br />
addiction diseases) <strong>and</strong><br />
<strong>social</strong> problems (<strong>in</strong>cl. neglect<br />
<strong>and</strong> abuse, <strong>and</strong> threat<br />
of domestic violence).<br />
exploits, <strong>in</strong> the different<br />
pharmacotherapeutic assignments,<br />
<strong>in</strong>formation<br />
about diseases, groups <strong>and</strong><br />
types of pharmaceuticals,<br />
ways of adm<strong>in</strong>ister<strong>in</strong>g the<br />
pharmaceuticals, signs of<br />
the abuse of medication, as<br />
well as regulations on pharmacotherapy.<br />
acquires <strong>in</strong>formation about<br />
changes <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector <strong>and</strong> is<br />
aware of their impact on<br />
his/her own work.<br />
<strong>in</strong> his/her work, pays attention<br />
to legislation concern<strong>in</strong>g<br />
discretion, privacy<br />
protection <strong>and</strong> adm<strong>in</strong>istrative<br />
procedure, <strong>and</strong> uses the<br />
most common methods for<br />
data protection.<br />
observes the central operational<br />
pr<strong>in</strong>ciples <strong>in</strong> reception<br />
<strong>and</strong> outpatient treatment<br />
<strong>in</strong> his/her work <strong>and</strong><br />
uses them to justify his/her<br />
actions.<br />
justifies his/her actions<br />
with <strong>in</strong>formation about the<br />
promotion of <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, body structure<br />
<strong>and</strong> function<strong>in</strong>g, vital functions,<br />
diseases <strong>and</strong> <strong>social</strong><br />
problems.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments<br />
with <strong>in</strong>formation about<br />
diseases, groups <strong>and</strong> types<br />
of pharmaceuticals, ways of<br />
adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
signs of the abuse<br />
of medication, as well as<br />
regulations on pharmacotherapy.<br />
acquires <strong>in</strong>formation about<br />
changes <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector <strong>and</strong> is<br />
aware of their impact on<br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
system <strong>and</strong> his/her own<br />
work.<br />
<strong>in</strong> his/her work, pays attention<br />
to legislation concern<strong>in</strong>g<br />
discretion, privacy protection<br />
<strong>and</strong> adm<strong>in</strong>istrative<br />
procedure, <strong>and</strong> abides data<br />
protection requirements<br />
<strong>in</strong> the manner prescribed<br />
by legislation. Assesses <strong>and</strong><br />
develops data protection<br />
issues <strong>and</strong> practices.<br />
observes the central operational<br />
pr<strong>in</strong>ciples <strong>in</strong> reception<br />
<strong>and</strong> outpatient treatment<br />
<strong>in</strong> his/her work <strong>and</strong><br />
uses them <strong>in</strong> many ways to<br />
justify his/her actions.<br />
justifies his/her actions <strong>in</strong><br />
many ways with <strong>in</strong>formation<br />
about the promotion<br />
of <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g,<br />
body structure <strong>and</strong> function<strong>in</strong>g,<br />
vital functions, diseases<br />
<strong>and</strong> <strong>social</strong> problems.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments <strong>in</strong><br />
many ways with <strong>in</strong>formation<br />
about diseases, groups<br />
<strong>and</strong> types of pharmaceuticals,<br />
ways of adm<strong>in</strong>ister<strong>in</strong>g<br />
the pharmaceuticals, signs<br />
of the abuse of medication,<br />
as well as regulations on<br />
pharmacotherapy.<br />
acquires extensive <strong>in</strong>formation<br />
about changes <strong>in</strong> the<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
<strong>and</strong> is aware of their impact<br />
on the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> system <strong>and</strong> his/her<br />
own work.<br />
62
Master<strong>in</strong>g the<br />
knowledge related to<br />
entrepreneurship <strong>and</strong><br />
the productis<strong>in</strong>g of<br />
one’s own know-how<br />
Master<strong>in</strong>g the knowledge<br />
related to data<br />
management<br />
Master<strong>in</strong>g the knowledge<br />
related to a<br />
collective barga<strong>in</strong><strong>in</strong>g<br />
agreement, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Master<strong>in</strong>g sectorspecific<br />
language<br />
skills for F<strong>in</strong>nishspeakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Master<strong>in</strong>g sectorspecific<br />
language<br />
skills for Swedishspeakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Master<strong>in</strong>g<br />
sector-specific<br />
language skills for<br />
speakers of other<br />
languages<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Master<strong>in</strong>g sectorspecific<br />
language<br />
skills <strong>in</strong> foreign<br />
language tra<strong>in</strong><strong>in</strong>g<br />
under <strong>in</strong>struction, exploits<br />
<strong>in</strong>formation about entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
exploits central issues of<br />
data management <strong>in</strong> his/<br />
her work.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
of the collective barga<strong>in</strong><strong>in</strong>g<br />
agreement concern<strong>in</strong>g <strong>practical</strong><br />
<strong>nurse</strong>s, as well as on<br />
job application documents<br />
<strong>and</strong> employment contracts.<br />
attends to clients <strong>and</strong> patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
tolerably well <strong>in</strong> service<br />
situations <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong><br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations tolerably<br />
well <strong>in</strong> one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one other<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> can further<br />
help the customer proceed<br />
<strong>in</strong> a service situation <strong>in</strong> one<br />
other language.<br />
<strong>in</strong> his/her work, exploits<br />
<strong>in</strong>formation about entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization of<br />
one’s competence <strong>and</strong> acts<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship.<br />
exploits <strong>in</strong>formation of<br />
data management <strong>in</strong> his/<br />
her work.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
of the collective barga<strong>in</strong><strong>in</strong>g<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/<br />
her knowledge on job application<br />
documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>and</strong> patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish, manages<br />
service situations fluently<br />
<strong>in</strong> F<strong>in</strong>nish h<strong>and</strong> manages<br />
service situations <strong>in</strong> one<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
<strong>in</strong> his/her work, exploits<br />
<strong>in</strong> many ways <strong>in</strong>formation<br />
about entrepreneurship <strong>in</strong><br />
his/her own field, the productization<br />
of one’s competence<br />
<strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of <strong>in</strong>ternal<br />
entrepreneurship.<br />
applies <strong>in</strong>formation of data<br />
management <strong>in</strong> his/her<br />
work.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with the<br />
rights <strong>and</strong> obligations of<br />
the collective barga<strong>in</strong><strong>in</strong>g<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/<br />
her knowledge on job application<br />
documents <strong>and</strong><br />
employment contracts.<br />
attends to clients or patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> Swedish <strong>and</strong> one<br />
foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong> one<br />
foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish,<br />
manages service situations<br />
fluently <strong>in</strong> the other<br />
domestic language <strong>and</strong> <strong>in</strong><br />
one foreign language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, serves the customers<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong> one<br />
other language.<br />
63
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
64<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
makes choices <strong>and</strong> decisions,<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
meets the client or patient<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> acts responsibly <strong>in</strong> a<br />
team.<br />
abides with the values,<br />
pr<strong>in</strong>ciples <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
complies with the basic<br />
pr<strong>in</strong>ciples of occupational<br />
welfare at his/her workplace.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
Asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
meets the client or patient<br />
professionally <strong>and</strong><br />
promotes the client or patient’s<br />
well-be<strong>in</strong>g through<br />
<strong>in</strong>teraction <strong>and</strong> acts <strong>in</strong> a<br />
responsible <strong>and</strong> cooperative<br />
manner.<br />
abides with the values,<br />
pr<strong>in</strong>ciples <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> <strong>and</strong><br />
uses them to justify his/her<br />
actions.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
Prevents occupational<br />
<strong>health</strong> hazards.<br />
acts, so as to participate<br />
<strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the overall<br />
occupational welfare at his/<br />
her workplace.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
meets the client or patient<br />
professionally <strong>and</strong> promotes<br />
the client or patient’s<br />
well-be<strong>in</strong>g through <strong>in</strong>teraction,<br />
unprompted <strong>and</strong> <strong>in</strong>dividually.<br />
Receives positive<br />
feedback on his/her work<br />
from clients or patients <strong>and</strong><br />
their family.<br />
abides with the values,<br />
pr<strong>in</strong>ciples <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> <strong>and</strong><br />
uses them <strong>in</strong> many ways to<br />
justify his/her actions.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations, as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/her<br />
workplace. Prevents occupational<br />
<strong>health</strong> hazards <strong>and</strong><br />
potential accident risks.<br />
participates <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g,<br />
assess<strong>in</strong>g <strong>and</strong> promot<strong>in</strong>g<br />
occupational welfare at his/<br />
her workplace <strong>and</strong> recognises<br />
threats to well-be<strong>in</strong>g.
complies with hygiene<br />
practices <strong>and</strong> aseptic procedures<br />
at work <strong>and</strong> takes<br />
<strong>care</strong> of his/her personal<br />
hygiene.<br />
works ergonomically <strong>in</strong><br />
common situations <strong>and</strong><br />
prevents work-related accidents<br />
<strong>and</strong> <strong>in</strong>juries.<br />
gives first aid <strong>and</strong> acts as a<br />
team member <strong>in</strong> resuscitation.<br />
complies with the pr<strong>in</strong>ciples<br />
of aseptics <strong>in</strong> different<br />
sett<strong>in</strong>gs.<br />
works ergonomically <strong>in</strong><br />
different situations <strong>and</strong><br />
prevents work-related accidents<br />
<strong>and</strong> <strong>in</strong>juries.<br />
gives first aid <strong>and</strong> acts as a<br />
team member <strong>in</strong> resuscitation.<br />
applies the pr<strong>in</strong>ciples of<br />
aseptic work <strong>in</strong> different<br />
sett<strong>in</strong>gs <strong>and</strong> gives reasons<br />
for his/her actions.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>in</strong> different situations,<br />
utilis<strong>in</strong>g the client’s<br />
resources <strong>and</strong> aid-devices,<br />
<strong>and</strong> prevents work-related<br />
accidents <strong>and</strong> <strong>in</strong>juries.<br />
gives first aid <strong>and</strong> acts as a<br />
team member <strong>in</strong> resuscitation<br />
<strong>and</strong> <strong>in</strong> other emergency<br />
<strong>care</strong> situations.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills by work<strong>in</strong>g at a <strong>health</strong><br />
centre, hospital outpatient or <strong>in</strong>patient wards, medical cl<strong>in</strong>ics, occupational <strong>health</strong><br />
centres or <strong>in</strong> a <strong>social</strong> welfare unit. The student or c<strong>and</strong>idate demonstrates his/her<br />
<strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: plann<strong>in</strong>g <strong>and</strong> organis<strong>in</strong>g one’s own work;<br />
assess<strong>in</strong>g the urgency of treatment or support; tak<strong>in</strong>g <strong>in</strong>to account <strong>health</strong>, safety<br />
<strong>and</strong> ability to function; multi-discipl<strong>in</strong>ary cooperation; economical efficiency <strong>and</strong><br />
high-quality work; plann<strong>in</strong>g the productization of competence; work<strong>in</strong>g with exam<strong>in</strong>ations<br />
<strong>and</strong> treatment; client service <strong>and</strong> communication; the use of appliances,<br />
equipment <strong>and</strong> <strong>in</strong>structions <strong>in</strong> <strong>in</strong>formation management; <strong>and</strong> pharmacotherapy.<br />
In addition, the student or c<strong>and</strong>idate shall master the knowledge related to the client<br />
service, <strong>in</strong>formation management <strong>and</strong> language skills, accord<strong>in</strong>g to one of the<br />
targets for assessment <strong>in</strong> the above table as well as the key competences for lifelong<br />
learn<strong>in</strong>g. The work is carried out to an extent that makes it possible to establish that<br />
the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g support for a<br />
dy<strong>in</strong>g person <strong>and</strong> his/her family<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
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If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.3 Study Programme or Specialisation <strong>in</strong> Emergency Care<br />
The admission of students to the Emergency Care programme shall comply with<br />
decree A 167/2002 by the M<strong>in</strong>istry of Education (plus amendment 1248/2003), on<br />
the pr<strong>in</strong>ciples of student admission <strong>in</strong> <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g.<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong><br />
modules (Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation<br />
support) prior to embark<strong>in</strong>g on this study programme.<br />
The c<strong>and</strong>idate shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong><br />
modules (Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation<br />
support) prior to enter<strong>in</strong>g the skills demonstration test <strong>in</strong> this specialisation.<br />
Requirement for admission: A Class B driv<strong>in</strong>g licence before embank<strong>in</strong>g the<br />
courses or preparatory tra<strong>in</strong><strong>in</strong>g for transportation of a patient <strong>and</strong> driv<strong>in</strong>g an ambulance.<br />
Regulations by other authorities shall also be taken <strong>in</strong>to account when arrang<strong>in</strong>g<br />
this tra<strong>in</strong><strong>in</strong>g.<br />
4.3.1 Work<strong>in</strong>g <strong>in</strong> an Emergency Care Service<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
assesses the patient’s condition, <strong>and</strong> plans <strong>and</strong> carries out the required basic<br />
•<br />
<strong>care</strong> <strong>and</strong> emergency <strong>care</strong><br />
guides the client <strong>in</strong> situations related to emergency <strong>care</strong> service <strong>and</strong> emergency<br />
•<br />
<strong>care</strong><br />
works <strong>in</strong> a multi-discipl<strong>in</strong>ary team <strong>and</strong> cooperates with the authorities<br />
•<br />
drives an emergency vehicle <strong>and</strong> an ambulance<br />
•<br />
exam<strong>in</strong>es the patient <strong>and</strong> uses <strong>in</strong>struments <strong>and</strong> appliances<br />
•<br />
adm<strong>in</strong>isters pharmaceuticals <strong>and</strong> carries out pharmacotherapy with<strong>in</strong> the re-<br />
•<br />
sponsibilities of a <strong>practical</strong> <strong>nurse</strong> (M<strong>in</strong>istry of Social Affairs <strong>and</strong> Health, manual<br />
2005:32, appendix 8 on Safe adm<strong>in</strong>istration of pharmaceuticals) (published<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> Swedish)<br />
66
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
applies, <strong>in</strong> his/her work, the knowledge required <strong>in</strong> the emergency <strong>care</strong> service<br />
exploits his/her language skills <strong>in</strong> customer service<br />
plans the productization of his/her competence<br />
complies with the values <strong>and</strong> ethical pr<strong>in</strong>ciples <strong>and</strong> <strong>in</strong>structions which guide<br />
emergency <strong>care</strong><br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her<br />
know-how<br />
complies with the occupational <strong>health</strong> <strong>and</strong> safety regulations, related to emergency<br />
<strong>care</strong><br />
protects him-/herself from <strong>in</strong>fections passed by the client, <strong>and</strong> prevents the<br />
spread<strong>in</strong>g of <strong>in</strong>fections.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Basic <strong>care</strong> of the<br />
patient <strong>and</strong> emergency<br />
<strong>care</strong> process<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
assesses the patient’s condition<br />
assesses the patient’s condi-<br />
<strong>and</strong> determ<strong>in</strong>es, with<strong>in</strong> tion <strong>and</strong> determ<strong>in</strong>es, with<strong>in</strong><br />
his/her area of responsibility,<br />
his/her area of responsibil-<br />
the patient’s <strong>care</strong>, ask<strong>in</strong>g ity, the patient’s <strong>care</strong> <strong>and</strong><br />
for <strong>care</strong> <strong>in</strong>structions, transport<br />
call<strong>in</strong>g for extra help if<br />
<strong>and</strong> call<strong>in</strong>g for extra required <strong>and</strong> justifies his/<br />
help if required.<br />
her actions.<br />
manages the assessment of<br />
the patient’s condition on<br />
the basis of symptoms <strong>and</strong><br />
f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong> the <strong>in</strong>formation<br />
available on site, <strong>in</strong>dependently,<br />
systematically<br />
<strong>and</strong> appropriately with<strong>in</strong><br />
his/her area of responsibility.<br />
Draws justified conclusions<br />
on the patient’s <strong>care</strong><br />
<strong>and</strong> ask<strong>in</strong>g for extra help <strong>in</strong><br />
the manner required <strong>in</strong> the<br />
situation.<br />
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Basic <strong>care</strong> <strong>and</strong> emergency<br />
<strong>care</strong> process<br />
plans <strong>and</strong> carries out basic<br />
<strong>and</strong> emergency <strong>care</strong><br />
procedures as required by<br />
the patient’s condition<br />
<strong>and</strong> with<strong>in</strong> his/her area of<br />
responsibility <strong>and</strong> <strong>in</strong> accordance<br />
with the <strong>in</strong>structions<br />
at his/her operational unit<br />
(e.g. patients who display<br />
changes <strong>and</strong> disorders <strong>in</strong><br />
breath<strong>in</strong>g, circulation <strong>and</strong><br />
consciousness; bleed<strong>in</strong>g<br />
patients; patients with pa<strong>in</strong><br />
caused by different reasons;<br />
mental <strong>health</strong> patients <strong>and</strong>/<br />
or <strong>in</strong>toxicated <strong>and</strong> aggressive<br />
patients; resuscitated<br />
patients; mechanical <strong>and</strong><br />
non-mechanical <strong>in</strong>juries;<br />
<strong>and</strong> deliveries outside hospital<br />
sett<strong>in</strong>gs).<br />
as a team member, guides<br />
patients of different ages<br />
<strong>in</strong> various emergency <strong>care</strong><br />
situations.<br />
works with patients <strong>and</strong><br />
family members <strong>in</strong> a<br />
friendly, matter-of-fact <strong>and</strong><br />
respectful manner.<br />
as a team member, services<br />
the equipment <strong>and</strong> the <strong>care</strong><br />
environment.<br />
plans <strong>and</strong> carries out, <strong>in</strong>dependently,<br />
basic <strong>care</strong><br />
procedures required by the<br />
patient, as well as emergency<br />
<strong>care</strong> procedures with<strong>in</strong><br />
his/her area of responsibility.<br />
Assesses the success of<br />
such treatment <strong>and</strong> <strong>in</strong>forms<br />
about the patient’s condition.<br />
guides patients of different<br />
ages <strong>in</strong> various emergency<br />
<strong>care</strong> situations <strong>and</strong> gives <strong>in</strong>structions<br />
for <strong>care</strong> at home<br />
<strong>in</strong> situations where there is<br />
no need for transport.<br />
works with patients <strong>and</strong><br />
family members <strong>in</strong>dividually,<br />
genu<strong>in</strong>ely <strong>and</strong> <strong>in</strong> an<br />
underst<strong>and</strong><strong>in</strong>g manner,<br />
establish<strong>in</strong>g a sense of security.<br />
checks, fills <strong>in</strong>, cleans <strong>and</strong><br />
services the equipment <strong>and</strong><br />
the <strong>care</strong> environment <strong>in</strong>dependently.<br />
utilises, <strong>in</strong> the basic <strong>care</strong> of<br />
the patient, suitable <strong>care</strong><br />
procedures <strong>and</strong> plans <strong>and</strong><br />
carries out the emergency<br />
<strong>care</strong> procedures required<br />
by the patient, with<strong>in</strong> his/<br />
her area of responsibility.<br />
Assesses the success of such<br />
treatment <strong>and</strong> acts appropriately<br />
accord<strong>in</strong>g to the<br />
dem<strong>and</strong>s of the situation.<br />
guides patients of different<br />
ages flexibly <strong>in</strong> various<br />
emergency <strong>care</strong> situations<br />
<strong>and</strong> gives <strong>in</strong>structions for<br />
<strong>care</strong> at home <strong>in</strong> situations<br />
where there is no need for<br />
transport <strong>and</strong> guides the<br />
patient <strong>in</strong> prevent<strong>in</strong>g accidents<br />
<strong>and</strong> diseases.<br />
works with patients <strong>and</strong><br />
family members <strong>in</strong>dividually,<br />
compassionately <strong>and</strong> <strong>in</strong><br />
a respectful manner, establish<strong>in</strong>g<br />
a sense of security.<br />
takes <strong>care</strong> of fill<strong>in</strong>g <strong>in</strong>,<br />
clean<strong>in</strong>g <strong>and</strong> services the<br />
equipment <strong>and</strong> the <strong>care</strong><br />
unit <strong>in</strong> a responsible manner,<br />
consistent with the<br />
dem<strong>and</strong>s of the situation.<br />
Assesses the need for clean<strong>in</strong>g<br />
after special situations.<br />
68
Plann<strong>in</strong>g the productization<br />
of competence<br />
as a team member, documents<br />
<strong>and</strong> reports the<br />
emergency <strong>care</strong> procedures<br />
carried out on the patient,<br />
as well as the belong<strong>in</strong>gs s/<br />
he had with him/her.<br />
as a team member, works<br />
effectively <strong>and</strong> costefficiently<br />
<strong>and</strong> takes <strong>in</strong>to<br />
account the available resources.<br />
under <strong>in</strong>struction, plans the<br />
productization of his/her<br />
competence.<br />
documents <strong>and</strong> reports,<br />
<strong>in</strong> a responsible manner,<br />
the patient’s background<br />
<strong>in</strong>formation, data about<br />
the <strong>in</strong>cident, the patient’s<br />
condition, emergency <strong>care</strong><br />
procedures <strong>and</strong> the patient’s<br />
response, as well as the<br />
belong<strong>in</strong>gs s/he had with<br />
him/her.<br />
works effectively <strong>and</strong> costefficiently<br />
<strong>in</strong> his/her work<br />
<strong>and</strong> takes <strong>in</strong>to account the<br />
available resources.<br />
plans <strong>and</strong> f<strong>in</strong>ds out, <strong>in</strong> his/<br />
her work, about the possibilities<br />
to productize one’s<br />
competence.<br />
documents <strong>and</strong> reports, <strong>in</strong><br />
a responsible <strong>and</strong> clientbased<br />
manner, the patient’s<br />
background <strong>in</strong>formation,<br />
data about the <strong>in</strong>cident, the<br />
patient’s condition, emergency<br />
<strong>care</strong> procedures <strong>and</strong><br />
the patient’s response, as<br />
well as the belong<strong>in</strong>gs s/he<br />
had with him/her, clearly,<br />
systematically <strong>and</strong> precisely.<br />
works effectively, <strong>in</strong>dependently<br />
<strong>and</strong> cost-efficiently<br />
<strong>in</strong> his/her work <strong>and</strong> work<br />
environment <strong>and</strong> takes<br />
<strong>in</strong>to account the available<br />
resources.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productize one’s<br />
competence realistically.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Cooperation with<br />
authorities<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
as a team member, uses the<br />
emergency classification<br />
<strong>and</strong> task codes <strong>in</strong> emergency<br />
<strong>care</strong> situations.<br />
uses the VIRVE communication<br />
equipment <strong>and</strong><br />
communicates with the<br />
emergency response centre<br />
us<strong>in</strong>g the VIRVE network<br />
<strong>and</strong> accepts emergency <strong>care</strong><br />
assignments.<br />
uses the emergency classification<br />
<strong>and</strong> task codes <strong>in</strong><br />
emergency <strong>care</strong> situations.<br />
uses the VIRVE communication<br />
equipment <strong>and</strong><br />
communicates with the<br />
emergency response centre<br />
<strong>and</strong> <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>in</strong>stitutions us<strong>in</strong>g the<br />
VIRVE network <strong>and</strong> accepts<br />
emergency <strong>care</strong> assignments.<br />
uses the emergency classification<br />
<strong>and</strong> task codes<br />
fluently <strong>in</strong> emergency <strong>care</strong><br />
situations.<br />
uses the VIRVE communication<br />
equipment <strong>and</strong><br />
communicates with the<br />
emergency response centre<br />
<strong>and</strong> <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>in</strong>stitutions <strong>and</strong> other<br />
rescue authorities us<strong>in</strong>g<br />
the VIRVE network <strong>and</strong><br />
accepts emergency <strong>care</strong> assignments.<br />
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Emergency transports<br />
<strong>and</strong> the use of an<br />
ambulance <strong>in</strong> the<br />
emergency <strong>care</strong><br />
service<br />
Exam<strong>in</strong><strong>in</strong>g the<br />
patient <strong>and</strong> us<strong>in</strong>g<br />
<strong>in</strong>struments, appliances<br />
<strong>and</strong> the means of<br />
mov<strong>in</strong>g the patient<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on how<br />
to drive an emergency vehicle<br />
<strong>and</strong> uses the technical<br />
appliances <strong>in</strong> the vehicle<br />
(e.g. the stretcher mechanism)<br />
<strong>in</strong> a controlled way.<br />
Ma<strong>in</strong>ta<strong>in</strong>s the vehicle <strong>in</strong><br />
work<strong>in</strong>g order. As a team<br />
member, takes <strong>care</strong> of the<br />
safety of the patient dur<strong>in</strong>g<br />
the transport. Drives the<br />
ambulance on a tra<strong>in</strong><strong>in</strong>g<br />
track (m<strong>in</strong>imum requirement).<br />
exam<strong>in</strong>es the patient, us<strong>in</strong>g<br />
different methods, as well<br />
as emergency <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> equipment <strong>and</strong> means<br />
of transportation safely <strong>and</strong><br />
with<strong>in</strong> his/her area of responsibility<br />
(e.g. <strong>in</strong>terview,<br />
observation, palpation,<br />
auscultation, blood sample,<br />
pulse oximeter, 3-lead ECG<br />
monitor, 12- (13-)lead<br />
ECG device, blood glucose<br />
meter, thermometer,<br />
breathalyser, sphygmomanometer,<br />
respirator, CPAP<br />
device, suction apparatus,<br />
semi-automatic defibrillator,<br />
cervical collar, vacuum<br />
spl<strong>in</strong>t <strong>and</strong> mattress, stretcher,<br />
scoop stretcher, evacuation<br />
chair <strong>and</strong> wheelchair).<br />
Is familiar with his/her area<br />
of responsibility.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on how<br />
to drive an emergency<br />
vehicle under normal <strong>and</strong><br />
special conditions <strong>and</strong> uses<br />
the technical appliances <strong>in</strong><br />
the vehicle <strong>in</strong> a controlled<br />
way. Ma<strong>in</strong>ta<strong>in</strong>s the vehicle<br />
<strong>in</strong> work<strong>in</strong>g order. As a<br />
responsible team member,<br />
takes <strong>care</strong> of the safety<br />
of the patient dur<strong>in</strong>g the<br />
transport. Drives the ambulance<br />
on a tra<strong>in</strong><strong>in</strong>g track<br />
(m<strong>in</strong>imum requirement).<br />
exam<strong>in</strong>es the patient, us<strong>in</strong>g<br />
different methods as well as<br />
emergency <strong>care</strong> equipment<br />
appropriately <strong>and</strong> with<strong>in</strong><br />
his/her area of responsibility,<br />
<strong>and</strong> underst<strong>and</strong>s the<br />
significance of the f<strong>in</strong>d<strong>in</strong>gs.<br />
Uses <strong>health</strong> <strong>care</strong> equipment<br />
<strong>and</strong> means of transportation,<br />
appropriately <strong>and</strong><br />
safely.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on how<br />
to drive an emergency<br />
vehicle under normal <strong>and</strong><br />
special conditions <strong>and</strong> uses<br />
the technical appliances <strong>in</strong><br />
the vehicle <strong>in</strong> a controlled<br />
way. Ma<strong>in</strong>ta<strong>in</strong>s the vehicle<br />
<strong>in</strong> work<strong>in</strong>g order. As a<br />
responsible team member,<br />
takes <strong>care</strong> of the safety<br />
of the patient dur<strong>in</strong>g the<br />
transport. Displays a professional<br />
attitude towards<br />
emergency transports.<br />
Drives the ambulance on a<br />
tra<strong>in</strong><strong>in</strong>g track (m<strong>in</strong>imum<br />
requirement).<br />
exam<strong>in</strong>es the patient us<strong>in</strong>g<br />
different <strong>and</strong> justified<br />
methods, as well as<br />
emergency <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
equipment <strong>and</strong> means of<br />
transportation, appropriately,<br />
safely <strong>and</strong> with<strong>in</strong> his/<br />
her area of responsibility.<br />
Draws conclusion on the<br />
basis of the f<strong>in</strong>d<strong>in</strong>gs <strong>and</strong><br />
the patient’s response to<br />
treatment.<br />
70
ecognises a normal s<strong>in</strong>us<br />
rhythm, the frequency <strong>and</strong><br />
regularity of the rhythm,<br />
atrial fibrillation <strong>and</strong> extrasystolic<br />
arrhythmia on<br />
ECG monitor, <strong>and</strong> reports<br />
them.<br />
assesses the sufficiency of<br />
the patient’s oxygen <strong>in</strong>take<br />
<strong>and</strong> ventilation, assists the<br />
patient’s breath<strong>in</strong>g with<br />
a set of bellows, <strong>in</strong> resuscitation,<br />
safeguards open<br />
airways with the help of a<br />
laryngeal mask or tube, <strong>and</strong><br />
assists <strong>in</strong> <strong>in</strong>tubation.<br />
auscultates the patient’s<br />
breath <strong>and</strong> heart sounds,<br />
recognises deviations <strong>and</strong><br />
reports them.<br />
recognises a normal s<strong>in</strong>us<br />
rhythm, the frequency <strong>and</strong><br />
regularity of the rhythm,<br />
atrial fibrillation <strong>and</strong> extrasystolic<br />
arrhythmia on<br />
ECG monitor, <strong>and</strong> reports<br />
them.<br />
assesses the sufficiency of<br />
the patient’s oxygen <strong>in</strong>take<br />
<strong>and</strong> ventilation, assists the<br />
patient’s breath<strong>in</strong>g with<br />
a set of bellows, <strong>in</strong> resuscitation,<br />
safeguards open<br />
airways with the help of a<br />
laryngeal mask or tube, <strong>and</strong><br />
assists <strong>in</strong> <strong>in</strong>tubation.<br />
auscultates the patient’s<br />
breath <strong>and</strong> heart sounds,<br />
recognises deviations <strong>and</strong><br />
reports them.<br />
recognises a normal s<strong>in</strong>us<br />
rhythm, the frequency <strong>and</strong><br />
regularity of the rhythm,<br />
atrial fibrillation <strong>and</strong> extrasystolic<br />
arrhythmia on<br />
ECG monitor, <strong>and</strong> reports<br />
them.<br />
assesses the sufficiency of<br />
the patient’s oxygen <strong>in</strong>take<br />
<strong>and</strong> ventilation, assists the<br />
patient’s breath<strong>in</strong>g with<br />
a set of bellows, <strong>in</strong> resuscitation,<br />
safeguards open<br />
airways with the help of a<br />
laryngeal mask or tube, <strong>and</strong><br />
assists <strong>in</strong> <strong>in</strong>tubation.<br />
auscultates the patient’s<br />
breath <strong>and</strong> heart sounds,<br />
recognises deviations <strong>and</strong><br />
reports them.<br />
71
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Pharmacotherapy,<br />
its follow-up <strong>and</strong><br />
assessment<br />
adm<strong>in</strong>isters emergency <strong>care</strong><br />
pharmaceuticals through<br />
normal routes, with<strong>in</strong> his/<br />
her area of responsibility<br />
(subl<strong>in</strong>gual nitroglycer<strong>in</strong>,<br />
ISDN spray, ASA, rectal<br />
diazepam, antipyretics for<br />
children (rect), medic<strong>in</strong>al<br />
oxygen, <strong>in</strong>halation preparations,<br />
auto<strong>in</strong>jectors <strong>and</strong><br />
adrenal<strong>in</strong> (iv) <strong>in</strong> resuscitation),<br />
accord<strong>in</strong>g to the<br />
<strong>in</strong>structions of his/her<br />
operational unit. In his/<br />
her work, exploits his/her<br />
knowledge on the <strong>in</strong>dications<br />
<strong>and</strong> contra<strong>in</strong>dications<br />
of pharmaceuticals, the<br />
signs of abuse of medic<strong>in</strong>e,<br />
<strong>and</strong> when needed, obta<strong>in</strong>s<br />
additional <strong>in</strong>formation <strong>in</strong><br />
reliable sources, e.g. Pharmaca<br />
Fennica.<br />
Monitors the effect of pharmaceuticals.<br />
In his/her work, exploits<br />
his/her knowledge on<br />
resuscitation drugs (iv)<br />
<strong>and</strong> Natrosteril, R<strong>in</strong>gersteril<br />
<strong>and</strong> glucose solutions<br />
(G10) (iv) <strong>and</strong> glucagon<br />
(im).Performs cannulation<br />
of peripheral ve<strong>in</strong> <strong>and</strong> <strong>in</strong>travenous<br />
<strong>in</strong>fusion with<strong>in</strong><br />
the responsibilities of a<br />
<strong>practical</strong> <strong>nurse</strong> (M<strong>in</strong>istry of<br />
Social Affairs <strong>and</strong> Health,<br />
manual 2005:32, appendix<br />
8 on Safe adm<strong>in</strong>istration<br />
of pharmaceuticals)<br />
(Published <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
Swedish).<br />
carries out pharmacotherapy<br />
reliably <strong>and</strong> with<strong>in</strong> his/<br />
her area of responsibility,<br />
monitors the patient <strong>and</strong><br />
recognises potential side<br />
effects <strong>and</strong> acts, accord<strong>in</strong>g<br />
to the dem<strong>and</strong>s of the situation.<br />
carries out pharmacotherapy<br />
reliably, thoroughly<br />
<strong>and</strong> with<strong>in</strong> his/her area of<br />
responsibility, monitors the<br />
patient <strong>and</strong> draws the right<br />
conclusions on the side effects<br />
<strong>and</strong> acts, accord<strong>in</strong>g to<br />
the dem<strong>and</strong>s of the situation.<br />
Takes <strong>in</strong>to account the<br />
effects of pharmaceuticals<br />
generally used by patients.<br />
72
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to work<br />
<strong>in</strong> emergency <strong>care</strong><br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits abides with the <strong>in</strong>structions<br />
his/her knowledge on the of his/her operational unit<br />
statutes <strong>and</strong> regulations <strong>in</strong> the different stages of the<br />
govern<strong>in</strong>g work <strong>in</strong> emergency<br />
emergency <strong>care</strong> process <strong>and</strong><br />
<strong>care</strong> (legislation <strong>and</strong> consistently justifies his/her<br />
<strong>in</strong>structions govern<strong>in</strong>g actions with the statutes<br />
emergency <strong>care</strong>, emergency <strong>and</strong> regulations govern<strong>in</strong>g<br />
<strong>care</strong> system <strong>and</strong> services, work <strong>in</strong> emergency <strong>care</strong>.<br />
legislation on emergency<br />
transportation, operations<br />
model at the work community,<br />
ambulance classification,<br />
reports on the causes<br />
for accidents which <strong>in</strong>volved<br />
emergency vehicles).<br />
is familiar with some aspects<br />
of a rescue plan of an<br />
<strong>in</strong>stitution <strong>and</strong> recognises<br />
his/her own area of responsibility<br />
<strong>in</strong> it.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
emergency <strong>care</strong> system <strong>and</strong><br />
the provision of emergency<br />
<strong>care</strong> services.<br />
tells how activities shall be<br />
organised <strong>in</strong> catastrophes.<br />
<strong>in</strong> the most common<br />
emergency <strong>care</strong> situations,<br />
exploits his/her knowledge<br />
on the promotion of <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g, vital functions,<br />
diseases, signs of<br />
substance abuse <strong>and</strong> addiction,<br />
different <strong>in</strong>juries,<br />
aseptics, <strong>and</strong> normal bodily<br />
structure <strong>and</strong> function<strong>in</strong>g.<br />
is familiar with the rescue<br />
plan of an <strong>in</strong>stitution <strong>and</strong><br />
describes his/her own area<br />
of responsibility accord<strong>in</strong>g<br />
to it.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
emergency <strong>care</strong> system <strong>and</strong><br />
the provision of emergency<br />
<strong>care</strong> services <strong>and</strong> uses the<br />
basic concepts related to<br />
the quality of services.<br />
extensively tells how activities<br />
shall be organised <strong>in</strong><br />
catastrophes.<br />
justifies his/her actions <strong>in</strong><br />
emergency <strong>care</strong> situations<br />
with his/her knowledge on<br />
the promotion of <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g, vital functions,<br />
diseases, signs of<br />
substance abuse <strong>and</strong> addiction,<br />
different <strong>in</strong>juries,<br />
aseptics, <strong>and</strong> normal bodily<br />
structure <strong>and</strong> function<strong>in</strong>g.<br />
acts <strong>in</strong>dependently <strong>in</strong><br />
the different stages of the<br />
emergency <strong>care</strong> process<br />
<strong>and</strong> <strong>in</strong> chang<strong>in</strong>g situations<br />
consistently justifies his/<br />
her actions consistently<br />
<strong>and</strong> <strong>in</strong> many ways with the<br />
statutes <strong>and</strong> regulations<br />
govern<strong>in</strong>g work <strong>in</strong> emergency<br />
<strong>care</strong>. Guides clients,<br />
utilis<strong>in</strong>g his/her knowledge<br />
<strong>in</strong> emergency <strong>care</strong>.<br />
is familiar with the rescue<br />
plan of an <strong>in</strong>stitution <strong>and</strong><br />
describes his/her own area<br />
of responsibility accord<strong>in</strong>g<br />
to it. Justifies his/her<br />
description with facts <strong>in</strong><br />
many ways.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
emergency <strong>care</strong> system <strong>and</strong><br />
the provision of emergency<br />
<strong>care</strong> services <strong>and</strong> is familiar<br />
with quality parameters <strong>in</strong><br />
emergency <strong>care</strong>.<br />
extensively tells how activities<br />
shall be organised <strong>and</strong><br />
how authorities shall cooperate<br />
<strong>in</strong> catastrophes.<br />
justifies his/her actions<br />
<strong>in</strong> emergency <strong>care</strong> situations<br />
<strong>in</strong> many ways with<br />
his/her knowledge on the<br />
promotion of <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, vital functions,<br />
diseases, signs of substance<br />
abuse <strong>and</strong> addiction, different<br />
<strong>in</strong>juries, aseptics, <strong>and</strong><br />
normal bodily structure<br />
<strong>and</strong> function<strong>in</strong>g.<br />
73
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> the productis<strong>in</strong>g<br />
of one’s own competence<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
F<strong>in</strong>nish-speakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
Swedish-speakers<br />
<strong>in</strong> his/her work, exploits justifies his/her actions with<br />
his/her knowledge on the his/her knowledge on the<br />
most common diseases most common diseases <strong>and</strong><br />
(somatic, mental <strong>health</strong> <strong>and</strong> their risk factors <strong>and</strong> the<br />
<strong>in</strong>toxican abuse diseases) potential acute situations<br />
<strong>and</strong> their risk factors <strong>and</strong> related to these diseases.<br />
treatment.<br />
<strong>in</strong> his/her work, abides<br />
with the central values <strong>and</strong><br />
ethical pr<strong>in</strong>ciples govern<strong>in</strong>g<br />
work <strong>in</strong> emergency<br />
<strong>care</strong> (values <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> emergency<br />
<strong>care</strong>): human dignity, security,<br />
the right to decide<br />
on one’s own affairs, justice<br />
<strong>and</strong> fairness, <strong>in</strong>tegrity <strong>and</strong><br />
responsibility).<br />
under <strong>in</strong>struction, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> emergency<br />
<strong>care</strong>, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> service situations <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
justifies his/her actions <strong>in</strong><br />
different emergency <strong>care</strong><br />
situations with the values<br />
<strong>and</strong> ethical pr<strong>in</strong>ciples<br />
which govern work <strong>in</strong><br />
emergency <strong>care</strong>.<br />
<strong>in</strong> his/her work, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> emergency <strong>care</strong><br />
<strong>and</strong> the productization of<br />
one’s competence <strong>and</strong> acts<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
<strong>in</strong> Swedish <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations <strong>in</strong> one foreign<br />
language.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the most<br />
common diseases <strong>and</strong> their<br />
risk factors <strong>and</strong> the potential<br />
acute situations related<br />
to these diseases.<br />
justifies his/her actions <strong>and</strong><br />
analyses different emergency<br />
<strong>care</strong> situations on the<br />
basis of the ethical values.<br />
<strong>in</strong> his/her work, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> emergency <strong>care</strong><br />
<strong>and</strong> the productization of<br />
one’s competence <strong>in</strong> many<br />
ways <strong>and</strong> acts accord<strong>in</strong>g to<br />
the pr<strong>in</strong>ciples of <strong>in</strong>ternal<br />
entrepreneurship.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> Swedish<br />
<strong>and</strong> <strong>in</strong> one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one foreign language.<br />
74
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
speakers of other<br />
languages<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> can further<br />
help the client proceed <strong>in</strong> a<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language, <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish or Swedish, manages<br />
service situations fluently<br />
<strong>in</strong> the other domestic<br />
language <strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, attendnds to clients<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> one other<br />
language.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> know-how.<br />
makes choices <strong>and</strong> decision<br />
related to his/her work <strong>and</strong><br />
solves problems.<br />
works accord<strong>in</strong>g to given<br />
<strong>care</strong> <strong>in</strong>structions, as a team<br />
member <strong>and</strong> knows his/her<br />
area of responsibility.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> know-how<br />
<strong>and</strong>, when needed, asks for<br />
guidance.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
perceives his/her work as a<br />
whole <strong>and</strong> acts flexibly <strong>in</strong><br />
recurrent daily situations.<br />
Recognises the possibilities<br />
<strong>and</strong> limits of his/her own<br />
competence.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
perceives his/her work as a<br />
whole <strong>and</strong> acts appropriately<br />
<strong>and</strong> flexibly <strong>in</strong> chang<strong>in</strong>g<br />
situations. Recognises the<br />
possibilities <strong>and</strong> limits of<br />
his/her own competence.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
works as a member of a<br />
multi-discipl<strong>in</strong>ary team<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
accepted <strong>in</strong> the work community.<br />
uses the data <strong>and</strong> communications<br />
equipment of<br />
his/her work unit with<strong>in</strong><br />
the <strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, accord<strong>in</strong>g to<br />
the <strong>in</strong>structions of the work<br />
unit. Observes privacy<br />
protection matters <strong>in</strong> communications.<br />
abides with the ethical<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations related to emergency<br />
<strong>care</strong>. Wears appropriate<br />
work<strong>in</strong>g clothes <strong>and</strong><br />
required protective gear<br />
<strong>and</strong> abides the occupational<br />
<strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions<br />
of his/her workplace<br />
(e.g. gas, electricity <strong>and</strong> fire<br />
safety regulations).<br />
works actively <strong>and</strong> responsibly<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
<strong>and</strong> knows some tasks <strong>and</strong><br />
areas of responsibility of the<br />
team members.<br />
uses the data <strong>and</strong> communications<br />
equipment of<br />
his/her work unit with<strong>in</strong><br />
the <strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, appropriately<br />
<strong>and</strong> accord<strong>in</strong>g to the <strong>in</strong>structions<br />
of the work unit.<br />
Observes privacy protection<br />
matters <strong>in</strong> communications.<br />
<strong>in</strong> his/her work, takes account<br />
of the values <strong>and</strong><br />
aspirations of his/her work<br />
community <strong>and</strong> abides<br />
with the ethical pr<strong>in</strong>ciples,<br />
statutes <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>, <strong>and</strong><br />
acts <strong>in</strong> a responsible manner.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity<br />
<strong>and</strong> fire safety regulations).<br />
Wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> required<br />
protective gear, prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> risks (physical, chemical<br />
<strong>and</strong> biological). Ma<strong>in</strong>ta<strong>in</strong>s,<br />
for his/her own part,<br />
a good work atmosphere.<br />
works actively <strong>and</strong> responsibly<br />
as a member of a<br />
multi-discipl<strong>in</strong>ary team <strong>and</strong><br />
with <strong>in</strong>terest groups. Acts<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>in</strong> conflict situations <strong>and</strong><br />
knows the tasks <strong>and</strong> areas<br />
of responsibility of the<br />
team members.<br />
underst<strong>and</strong>s the significance<br />
of data <strong>and</strong> communications<br />
equipment<br />
<strong>in</strong> patient <strong>care</strong>. Uses the<br />
data <strong>and</strong> communications<br />
equipment of his/her work<br />
unit with<strong>in</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility,<br />
appropriately <strong>and</strong><br />
accord<strong>in</strong>g to <strong>in</strong>structions.<br />
Observes privacy protection<br />
matters <strong>in</strong> communications.<br />
<strong>in</strong> his/her work, takes account<br />
of the values <strong>and</strong><br />
aspirations of his/her work<br />
community <strong>and</strong> abides<br />
with the ethical pr<strong>in</strong>ciples,<br />
statutes <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>. Assumes<br />
his/her share of responsibility<br />
<strong>in</strong> good patient<br />
<strong>care</strong>.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity<br />
<strong>and</strong> fire safety regulations)<br />
<strong>and</strong> justifies his/her actions.<br />
Wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> required protective<br />
gear, <strong>and</strong> prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> risks (physical, chemical<br />
<strong>and</strong> biological). Ma<strong>in</strong>ta<strong>in</strong>s,<br />
for his/her own part,<br />
a good work atmosphere<br />
<strong>and</strong> recognises the factors<br />
that have a detrimental<br />
effect.<br />
76
ext<strong>in</strong>guishes an <strong>in</strong>cipient<br />
stage fire under the supervision<br />
of fire fighters.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work, occupational<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g <strong>and</strong><br />
prevents <strong>health</strong> hazards <strong>and</strong><br />
risks.<br />
underst<strong>and</strong>s the significance<br />
of good physical<br />
fitness as part of good<br />
work<strong>in</strong>g ability <strong>and</strong> <strong>vocational</strong><br />
proficiency. Plans<br />
a target-oriented tra<strong>in</strong><strong>in</strong>g<br />
programme for him-/herself<br />
(endurance, strength <strong>and</strong><br />
flexibility) to ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong><br />
develop physical fitness <strong>and</strong><br />
follows its impact. Demonstrates<br />
development <strong>in</strong><br />
physical fitness tests.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
uses ergonomically correct<br />
<strong>and</strong> safe techniques <strong>in</strong> mov<strong>in</strong>g<br />
the patients.<br />
knows about the different<br />
routes of <strong>in</strong>fection, protects<br />
him-/herself <strong>and</strong> the<br />
patient from <strong>in</strong>fections <strong>in</strong><br />
emergency <strong>care</strong> (personal<br />
hygiene, h<strong>and</strong> hygiene <strong>and</strong><br />
the use of protective gloves,<br />
aseptic work process <strong>and</strong><br />
deal<strong>in</strong>g with the equipment<br />
used <strong>in</strong> treatment).<br />
ext<strong>in</strong>guishes an <strong>in</strong>cipient<br />
stage fire under the supervision<br />
of fire fighters.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work <strong>and</strong> promotes<br />
his/her occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> prevents<br />
<strong>health</strong> hazards <strong>and</strong><br />
risks.<br />
justifies his/her good work<strong>in</strong>g<br />
ability <strong>and</strong> <strong>vocational</strong><br />
proficiency with his/her<br />
underst<strong>and</strong><strong>in</strong>g of the<br />
significance of physical<br />
fitness. Plans an all-round<br />
target-oriented tra<strong>in</strong><strong>in</strong>g<br />
programme for him-/herself<br />
to ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> develop<br />
physical fitness <strong>and</strong> follows<br />
its impact. Demonstrates<br />
development <strong>in</strong> physical<br />
fitness tests.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
uses safe techniques <strong>in</strong><br />
mov<strong>in</strong>g the patients <strong>and</strong><br />
works <strong>in</strong> an ergonomically<br />
correct manner.<br />
takes <strong>in</strong>to account the risks<br />
of <strong>in</strong>fection <strong>in</strong> emergency<br />
<strong>care</strong>, protects him-/herself<br />
<strong>and</strong> the patient from <strong>in</strong>fections<br />
<strong>in</strong> an appropriate<br />
manner.<br />
ext<strong>in</strong>guishes an <strong>in</strong>cipient<br />
stage fire under the supervision<br />
of fire fighters.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work <strong>and</strong> promotes<br />
his/her occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> justifies<br />
their importance, <strong>and</strong><br />
prevents accidents <strong>in</strong> his/<br />
her own actions <strong>and</strong> guides<br />
others <strong>in</strong> the prevention of<br />
accidents.<br />
justifies widely his/her<br />
good work<strong>in</strong>g ability <strong>and</strong><br />
<strong>vocational</strong> proficiency with<br />
his/her underst<strong>and</strong><strong>in</strong>g of<br />
the significance of physical<br />
fitness. Plans an all-round<br />
target-oriented tra<strong>in</strong><strong>in</strong>g<br />
programme for him-/herself<br />
to ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> develop<br />
physical fitness <strong>and</strong> actively<br />
follows its impact. Demonstrates<br />
development <strong>in</strong><br />
physical fitness tests.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
works <strong>in</strong> an ergonomically<br />
correct manner, exploit<strong>in</strong>g<br />
the patient’s resources <strong>and</strong><br />
carries out patient transports<br />
safely, systematically<br />
<strong>and</strong> appropriately.<br />
protects him-/herself <strong>and</strong><br />
the patient from <strong>in</strong>fections<br />
appropriately <strong>in</strong> emergency<br />
<strong>care</strong>, <strong>in</strong>structs <strong>and</strong> justifies<br />
the importance of protection.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
knows the <strong>in</strong>structions of<br />
his/her workplace <strong>in</strong> meet<strong>in</strong>g<br />
a violent client <strong>and</strong><br />
protects him-/herself when<br />
needed. Recognises the<br />
threat of domestic violence<br />
<strong>in</strong> his/her work <strong>and</strong> guides<br />
the patient to get help, with<br />
the assistance of his/her<br />
team.<br />
acts accord<strong>in</strong>g to the basic<br />
emergency <strong>care</strong> procedures<br />
<strong>in</strong> meet<strong>in</strong>g a violent client.<br />
In his/her work, takes <strong>in</strong>to<br />
account the threat of domestic<br />
violence <strong>and</strong> guides<br />
the patient to get help<br />
<strong>and</strong> <strong>in</strong>forms his/her team<br />
thereof.<br />
as a team member, acts<br />
<strong>in</strong> a manner which deters<br />
violence <strong>in</strong> threaten<strong>in</strong>g<br />
situations, when needed<br />
protects him-/herself <strong>and</strong><br />
others, asks for extra forces<br />
when needed. In his/her<br />
work, takes responsibly<br />
<strong>in</strong>to account the threat of<br />
domestic violence, guides<br />
the patient to get help, <strong>and</strong><br />
takes the matter forward <strong>in</strong><br />
his/her team.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> emergency <strong>care</strong> by<br />
work<strong>in</strong>g <strong>in</strong> a patient transport company or the patient transport unit of a rescue<br />
department or <strong>in</strong> an emergency cl<strong>in</strong>ic at a hospital or <strong>health</strong> <strong>care</strong> centre. The appropriateness<br />
of the workplace as a skills demonstration site shall be ascerta<strong>in</strong>ed as<br />
to the type of emergency situations <strong>and</strong> amount of patients. In addition, general<br />
<strong>in</strong>structions as to legal <strong>in</strong>competence due to the possibility of bias (e.g. one’s own<br />
or family bus<strong>in</strong>ess, family connections, marital or similar connection etc.) must be<br />
taken <strong>in</strong>to account, <strong>in</strong> order to guarantee the reliability of the assessment.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g<br />
doma<strong>in</strong>s: basic <strong>care</strong> of the patient <strong>and</strong> work<strong>in</strong>g <strong>in</strong> the basic emergency <strong>care</strong> process<br />
<strong>and</strong> environment, plann<strong>in</strong>g of the productization of competence, cooperation<br />
with authorities, driv<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g the ambulance, exam<strong>in</strong><strong>in</strong>g the patient <strong>and</strong> us<strong>in</strong>g<br />
emergency <strong>and</strong> <strong>health</strong> <strong>care</strong> equipment <strong>and</strong> means of transportation; <strong>and</strong> pharmacotherapy,<br />
follow-up <strong>and</strong> assessment of treatment. In addition, the student or c<strong>and</strong>idate<br />
shall master the knowledge related to emergency <strong>care</strong> service <strong>and</strong> language skills<br />
accord<strong>in</strong>g to one of the targets for assessment <strong>in</strong> the above able as well as the key<br />
competences for lifelong learn<strong>in</strong>g. The work is carried out to an extent that makes it<br />
possible to establish that the <strong>vocational</strong> skills meet the requirements.<br />
78
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process, exclud<strong>in</strong>g request<strong>in</strong>g <strong>care</strong> <strong>in</strong>structions; basic emergency<br />
<strong>care</strong> <strong>and</strong> the resuscitation of a patient suffer<strong>in</strong>g from breath<strong>in</strong>g difficulties<br />
or circulation disorders<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g the <strong>in</strong>terpretation<br />
of ECG (life-threaten<strong>in</strong>g arrhythmia); airway blockages (laryngeal tube<br />
<strong>and</strong> <strong>in</strong>tubation); cooperation with authorities (police <strong>and</strong> rescue dept.); use<br />
of the national VIRVE system <strong>in</strong> communications; <strong>and</strong> work<strong>in</strong>g <strong>in</strong> an ambulance<br />
dur<strong>in</strong>g emergency transportation; <strong>and</strong> driv<strong>in</strong>g an ambulance <strong>in</strong> a tra<strong>in</strong><strong>in</strong>g<br />
track<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g work <strong>in</strong> catastrophes<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> basic resuscitation<br />
<strong>and</strong> early defibrillation; test<strong>in</strong>g of physical fitness; ext<strong>in</strong>guish<strong>in</strong>g an <strong>in</strong>cipient<br />
stage fire; <strong>and</strong> encounter<strong>in</strong>g a client or patient display<strong>in</strong>g threaten<strong>in</strong>g<br />
behaviour or encounter<strong>in</strong>g the threat of domestic violence.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.3.2 Accident <strong>and</strong> emergency nurs<strong>in</strong>g<br />
The student must choose either Accident <strong>and</strong> emergency nurs<strong>in</strong>g (cf. 4.3.2) or Perioperative<br />
nurs<strong>in</strong>g (cf. 4.3.3) as the elective module <strong>in</strong> the Programme <strong>in</strong> Emergency<br />
Care.<br />
The c<strong>and</strong>idate must choose either Accident <strong>and</strong> emergency nurs<strong>in</strong>g (cf. 4.3.2) or<br />
Perioperative nurs<strong>in</strong>g (cf. 4.3.3) as the elective module <strong>in</strong> the specialisation <strong>in</strong> Emergency<br />
Care.<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
assesses the patient’s condition <strong>and</strong> participates, as a team member, <strong>in</strong> the <strong>care</strong><br />
•<br />
process of a patient suffer<strong>in</strong>g from an acute illness or <strong>in</strong>jury<br />
exploits his/her <strong>in</strong>teraction skills <strong>in</strong> nurs<strong>in</strong>g situations <strong>and</strong> works as a member<br />
•<br />
of a multi-discipl<strong>in</strong>ary team<br />
exam<strong>in</strong>es the patient us<strong>in</strong>g the methods <strong>and</strong> equipment <strong>in</strong> emergency depart-<br />
•<br />
ment, as well as <strong>health</strong> <strong>care</strong> devices<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
•<br />
•<br />
•<br />
•<br />
carries out the immobilisation of an patient<br />
applies, <strong>in</strong> his/her work, the knowledge required <strong>in</strong> nurs<strong>in</strong>g patients <strong>in</strong> emergency<br />
departments<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters pharmaceuticals with<strong>in</strong> the responsibilities<br />
of a <strong>practical</strong> <strong>nurse</strong> (M<strong>in</strong>istry of Social Affairs <strong>and</strong> Health, manual 2005:32,<br />
appendix 8 on Safe adm<strong>in</strong>istration of pharmaceuticals) (published <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> Swedish)<br />
protects him-/herself <strong>and</strong> the client from <strong>in</strong>fections <strong>and</strong> prevents the spread<strong>in</strong>g<br />
of <strong>in</strong>fections.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Work<strong>in</strong>g <strong>in</strong> the<br />
nurs<strong>in</strong>g process <strong>and</strong><br />
environment at an<br />
emergency department<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
is familiar with a <strong>practical</strong> carries out the tasks of a carries out the tasks of a<br />
<strong>nurse</strong>’s area of responsibility<br />
<strong>practical</strong> <strong>nurse</strong> <strong>in</strong> a nurs<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong> appropri-<br />
<strong>in</strong> a multi-discipl<strong>in</strong>ary team at an emergency deately<br />
<strong>in</strong> chang<strong>in</strong>g situations<br />
nurs<strong>in</strong>g team at an emergency<br />
partment. Is familiar with <strong>in</strong> a nurs<strong>in</strong>g team. Is famil-<br />
department <strong>and</strong> as a the team members’ areas of iar with the team members’<br />
team member, participates responsibility <strong>and</strong> sees the tasks <strong>and</strong> division of labour<br />
<strong>in</strong> the nurs<strong>in</strong>g process at an nurs<strong>in</strong>g process as a whole. at an emergency department<br />
emergency department.<br />
<strong>and</strong> sees the nurs<strong>in</strong>g<br />
process as a whole.<br />
as a team member, services<br />
the equipment <strong>and</strong> the<br />
<strong>care</strong> environment <strong>and</strong> for<br />
his/her own part, takes<br />
<strong>care</strong> of the tid<strong>in</strong>ess of the<br />
workplace <strong>and</strong> fills required<br />
supplies.<br />
checks, fills, cleans <strong>and</strong><br />
services the equipment <strong>and</strong><br />
the <strong>care</strong> environment <strong>in</strong>dependently.<br />
responsibly takes <strong>care</strong> of<br />
the work<strong>in</strong>g order of the<br />
<strong>care</strong> environment, as well as<br />
the cleanl<strong>in</strong>ess <strong>and</strong> servic<strong>in</strong>g<br />
of equipment. Assesses<br />
the need for clean<strong>in</strong>g after<br />
special situations.<br />
80
as a team member, admits<br />
a patient suffer<strong>in</strong>g from<br />
acute illness or <strong>in</strong>jury upon<br />
the patient’s arrival at the<br />
emergency department <strong>and</strong><br />
carries out the <strong>in</strong>itial assessment<br />
<strong>and</strong> takes required<br />
measures. As a team member,<br />
looks after the patient<br />
dur<strong>in</strong>g the <strong>care</strong> process.<br />
<strong>in</strong> familiar situations, <strong>in</strong>forms<br />
the team about the<br />
patient.<br />
admits a patient (the most<br />
common diseases <strong>and</strong> accidents)<br />
upon the patient’s<br />
arrival at the emergency<br />
department <strong>and</strong> carries out<br />
the immediate <strong>in</strong>itial assessment<br />
<strong>and</strong> takes required<br />
measures. Looks after the<br />
patient dur<strong>in</strong>g the <strong>care</strong><br />
process.<br />
<strong>in</strong>forms the central details<br />
about the patient’s situation<br />
to the rest of the <strong>care</strong> staff.<br />
<strong>in</strong> familiar situations, schedules a further appo<strong>in</strong>tment<br />
for the patient<br />
schedules a further appo<strong>in</strong>tment<br />
for the patient <strong>and</strong> <strong>and</strong> <strong>in</strong>structs the patient <strong>in</strong><br />
gives the patients <strong>in</strong>structions<br />
for <strong>care</strong> at<br />
home <strong>care</strong>.<br />
home.<br />
as a team member, documents<br />
<strong>and</strong> reports the nurs<strong>in</strong>g<br />
procedures as well as<br />
the belong<strong>in</strong>gs the patient<br />
had with him/her.<br />
as a team member, writes<br />
down the patient’s nurs<strong>in</strong>g<br />
data <strong>in</strong> an electronic patient<br />
data system.<br />
documents <strong>and</strong> reports,<br />
<strong>in</strong> a responsible manner,<br />
the patient’s background<br />
<strong>in</strong>formation, data about the<br />
<strong>in</strong>cident, the patient’s condition,<br />
nurs<strong>in</strong>g procedures<br />
<strong>and</strong> the patient’s response<br />
as well as the belong<strong>in</strong>gs s/<br />
he had with him/her.<br />
writes down the patient’s<br />
nurs<strong>in</strong>g data <strong>in</strong> an electronic<br />
patient data system.<br />
<strong>in</strong>dependently admits a<br />
patient upon the patient’s<br />
arrival at the emergency<br />
department <strong>and</strong> carries out<br />
the immediate <strong>in</strong>itial assessment<br />
<strong>and</strong> takes required<br />
measures. Looks after the<br />
patient <strong>in</strong> all respects dur<strong>in</strong>g<br />
the <strong>care</strong> process.<br />
<strong>in</strong>dependently <strong>and</strong> extensively<br />
<strong>in</strong>forms about the<br />
patient’s situation to the<br />
rest of the <strong>care</strong> staff.<br />
schedules a further appo<strong>in</strong>tment<br />
for the patient<br />
<strong>and</strong> <strong>in</strong>structs the patient<br />
<strong>and</strong> his/her family <strong>in</strong> home<br />
<strong>care</strong>.<br />
documents <strong>and</strong> reports, <strong>in</strong><br />
a responsible <strong>and</strong> clientbased<br />
manner, the patient’s<br />
background <strong>in</strong>formation,<br />
data about the <strong>in</strong>cident, the<br />
patient’s condition, nurs<strong>in</strong>g<br />
procedures <strong>and</strong> the patient’s<br />
response as well as the<br />
belong<strong>in</strong>gs s/he had with<br />
him/her, clearly, systematically<br />
<strong>and</strong> precisely.<br />
<strong>in</strong>dependently writes down<br />
the patient’s nurs<strong>in</strong>g data <strong>in</strong><br />
an electronic patient data<br />
system.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Exam<strong>in</strong><strong>in</strong>g the patient,<br />
us<strong>in</strong>g emergency<br />
<strong>care</strong> methods <strong>and</strong><br />
equipment, <strong>health</strong><br />
<strong>care</strong> devices <strong>and</strong> the<br />
means of mov<strong>in</strong>g the<br />
patient<br />
Prepar<strong>in</strong>g the patient<br />
for treatment <strong>and</strong> assist<strong>in</strong>g<br />
<strong>in</strong> procedures<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong>teracts with patients<br />
<strong>and</strong> family members <strong>in</strong> a<br />
friendly <strong>and</strong> matter-of-fact<br />
manner. Respects people of<br />
different ages, ways of communication,<br />
cultural background<br />
<strong>and</strong> ideologies.<br />
exploits <strong>in</strong>teraction <strong>in</strong> a<br />
nurs<strong>in</strong>g situation.<br />
as a team member, exam<strong>in</strong>es<br />
the patient safely, us<strong>in</strong>g<br />
the most common methods<br />
<strong>and</strong> equipment <strong>in</strong> the<br />
emergency department, as<br />
well as <strong>health</strong> <strong>care</strong> devices<br />
<strong>and</strong> the means of mov<strong>in</strong>g<br />
the patient. (e.g. <strong>in</strong>terview,<br />
observation, palpation,<br />
pulse oximeter, 3-lead ECG<br />
monitor, 12- (13-)lead<br />
ECG device, blood glucose<br />
meter, blood sample,<br />
thermometer, breathalyser,<br />
sphygmomanometer/blood<br />
pressure gauge, respirator,<br />
suction apparatus, defibrillator,<br />
cervical collar, vacuum<br />
spl<strong>in</strong>t <strong>and</strong> mattress,<br />
stretcher, <strong>and</strong> wheelchair).<br />
Is familiar with his/her area<br />
of responsibility.<br />
assists other staff members<br />
<strong>in</strong> exam<strong>in</strong>ations <strong>and</strong> treatments<br />
<strong>and</strong> <strong>in</strong> prepar<strong>in</strong>g the<br />
patient for them.<br />
<strong>in</strong>teracts with patients <strong>and</strong><br />
family members <strong>in</strong>dividually,<br />
genu<strong>in</strong>ely <strong>and</strong> <strong>in</strong> an<br />
underst<strong>and</strong><strong>in</strong>g manner,<br />
establish<strong>in</strong>g a sense of security.<br />
Respects people of<br />
different ages, ways of communication,<br />
cultural background<br />
<strong>and</strong> ideologies.<br />
exploits <strong>in</strong>teraction <strong>in</strong> a<br />
nurs<strong>in</strong>g situation, improv<strong>in</strong>g<br />
the patient’s condition.<br />
exam<strong>in</strong>es the patient safely,<br />
us<strong>in</strong>g the methods <strong>and</strong><br />
equipment <strong>in</strong> the emergency<br />
<strong>care</strong> as well as <strong>health</strong> <strong>care</strong><br />
devices <strong>and</strong> underst<strong>and</strong>s<br />
what the f<strong>in</strong>d<strong>in</strong>gs mean.<br />
Uses the means of mov<strong>in</strong>g<br />
the patient safely.<br />
prepares the patient, with<strong>in</strong><br />
his/her area of responsibility<br />
for exam<strong>in</strong>ations <strong>and</strong><br />
treatments at the emergency<br />
department, carries<br />
them out under <strong>in</strong>struction<br />
or assists <strong>in</strong> them.<br />
<strong>in</strong>teracts with patients <strong>and</strong><br />
family members of different<br />
ages, ways of communication,<br />
cultural background<br />
<strong>and</strong> ideologies <strong>in</strong>dividually,<br />
compassionately <strong>and</strong> <strong>in</strong> a<br />
respectful manner, establish<strong>in</strong>g<br />
a sense of security.<br />
exploits <strong>in</strong>teraction naturally<br />
<strong>in</strong> a nurs<strong>in</strong>g situation,<br />
improv<strong>in</strong>g the patient’s<br />
condition.<br />
exam<strong>in</strong>es the patient safely,<br />
appropriately <strong>and</strong> <strong>in</strong> a responsible<br />
manner, us<strong>in</strong>g the<br />
methods <strong>and</strong> equipment<br />
<strong>in</strong> emergency <strong>care</strong> as well<br />
as <strong>health</strong> <strong>care</strong> devices <strong>and</strong><br />
justifies the significance of<br />
f<strong>in</strong>d<strong>in</strong>gs. Uses the means of<br />
mov<strong>in</strong>g the patient safely,<br />
systematically <strong>and</strong> giv<strong>in</strong>g<br />
justified reasons.<br />
prepares the patient, with<strong>in</strong><br />
his/her area of responsibility,<br />
for exam<strong>in</strong>ations <strong>and</strong><br />
treatments at the emergency<br />
department, carries them<br />
out <strong>in</strong>dependently or assists<br />
<strong>in</strong> them.<br />
82
Pharmacotherapy<br />
assists <strong>in</strong> the most common<br />
laboratory tests <strong>and</strong> samples<br />
taken at an emergency department.<br />
works aseptically <strong>in</strong> different<br />
treatments.<br />
monitors the patient , dur<strong>in</strong>g<br />
<strong>and</strong> after an exam<strong>in</strong>ation<br />
or treatment.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Guides<br />
the client or patient <strong>and</strong><br />
his/her family, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions of the<br />
work unit, <strong>in</strong> medication,<br />
<strong>in</strong> stor<strong>in</strong>g <strong>and</strong> dispos<strong>in</strong>g of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions, <strong>and</strong> knows<br />
the correct pharmacotherapy<br />
<strong>in</strong> the most common<br />
acute situations.<br />
is aware of the effects <strong>and</strong><br />
comb<strong>in</strong>ed effect of the<br />
most common pharmaceuticals<br />
<strong>and</strong> recognises the<br />
most common side or adverse<br />
effect <strong>and</strong> masters the<br />
different routes of adm<strong>in</strong>istration<br />
(p.o., rect., <strong>in</strong>h., s.c.<br />
& i.m.). In his/her work,<br />
takes <strong>in</strong>to account abuse of<br />
medic<strong>in</strong>e <strong>and</strong> reports on it.<br />
prepares the patient for<br />
the most common laboratory<br />
tests at an emergency<br />
department <strong>and</strong> takes the<br />
samples.<br />
works aseptically <strong>in</strong> different<br />
treatments <strong>and</strong> justifies<br />
his/her actions.<br />
monitors the client, dur<strong>in</strong>g<br />
<strong>and</strong> after an exam<strong>in</strong>ation<br />
or treatment <strong>and</strong> recognises<br />
the client’s <strong>in</strong>dividual<br />
needs.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Guides<br />
the client or patient <strong>and</strong><br />
his/her family <strong>in</strong> pharmacotherapy.<br />
exploits his/her knowledge<br />
about the effects <strong>and</strong> comb<strong>in</strong>ed<br />
effect of the most<br />
common pharmaceuticals<br />
<strong>and</strong> recognises the most<br />
common side or adverse<br />
effect <strong>and</strong> masters the different<br />
routes of adm<strong>in</strong>istration<br />
(p.o., rect., <strong>in</strong>h., s.c.<br />
& i.m.). Acts appropriately<br />
when detect<strong>in</strong>g abuse of<br />
medic<strong>in</strong>e.<br />
carries out the most common<br />
laboratory tests at<br />
an emergency department<br />
<strong>and</strong> takes the samples <strong>and</strong><br />
knows how to deal with<br />
the samples, schedule exam<strong>in</strong>ations<br />
<strong>and</strong> <strong>in</strong>struct the<br />
patient.<br />
works aseptically <strong>in</strong> different<br />
treatments <strong>and</strong> justifies<br />
his/her actions <strong>in</strong> many<br />
ways.<br />
monitors the client, dur<strong>in</strong>g<br />
<strong>and</strong> after an exam<strong>in</strong>ation or<br />
treatment <strong>and</strong> takes the client’s<br />
needs <strong>in</strong>to account.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Independently<br />
guides the client<br />
or patient <strong>and</strong> his/her family<br />
<strong>in</strong> pharmacotherapy.<br />
exploits his/her knowledge<br />
about the effects <strong>and</strong> comb<strong>in</strong>ed<br />
effect of the most<br />
common pharmaceuticals<br />
<strong>and</strong> monitors <strong>and</strong> recognises<br />
the most common<br />
side or adverse effect <strong>and</strong><br />
acts on the basis of this<br />
knowledge <strong>and</strong> masters the<br />
different routes of adm<strong>in</strong>istration<br />
(p.o., rect., <strong>in</strong>h., s.c.<br />
& i.m.). Acts appropriately<br />
when detect<strong>in</strong>g abuse of<br />
medic<strong>in</strong>e.<br />
83
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Immobilisation<br />
Target of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Treatment of an<br />
emergency <strong>care</strong><br />
patient<br />
carries out pharmacotherapy<br />
with<strong>in</strong> the responsibilities<br />
of a <strong>practical</strong><br />
<strong>nurse</strong> (M<strong>in</strong>istry of Social<br />
Affairs <strong>and</strong> Health, manual<br />
2005:32, appendix 8 on<br />
Safe adm<strong>in</strong>istration of<br />
pharmaceuticals) (published<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> Swedish).<br />
uses immobilisation equipment<br />
<strong>and</strong> techniques.<br />
as a team member, carries<br />
out immobilisation of the<br />
most common <strong>in</strong>juries<br />
<strong>in</strong> the upper <strong>and</strong> lower<br />
extremities, with different<br />
materials <strong>and</strong> at <strong>health</strong> <strong>care</strong><br />
centres <strong>and</strong> at hospitals.<br />
<strong>in</strong> familiar situations, takes<br />
<strong>in</strong>to account the risks <strong>and</strong><br />
complications related to<br />
immobilisation <strong>and</strong> <strong>in</strong>structs<br />
the patient <strong>in</strong> home<br />
<strong>care</strong> (e.g. <strong>in</strong>structs how to<br />
use aids <strong>in</strong> mov<strong>in</strong>g around).<br />
Assessment criteria<br />
carries out pharmacotherapy<br />
with<strong>in</strong> the responsibilities<br />
of a <strong>practical</strong><br />
<strong>nurse</strong> (M<strong>in</strong>istry of Social<br />
Affairs <strong>and</strong> Health, manual<br />
2005:32, appendix 8 on<br />
Safe adm<strong>in</strong>istration of<br />
pharmaceuticals) (published<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> Swedish).<br />
uses immobilisation equipment<br />
<strong>and</strong> techniques <strong>and</strong><br />
justifies his/her actions.<br />
prepares the patient for<br />
reposition<strong>in</strong>g, carries out<br />
immobilisation of the most<br />
common <strong>in</strong>juries <strong>in</strong> the upper<br />
<strong>and</strong> lower extremities,<br />
with different materials <strong>and</strong><br />
at <strong>health</strong> <strong>care</strong> centres <strong>and</strong> at<br />
hospitals.<br />
takes the risks <strong>and</strong> complications<br />
related to immobilisation<br />
<strong>in</strong>to account.<br />
Instructs the patient <strong>in</strong><br />
home <strong>care</strong> after immobilisation<br />
<strong>and</strong> takes <strong>care</strong> of<br />
the cont<strong>in</strong>uity of <strong>care</strong>, as a<br />
team member.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
exploits the core foundation<br />
of nurs<strong>in</strong>g <strong>in</strong> the daily<br />
treatment of emergency<br />
<strong>care</strong> patients (statutes,<br />
regulations <strong>and</strong> <strong>in</strong>structions<br />
govern<strong>in</strong>g nurs<strong>in</strong>g,<br />
organisation <strong>and</strong> operations<br />
model as part of the <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> service<br />
system).<br />
works <strong>in</strong> the different stages<br />
of the nurs<strong>in</strong>g process at<br />
an emergency department,<br />
with<strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s<br />
area of responsibility, comply<strong>in</strong>g<br />
with the <strong>in</strong>structions<br />
of his/her operational<br />
unit. Justifies his/her own<br />
actions consistently with<br />
the knowledge govern<strong>in</strong>g<br />
nurs<strong>in</strong>g.<br />
carries out pharmacotherapy<br />
with<strong>in</strong> the responsibilities<br />
of a <strong>practical</strong><br />
<strong>nurse</strong> (M<strong>in</strong>istry of Social<br />
Affairs <strong>and</strong> Health, manual<br />
2005:32, appendix 8 on<br />
Safe adm<strong>in</strong>istration of<br />
pharmaceuticals) (published<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> Swedish).<br />
uses immobilisation equipment<br />
<strong>and</strong> techniques flexibly<br />
<strong>and</strong> appropriately <strong>and</strong><br />
justifies his/her actions.<br />
prepares the patient for reposition<strong>in</strong>g,<br />
<strong>in</strong>dependently<br />
carries out immobilisation<br />
of the most common <strong>in</strong>juries<br />
<strong>in</strong> the upper <strong>and</strong> lower<br />
extremities, with different<br />
materials <strong>and</strong> at <strong>health</strong> <strong>care</strong><br />
centres <strong>and</strong> at hospitals.<br />
takes the risks <strong>and</strong> complications<br />
related to immobilisation<br />
<strong>in</strong>to account<br />
<strong>in</strong> his/her actions <strong>and</strong> <strong>in</strong><br />
<strong>in</strong>struct<strong>in</strong>g the patient <strong>and</strong><br />
takes <strong>in</strong>dependently <strong>care</strong> of<br />
the cont<strong>in</strong>uity of <strong>care</strong>.<br />
works <strong>in</strong>dependently <strong>in</strong><br />
the different stages <strong>and</strong><br />
chang<strong>in</strong>g situations of the<br />
nurs<strong>in</strong>g process, with<strong>in</strong> a<br />
<strong>practical</strong> <strong>nurse</strong>’s <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility<br />
<strong>and</strong> exploits the knowledge<br />
that the work is based on <strong>in</strong><br />
many ways. Guides clients,<br />
utilis<strong>in</strong>g knowledge <strong>in</strong> different<br />
discipl<strong>in</strong>es.<br />
84
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
is familiar with promot<strong>in</strong>g justifies his/her actions with<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g, body his/her knowledge about<br />
structure <strong>and</strong> function<strong>in</strong>g, the promotion of <strong>health</strong><br />
vital functions, diseases, <strong>and</strong> well-be<strong>in</strong>g, body structure<br />
<strong>and</strong> function<strong>in</strong>g, vital<br />
<strong>in</strong>juries <strong>and</strong> aseptics, so<br />
that s/he can work <strong>in</strong> the functions, diseases, <strong>in</strong>juries<br />
most common nurs<strong>in</strong>g <strong>and</strong> aseptics.<br />
situations at an emergency<br />
department.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge about<br />
the most common diseases<br />
(e.g. mental <strong>health</strong>, substance<br />
abuse, cardiovascular<br />
diseases, etc.), as well as<br />
their risk factors <strong>and</strong> treatment.<br />
<strong>in</strong> his/her work, abides<br />
with the central values <strong>and</strong><br />
ethical pr<strong>in</strong>ciples govern<strong>in</strong>g<br />
nurs<strong>in</strong>g (values <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> nurs<strong>in</strong>g:<br />
human dignity, safety, the<br />
right to decide on one’s<br />
own matters, justice <strong>and</strong><br />
fairness, <strong>in</strong>tegrity <strong>and</strong> responsibility).<br />
Assessment criteria<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
most common diseases <strong>and</strong><br />
their risk factors <strong>and</strong> the<br />
potential acute situations<br />
related to these diseases.<br />
justifies his/her actions <strong>in</strong><br />
different nurs<strong>in</strong>g situations<br />
with the values <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples which govern<br />
work <strong>in</strong> nurs<strong>in</strong>g.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works accord<strong>in</strong>g to given perceives his/her work as a<br />
nurs<strong>in</strong>g <strong>in</strong>structions as a whole <strong>and</strong> acts flexibly <strong>in</strong><br />
team member <strong>and</strong> knows recurrent daily situations.<br />
his/her area of responsibility.<br />
Recognises the possibilities<br />
<strong>and</strong> limits of his/her<br />
own<br />
works as a member of a<br />
multi-discipl<strong>in</strong>ary team,<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
accepted <strong>in</strong> the work community.<br />
competence.<br />
works actively <strong>and</strong> responsibly<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
<strong>and</strong> knows some tasks <strong>and</strong><br />
areas of responsibility of the<br />
team members.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge about the<br />
promotion of <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, body structure<br />
<strong>and</strong> function<strong>in</strong>g, vital functions,<br />
diseases, <strong>in</strong>juries <strong>and</strong><br />
aseptics.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
most common diseases <strong>and</strong><br />
their risk factors <strong>and</strong> the<br />
potential acute situations<br />
related to these diseases.<br />
justifies his/her actions <strong>in</strong><br />
many ways <strong>and</strong> analyses<br />
different nurs<strong>in</strong>g situations<br />
on the basis of ethical<br />
values.<br />
perceives his/her work as a<br />
whole <strong>and</strong> acts appropriately<br />
<strong>and</strong> flexibly <strong>in</strong> chang<strong>in</strong>g<br />
situations. Recognises the<br />
possibilities <strong>and</strong> limits of<br />
his/her own competence.<br />
works actively <strong>and</strong> responsibly<br />
as a member of a<br />
multi-discipl<strong>in</strong>ary team <strong>and</strong><br />
with <strong>in</strong>terest groups. Acts<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>in</strong> conflict situations <strong>and</strong><br />
knows the tasks <strong>and</strong> areas<br />
of responsibility of the<br />
team members.<br />
85
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
as a team member, uses the<br />
data <strong>and</strong> communications<br />
equipment of his/her work<br />
unit with<strong>in</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility,<br />
accord<strong>in</strong>g to the <strong>in</strong>structions<br />
of the work unit, <strong>and</strong><br />
observes privacy protection<br />
matters <strong>in</strong> communication.<br />
knows his/her area of<br />
responsibility <strong>and</strong> works<br />
accord<strong>in</strong>g to given nurs<strong>in</strong>g<br />
<strong>in</strong>structions as a team<br />
member.<br />
abides with the statutes<br />
<strong>and</strong> regulations concern<strong>in</strong>g<br />
nurs<strong>in</strong>g at emergency<br />
departments. Wears appropriate<br />
work<strong>in</strong>g clothes<br />
<strong>and</strong> required protective<br />
gear <strong>and</strong> recognises the<br />
risks related to his/her<br />
work unit. Abides with the<br />
occupational <strong>health</strong> <strong>and</strong><br />
safety <strong>in</strong>structions of his/<br />
her workplace (e.g. gas,<br />
electricity <strong>and</strong> fire safety)<br />
as well as other <strong>in</strong>structions<br />
concern<strong>in</strong>g risky situations.<br />
complies with the safety<br />
plan of his/her work unit.<br />
complies with the operational<br />
pr<strong>in</strong>ciples <strong>and</strong> occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
programme of his/her work<br />
unit.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
uses the data <strong>and</strong> communications<br />
equipment of his/<br />
her work unit appropriately<br />
with<strong>in</strong> the <strong>practical</strong> <strong>nurse</strong>’s<br />
area of responsibility, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions<br />
of the work unit, <strong>and</strong> observes<br />
privacy protection<br />
matters <strong>in</strong> communication.<br />
<strong>in</strong> his/her work, takes account<br />
of the values, aspirations<br />
<strong>and</strong> ethical pr<strong>in</strong>ciples<br />
of his/her work community,<br />
<strong>and</strong> acts responsibly<br />
without tak<strong>in</strong>g risks.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity<br />
<strong>and</strong> fire safety regulations).<br />
Wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> required protective<br />
gear, <strong>and</strong> prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> risks (physical, chemical<br />
<strong>and</strong> biological).<br />
justifies his/her actions with<br />
the safety plan of his/her<br />
work unit.<br />
ma<strong>in</strong>ta<strong>in</strong>s, for his/her own<br />
part, a good work<strong>in</strong>g atmosphere<br />
<strong>and</strong> occupational<br />
<strong>health</strong> <strong>and</strong> safety at his/her<br />
workplace.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
underst<strong>and</strong>s the significance<br />
of data <strong>and</strong> communications<br />
equipment<br />
<strong>in</strong> patient <strong>care</strong>. Uses the<br />
data <strong>and</strong> communications<br />
equipment of his/her work<br />
unit with<strong>in</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility,<br />
appropriately <strong>and</strong> accord<strong>in</strong>g<br />
to <strong>in</strong>structions, <strong>and</strong><br />
observes privacy protection<br />
matters <strong>in</strong> communication.<br />
<strong>in</strong> his/her work, takes the<br />
values, aspirations <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples of the work<br />
community <strong>in</strong>to account.<br />
Assumes his/her share of responsibility<br />
<strong>in</strong> good patient<br />
<strong>care</strong> <strong>and</strong> avoids risks.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity<br />
<strong>and</strong> fire safety regulations)<br />
<strong>and</strong> justifies his/her actions.<br />
Wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> required<br />
protective gear, prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> risks (physical, chemical<br />
<strong>and</strong> biological).<br />
justifies his/her actions<br />
extensively with the safety<br />
plan of his/her work unit.<br />
ma<strong>in</strong>ta<strong>in</strong>s, for his/her own<br />
part, a good work<strong>in</strong>g atmosphere<br />
<strong>and</strong> occupational<br />
<strong>health</strong> <strong>and</strong> safety at his/her<br />
workplace <strong>and</strong> recognises<br />
the factors that have a detrimental<br />
effect.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early defibrillation.<br />
86
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work, occupational<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g.<br />
uses medical exam<strong>in</strong>ation<br />
<strong>and</strong> treatment tables as<br />
well as aids to assist mov<strong>in</strong>g<br />
around <strong>and</strong> employs<br />
ergonomically correct<br />
work<strong>in</strong>g practices. Uses safe<br />
transportation techniques<br />
<strong>and</strong> equipment, exam<strong>in</strong>ation<br />
<strong>and</strong> treatment tables<br />
<strong>and</strong> aids to assist mov<strong>in</strong>g<br />
around. Pays attention to<br />
patient safety <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
takes the risk of <strong>in</strong>fection<br />
<strong>in</strong>to account <strong>in</strong> a nurs<strong>in</strong>g<br />
situation, protects him-/<br />
herself <strong>and</strong> the patient<br />
from <strong>in</strong>fections (personal<br />
hygiene, h<strong>and</strong> hygiene <strong>and</strong><br />
use of protective gloves,<br />
aseptic work process <strong>and</strong><br />
deal<strong>in</strong>g with the equipment<br />
used <strong>in</strong> treatment).<br />
complies with the safety <strong>in</strong>structions<br />
of his/her workplace,<br />
<strong>in</strong> meet<strong>in</strong>g a violent<br />
client <strong>and</strong> protects him-/<br />
herself when needed.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work <strong>and</strong> promotes<br />
his/her occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g.<br />
uses safe transport techniques<br />
<strong>and</strong> equipment,<br />
exam<strong>in</strong>ation <strong>and</strong> treatment<br />
tables <strong>and</strong> aids to assist<br />
mov<strong>in</strong>g around. Applies<br />
ergonomic work practices.<br />
Pays attention to patient<br />
safety <strong>and</strong> prevents workrelated<br />
accidents <strong>and</strong> <strong>in</strong>juries.<br />
takes <strong>in</strong>to account the risks<br />
of <strong>in</strong>fection <strong>in</strong> nurs<strong>in</strong>g<br />
situations, protects him-/<br />
herself <strong>and</strong> the patient from<br />
<strong>in</strong>fections <strong>in</strong> an appropriate<br />
manner.<br />
complies with the safety<br />
<strong>in</strong>structions of his/her<br />
workplace <strong>and</strong> the work<br />
unit practices <strong>in</strong> meet<strong>in</strong>g a<br />
violent client <strong>and</strong> protects<br />
him-/herself when needed.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work <strong>and</strong> promotes<br />
his/her occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g. Justifies<br />
their importance.<br />
works ergonomically <strong>and</strong><br />
carries out patient transports<br />
safely, systematically<br />
<strong>and</strong> appropriately. Uses<br />
exam<strong>in</strong>ation <strong>and</strong> treatment<br />
tables <strong>and</strong> aids to assist<br />
mov<strong>in</strong>g <strong>in</strong> a controlled<br />
manner. Pays attention to<br />
patient safety <strong>and</strong> develops<br />
the ergonomic functionality<br />
of the work environment.<br />
protects him-/herself <strong>and</strong><br />
the patient from <strong>in</strong>fections<br />
<strong>in</strong> an appropriate manner.<br />
Guides <strong>and</strong> justifies the<br />
importance of protection.<br />
as a team member, prevents<br />
the threat of violence. Acts<br />
<strong>in</strong>dependently <strong>in</strong> accordance<br />
with the <strong>in</strong>structions<br />
<strong>and</strong> when needed, protects<br />
him-/herself <strong>and</strong> other <strong>and</strong><br />
asks for back-up.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> emergency nurs<strong>in</strong>g,<br />
by work<strong>in</strong>g at an emergency department of a hospital or <strong>health</strong> <strong>care</strong> centre.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s:<br />
work<strong>in</strong>g <strong>in</strong> an emergency nurs<strong>in</strong>g process <strong>and</strong> the environment, <strong>vocational</strong><br />
<strong>in</strong>teraction, exam<strong>in</strong><strong>in</strong>g the patient us<strong>in</strong>g emergency <strong>care</strong> methods <strong>and</strong> equipment,<br />
<strong>health</strong> <strong>care</strong> appliances <strong>and</strong> means of mov<strong>in</strong>g the patient, prepar<strong>in</strong>g the client for<br />
exam<strong>in</strong>ations <strong>and</strong> assist<strong>in</strong>g <strong>in</strong> treatment, pharmacotherapy <strong>and</strong> immobilisation. In<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
addition, the student or c<strong>and</strong>idate shall master the knowledge related to emergency<br />
nurs<strong>in</strong>g, as well as the key competences for lifelong learn<strong>in</strong>g. The work is carried<br />
out to an extent that makes it possible to establish that the <strong>vocational</strong> skills meet the<br />
requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g immobilisation<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g <strong>in</strong> its entirety, exclud<strong>in</strong>g first aid, basic<br />
resuscitation <strong>and</strong> early defibrillation <strong>and</strong> meet<strong>in</strong>g a violent client.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.3.3 Perioperative nurs<strong>in</strong>g<br />
The student must choose either Perioperative nurs<strong>in</strong>g (cf. 4.3.3) or Accident <strong>and</strong><br />
emergency nurs<strong>in</strong>g (cf. 4.3.2) as the elective module <strong>in</strong> the Programme <strong>in</strong> Emergency<br />
Care.<br />
The c<strong>and</strong>idate must choose either Perioperative nurs<strong>in</strong>g (cf. 4.3.3) or Accident<br />
<strong>and</strong> emergency nurs<strong>in</strong>g (cf. 4.3.2) as the elective module <strong>in</strong> the specialisation <strong>in</strong><br />
Emergency Care.<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• works <strong>in</strong> a multi-discipl<strong>in</strong>ary perioperative nurs<strong>in</strong>g team<br />
• plans <strong>and</strong> carries out the patient’s basic <strong>care</strong> procedures<br />
• uses the <strong>in</strong>struments <strong>and</strong> devices <strong>in</strong> perioperative nurs<strong>in</strong>g, <strong>and</strong> services them<br />
• takes <strong>in</strong>to account the importance of the surgical position<strong>in</strong>g for the patient’s<br />
safety<br />
• takes aseptics <strong>in</strong>to account<br />
• protects him-/herself <strong>and</strong> the client from <strong>in</strong>fections <strong>and</strong> prevents the spread<strong>in</strong>g<br />
of <strong>in</strong>fections.<br />
88
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Work<strong>in</strong>g <strong>in</strong> a perioperative<br />
nurs<strong>in</strong>g process<br />
<strong>and</strong> environment<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
know the <strong>practical</strong> <strong>nurse</strong>’s carries out the tasks of a<br />
area of responsibility <strong>in</strong> <strong>practical</strong> <strong>nurse</strong> <strong>in</strong> a perioperative<br />
a multi-discipl<strong>in</strong>ary perioperative<br />
nurs<strong>in</strong>g team <strong>and</strong><br />
nurs<strong>in</strong>g team knows the team members’<br />
<strong>and</strong> performs, under the areas of responsibility.<br />
<strong>in</strong>struction of the team, the<br />
tasks of a <strong>practical</strong> <strong>nurse</strong>.<br />
under the <strong>in</strong>struction of<br />
his/her team, f<strong>in</strong>ds out<br />
about the patient’s surgical<br />
diagnoses <strong>and</strong> procedures.<br />
plans <strong>and</strong> carries out the<br />
basic <strong>care</strong> procedures<br />
required by the patient,<br />
with<strong>in</strong> his/her area of responsibility<br />
<strong>and</strong> accord<strong>in</strong>g<br />
to the <strong>in</strong>structions of his/<br />
her operational unit.<br />
services the equipment <strong>and</strong><br />
the nurs<strong>in</strong>g environment.<br />
exploits the <strong>in</strong>formation <strong>in</strong><br />
the written surgery plan <strong>in</strong><br />
his/her work <strong>and</strong> based on<br />
that, prepares for the procedure<br />
<strong>and</strong> the tasks belong<strong>in</strong>g<br />
to the <strong>practical</strong> <strong>nurse</strong>.<br />
plans, carries out <strong>and</strong> assesses<br />
the basic <strong>care</strong> procedures<br />
required by the<br />
patient, <strong>in</strong>dependently <strong>and</strong><br />
with<strong>in</strong> the limits of his/<br />
her area of responsibility.<br />
Informs about the patient’s<br />
condition.<br />
checks, fills, cleans <strong>and</strong><br />
services the equipment <strong>and</strong><br />
the nurs<strong>in</strong>g environment<br />
<strong>in</strong>dependently.<br />
carries out the tasks of a<br />
<strong>practical</strong> <strong>nurse</strong> <strong>in</strong> a perioperative<br />
nurs<strong>in</strong>g team appropriately<br />
<strong>and</strong> knows the<br />
team members’ tasks <strong>and</strong><br />
division of labour <strong>in</strong> perioperative<br />
nurs<strong>in</strong>g.<br />
exploits the <strong>in</strong>formation<br />
<strong>in</strong> the written surgery plan<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the surgery <strong>and</strong><br />
anticipates the subsequent<br />
tasks belong<strong>in</strong>g to the <strong>practical</strong><br />
<strong>nurse</strong>.<br />
plans <strong>and</strong> carries out the<br />
basic <strong>care</strong> procedures required<br />
by the patient, with<strong>in</strong><br />
the limits of his/her area<br />
of responsibility. Assesses<br />
the success of treatment<br />
<strong>and</strong> acts appropriately, accord<strong>in</strong>g<br />
to the dem<strong>and</strong>s of<br />
the situation. Justifies his/<br />
her own actions.<br />
takes <strong>care</strong> of fill<strong>in</strong>g, clean<strong>in</strong>g<br />
<strong>and</strong> servic<strong>in</strong>g the<br />
equipment <strong>and</strong> the nurs<strong>in</strong>g<br />
environment dur<strong>in</strong>g his/<br />
her shift, <strong>in</strong> a responsible<br />
manner, consistent with the<br />
dem<strong>and</strong>s of the situation,<br />
<strong>and</strong> assesses the need for<br />
clean<strong>in</strong>g after special situations.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
<strong>in</strong> familiar situations, <strong>in</strong>forms<br />
the team about the<br />
patient’s treatment with<strong>in</strong><br />
his/her area of responsibility.<br />
Records the patient’s<br />
perioperative nurs<strong>in</strong>g with<br />
respect to his/her area of<br />
responsibility.<br />
<strong>in</strong>forms the team, orally<br />
<strong>and</strong> <strong>in</strong> writ<strong>in</strong>g, about the<br />
patient’s treatment, as well<br />
as about the related plan,<br />
with<strong>in</strong> his/her area of responsibility.<br />
<strong>in</strong>forms the team actively<br />
<strong>and</strong> appropriately about<br />
the patient’s treatment <strong>and</strong><br />
the related plan. Records<br />
clearly the patient’s treatment<br />
with<strong>in</strong> his/her area of<br />
responsibility.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Us<strong>in</strong>g perioperative<br />
nurs<strong>in</strong>g methods <strong>and</strong><br />
<strong>in</strong>struments, <strong>health</strong><br />
<strong>care</strong> appliances <strong>and</strong><br />
means of mov<strong>in</strong>g the<br />
patient<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong>teracts with patients<br />
<strong>in</strong> perioperative <strong>care</strong> <strong>in</strong> a<br />
friendly <strong>and</strong> matter-of-fact<br />
manner.<br />
acts professionally <strong>in</strong> <strong>in</strong>teraction.<br />
uses perioperative nurs<strong>in</strong>g<br />
<strong>in</strong>struments, <strong>health</strong> <strong>care</strong> devices<br />
<strong>and</strong> means of mov<strong>in</strong>g<br />
the patient safely <strong>and</strong> know<br />
his/her area of responsibility.<br />
Uses, cleans <strong>and</strong> services<br />
equipment appropriately<br />
(surgical tables <strong>and</strong> accessories,<br />
pulse oximeters,<br />
monitors, 12- (13-)wire<br />
ECG, sphygmomanometer/<br />
blood pressure gauge, oxygen<br />
masks, CPAP, respirators,<br />
defibrillator, evaporators,<br />
heat<strong>in</strong>g <strong>and</strong> cool<strong>in</strong>g<br />
blankets, <strong>in</strong>fusion pumps,<br />
syr<strong>in</strong>ge pumps, diathermy<br />
mach<strong>in</strong>es, traction equipment,<br />
medical imag<strong>in</strong>g<br />
equipment, <strong>and</strong> digital<br />
photography).<br />
<strong>in</strong>teracts with patients <strong>in</strong><br />
perioperative <strong>care</strong> <strong>in</strong>dividually,<br />
genu<strong>in</strong>ely <strong>and</strong> <strong>in</strong> an<br />
underst<strong>and</strong><strong>in</strong>g manner,<br />
establish<strong>in</strong>g a sense of security.<br />
acts professionally <strong>in</strong> <strong>in</strong>teraction<br />
<strong>and</strong> recognises the<br />
patient’s different emotions<br />
<strong>in</strong> fac<strong>in</strong>g anaesthesia <strong>and</strong><br />
procedures.<br />
is familiar with the operation<br />
of the most common<br />
<strong>health</strong> <strong>care</strong> equipment used<br />
<strong>in</strong> perioperative nurs<strong>in</strong>g,<br />
<strong>and</strong> prepares them ready<br />
for use. In cooperation<br />
with a perioperative team,<br />
uses different techniques<br />
<strong>in</strong> mov<strong>in</strong>g <strong>and</strong> lift<strong>in</strong>g the<br />
patient as well as appropriate<br />
aid-devices (mov<strong>in</strong>g the<br />
patient from the bed to the<br />
surgical table <strong>and</strong> back).<br />
<strong>in</strong>teracts with patients <strong>in</strong><br />
perioperative <strong>care</strong> <strong>in</strong>dividually<br />
<strong>and</strong> compassionately,<br />
establish<strong>in</strong>g a sense of security.<br />
Guides <strong>and</strong> soothes the<br />
patient.<br />
acts naturally <strong>and</strong> professionally<br />
<strong>in</strong> <strong>in</strong>teraction. Pays<br />
<strong>in</strong>dividual attention to the<br />
patient’s emotions <strong>in</strong> fac<strong>in</strong>g<br />
anaesthesia <strong>and</strong> procedures<br />
<strong>and</strong> supports the patient’s<br />
cop<strong>in</strong>g with them.<br />
underst<strong>and</strong>s the operation<br />
of <strong>health</strong> <strong>care</strong> equipment<br />
used <strong>in</strong> perioperative nurs<strong>in</strong>g,<br />
<strong>and</strong> prepares them<br />
ready for use. In cooperation<br />
with a perioperative<br />
team, uses different techniques,<br />
<strong>in</strong> a controlled<br />
manner, <strong>in</strong> mov<strong>in</strong>g <strong>and</strong><br />
lift<strong>in</strong>g the patient as well<br />
as appropriate aid-devices<br />
(mov<strong>in</strong>g the patient from<br />
the bed to the surgical table<br />
<strong>and</strong> back).<br />
90
Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
the patient’s surgical<br />
position<strong>in</strong>g, as a<br />
team member<br />
assists <strong>in</strong> putt<strong>in</strong>g on sterile<br />
cloth<strong>in</strong>g for the surgery.<br />
Opens the sterile package<br />
<strong>and</strong> h<strong>and</strong>s it to the user<br />
without contam<strong>in</strong>at<strong>in</strong>g the<br />
product. Assists <strong>in</strong> creat<strong>in</strong>g<br />
a sterile environment <strong>and</strong><br />
works aseptically dur<strong>in</strong>g the<br />
surgery.<br />
assists <strong>in</strong> putt<strong>in</strong>g on sterile<br />
cloth<strong>in</strong>g for the surgery.<br />
Opens the sterile package<br />
<strong>and</strong> h<strong>and</strong>s it to the user<br />
without contam<strong>in</strong>at<strong>in</strong>g the<br />
product. Assists <strong>in</strong> creat<strong>in</strong>g<br />
a sterile environment <strong>and</strong><br />
works aseptically dur<strong>in</strong>g<br />
the surgery. Justifies his/her<br />
own actions.<br />
assists <strong>in</strong> putt<strong>in</strong>g on sterile<br />
cloth<strong>in</strong>g for the surgery.<br />
Opens the sterile package<br />
<strong>and</strong> h<strong>and</strong>s it to the user<br />
without contam<strong>in</strong>at<strong>in</strong>g the<br />
product. Assists <strong>in</strong> creat<strong>in</strong>g<br />
a sterile environment <strong>and</strong><br />
works aseptically dur<strong>in</strong>g<br />
the surgery. Justifies his/her<br />
own actions <strong>in</strong> many ways.<br />
uses C-arm, accord<strong>in</strong>g to<br />
workplace <strong>in</strong>structions.<br />
uses C-arm, accord<strong>in</strong>g to<br />
workplace <strong>in</strong>structions.<br />
uses C-arm, accord<strong>in</strong>g to<br />
workplace <strong>in</strong>structions.<br />
takes <strong>in</strong>to account the sets the patient <strong>in</strong> an appropriate<br />
sets the patient <strong>in</strong> an ap-<br />
importance of the surgical<br />
<strong>and</strong> safe position propriate <strong>and</strong> safe position<br />
position<strong>in</strong>g for the patient’s <strong>in</strong> view of the planned local <strong>in</strong> view of the planned local<br />
safety.<br />
anaesthesia <strong>and</strong> surgery, <strong>in</strong> anaesthesia <strong>and</strong> surgery, <strong>in</strong><br />
cooperation with a perioperative<br />
cooperation with a periop-<br />
team.<br />
erative team. Justifies his/<br />
her own actions.<br />
takes the patient safely to <strong>in</strong> cooperation with a perioperative<br />
uses the surgical table <strong>and</strong><br />
team, prepares the different supports, pads <strong>and</strong><br />
the operat<strong>in</strong>g room <strong>and</strong> sets<br />
him/her <strong>in</strong> a safe sup<strong>in</strong>e required surgical table <strong>and</strong> accessories appropriately for<br />
position, <strong>in</strong> cooperation accessories. Sets the patient sett<strong>in</strong>g the patient <strong>in</strong> the<br />
with a perioperative nurs<strong>in</strong>g<br />
<strong>in</strong> the planned position for right position. Applies his/<br />
team. Under <strong>in</strong>struc-<br />
surgery, apply<strong>in</strong>g his/her her knowledge of anatomy<br />
tion, assists <strong>in</strong> sett<strong>in</strong>g the knowledge of anatomy <strong>and</strong> <strong>and</strong> physiology, <strong>in</strong> order to<br />
patient <strong>in</strong> other surgical physiology.<br />
avoid any complications<br />
position<strong>in</strong>gs <strong>and</strong> reserves<br />
caused by the position<strong>in</strong>g<br />
the required surgical table<br />
to the patient.<br />
<strong>and</strong> accessories.<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the significance of<br />
different cleanl<strong>in</strong>ess categories.<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the significance of<br />
different cleanl<strong>in</strong>ess categories<br />
<strong>and</strong> uses them to justify<br />
his/her actions.<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the significance of<br />
different cleanl<strong>in</strong>ess categories<br />
<strong>and</strong> uses them <strong>in</strong> many<br />
ways to justify his/her actions.<br />
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Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
that guides the<br />
work <strong>in</strong> perioperative<br />
nurs<strong>in</strong>g tasks <strong>and</strong><br />
environment<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> the most common nurs<strong>in</strong>g<br />
situations, applies the<br />
core knowledge of perioperative<br />
nurs<strong>in</strong>g.<br />
<strong>in</strong> his/her work, exploits<br />
knowledge about the effects<br />
<strong>and</strong> adverse effects of<br />
radiation on people, <strong>and</strong><br />
protects him-/herself <strong>and</strong><br />
the patient.<br />
abides the <strong>in</strong>structions of<br />
his/her operational unit<br />
<strong>in</strong> the different stages of<br />
perioperative nurs<strong>in</strong>g <strong>and</strong><br />
justifies his/her own actions<br />
consistently with the<br />
knowledge which governs<br />
nurs<strong>in</strong>g.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
adverse effects of radiation,<br />
<strong>and</strong> protects him-/herself<br />
<strong>and</strong> the patient.<br />
works <strong>in</strong>dependently <strong>in</strong><br />
the different stages <strong>and</strong><br />
chang<strong>in</strong>g situations <strong>in</strong> the<br />
perioperative nurs<strong>in</strong>g process,<br />
with<strong>in</strong> his/her area<br />
of responsibility <strong>and</strong> as a<br />
team member. Exploits the<br />
knowledge that nurs<strong>in</strong>g is<br />
based on, <strong>in</strong> many ways<br />
when guid<strong>in</strong>g patients.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the adverse<br />
effects of radiation, <strong>and</strong><br />
makes sure that all those<br />
who are <strong>in</strong>volved <strong>in</strong> the<br />
nurs<strong>in</strong>g situation are protected.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong<br />
learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> know-how.<br />
works accord<strong>in</strong>g to given<br />
nurs<strong>in</strong>g <strong>in</strong>structions as a<br />
member of a perioperative<br />
team <strong>and</strong> knows a <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> know-how<br />
<strong>and</strong>, when needed, asks for<br />
guidance.<br />
perceives his/her work as a<br />
whole <strong>and</strong> acts flexibly <strong>in</strong><br />
recurrent daily situations<br />
<strong>in</strong> the perioperative nurs<strong>in</strong>g<br />
process. Recognises the<br />
possibilities <strong>and</strong> limits of<br />
his/her own competence.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations<br />
at work, recognises his/<br />
her own strengths <strong>and</strong><br />
development needs. Gives<br />
feedback <strong>and</strong> presents constructive<br />
alternative solutions<br />
<strong>and</strong> asks for guidance<br />
when needed.<br />
perceives his/her work<br />
as a whole <strong>and</strong> acts appropriately<br />
<strong>and</strong> flexibly <strong>in</strong><br />
chang<strong>in</strong>g situations <strong>in</strong> the<br />
different stages of the perioperative<br />
nurs<strong>in</strong>g process.<br />
Recognises the possibilities<br />
<strong>and</strong> limits of his/her own<br />
competence.<br />
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Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
as a team member, uses<br />
the data <strong>and</strong> communications<br />
equipment of his/<br />
her work unit with<strong>in</strong> the<br />
<strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions of the<br />
work<strong>in</strong>g unit, <strong>and</strong> observes<br />
privacy protection <strong>in</strong> communication.<br />
works as a member of a<br />
multi-discipl<strong>in</strong>ary team,<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
accepted <strong>in</strong> the work community.<br />
abides with the pr<strong>in</strong>ciples<br />
of respect for human dignity<br />
<strong>and</strong> safety <strong>in</strong> perioperative<br />
nurs<strong>in</strong>g.<br />
complies with statutes<br />
<strong>and</strong> regulations related to<br />
nurs<strong>in</strong>g, as well as with the<br />
occupational <strong>health</strong> <strong>and</strong><br />
safety <strong>in</strong>structions of his/<br />
her workplace.<br />
takes <strong>care</strong> of his/her personal<br />
hygiene, wears appropriate<br />
work<strong>in</strong>g clothes<br />
<strong>and</strong> the required protective<br />
gear.<br />
uses the data <strong>and</strong> communications<br />
equipment<br />
of his/her work unit appropriately<br />
with<strong>in</strong> the<br />
<strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions of the<br />
work<strong>in</strong>g unit, <strong>and</strong> observes<br />
privacy protection <strong>in</strong> communication.<br />
works actively <strong>and</strong> responsibly<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team,<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
accepted <strong>in</strong> the work community.<br />
<strong>in</strong> his/her work, takes account<br />
of the values <strong>and</strong> aspirations<br />
of his/her work<strong>in</strong>g<br />
community <strong>and</strong> abides<br />
with the ethical pr<strong>in</strong>ciples<br />
<strong>and</strong> avoids risks.<br />
complies with statutes <strong>and</strong><br />
regulations related to nurs<strong>in</strong>g,<br />
as well as with occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity<br />
<strong>and</strong> fire safety regulations)<br />
<strong>and</strong> justifies his/her actions.<br />
wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> the required<br />
protective gear. Prevents<br />
occupational <strong>health</strong> hazards<br />
(physical, chemical<br />
<strong>and</strong> biological) <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s,<br />
for his/her own part,<br />
good workplace atmosphere.<br />
underst<strong>and</strong>s the significance<br />
of data <strong>and</strong> communications<br />
equipment<br />
<strong>in</strong> patient <strong>care</strong>, uses the<br />
equipment <strong>in</strong> his/her work<br />
unit appropriately with<strong>in</strong><br />
the <strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions of the<br />
work<strong>in</strong>g unit, <strong>and</strong> observes<br />
privacy protection <strong>in</strong> communication.<br />
works actively <strong>and</strong> responsibly<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
<strong>and</strong> with <strong>in</strong>terest groups.<br />
Acts <strong>in</strong> a matter-of-fact<br />
manner <strong>and</strong> accord<strong>in</strong>g to<br />
the pr<strong>in</strong>ciples accepted <strong>in</strong><br />
the work community <strong>in</strong><br />
conflict situations.<br />
<strong>in</strong> his/her work, takes account<br />
of the values <strong>and</strong> aspirations<br />
of his/her work<strong>in</strong>g<br />
community <strong>and</strong> abides<br />
with the ethical pr<strong>in</strong>ciples,<br />
carries out his/her work <strong>in</strong><br />
a responsible manner <strong>and</strong><br />
avoids risks.<br />
complies with statutes <strong>and</strong><br />
regulations related to nurs<strong>in</strong>g,<br />
as well as with occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations <strong>and</strong> extensively<br />
justifies his/her actions.<br />
wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> the required<br />
protective gear. Prevents<br />
occupational <strong>health</strong> hazards<br />
(physical, chemical<br />
<strong>and</strong> biological). Ma<strong>in</strong>ta<strong>in</strong>s,<br />
for his/her own part, a<br />
good workplace atmosphere<br />
<strong>and</strong> recognises the<br />
factors that have a detrimental<br />
effect.<br />
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is familiar with the safety<br />
labell<strong>in</strong>g of devices (CE<br />
mark<strong>in</strong>g) <strong>and</strong> uses equipment<br />
<strong>in</strong> accordance with<br />
their manuals <strong>and</strong> safety<br />
<strong>in</strong>structions. As a team<br />
member, takes action <strong>in</strong><br />
dangerous situations <strong>and</strong><br />
reports on a device failure<br />
<strong>and</strong> danger.<br />
prevents dangers related to<br />
the safety of equipment.<br />
recognises the mark<strong>in</strong>gs on<br />
gas cyl<strong>in</strong>ders (O2, nitrous<br />
oxide <strong>and</strong> other specific<br />
gases) <strong>and</strong> h<strong>and</strong>les the gas<br />
cyl<strong>in</strong>ders safely (medical<br />
oxygen).<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>in</strong> mov<strong>in</strong>g <strong>and</strong><br />
lift<strong>in</strong>g the patient <strong>and</strong> <strong>in</strong><br />
support<strong>in</strong>g the patients<br />
position<strong>in</strong>g for local anaesthetics,<br />
<strong>in</strong> cooperation<br />
with team members. Takes<br />
the safety of the patient<br />
<strong>in</strong>to account.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge about<br />
the different routes of<br />
<strong>in</strong>fection, protects him-/<br />
herself <strong>and</strong> the patient<br />
from <strong>in</strong>fections (personal<br />
hygiene, h<strong>and</strong> hygiene <strong>and</strong><br />
use of protective gloves,<br />
aseptic work process <strong>and</strong><br />
deal<strong>in</strong>g with the equipment<br />
used <strong>in</strong> treatment).<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early<br />
defibrillation.<br />
is familiar with the safety<br />
labell<strong>in</strong>g of devices (CE<br />
mark<strong>in</strong>g) <strong>and</strong> uses equipment<br />
<strong>in</strong> accordance with<br />
their manuals <strong>and</strong> safety<br />
<strong>in</strong>structions. Takes appropriate<br />
action <strong>in</strong> dangerous<br />
situations <strong>and</strong> reports on a<br />
device failure <strong>and</strong> danger.<br />
prevents dangers related<br />
to the safety of equipment<br />
<strong>and</strong> justifies his/her actions.<br />
recognises the mark<strong>in</strong>gs on<br />
gas cyl<strong>in</strong>ders (O2, nitrous<br />
oxide <strong>and</strong> other specific<br />
gases) <strong>and</strong> h<strong>and</strong>les the gas<br />
cyl<strong>in</strong>ders safely (medical<br />
oxygen).<br />
works <strong>in</strong> an ergonomically<br />
correct manner <strong>in</strong><br />
perioperative nurs<strong>in</strong>g environment<br />
<strong>and</strong> takes the<br />
safety of the patient <strong>in</strong>to<br />
account. Justifies his/her<br />
decisions.<br />
takes <strong>in</strong>to account the<br />
risks of <strong>in</strong>fection <strong>in</strong> perioperative<br />
nurs<strong>in</strong>g, protects<br />
him-/herself <strong>and</strong> the patient<br />
from <strong>in</strong>fections <strong>in</strong> an<br />
appropriate manner.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early<br />
defibrillation.<br />
is familiar with the safety<br />
labell<strong>in</strong>g of devices (CE<br />
mark<strong>in</strong>g) <strong>and</strong> uses equipment<br />
<strong>in</strong> accordance with<br />
their manuals <strong>and</strong> safety<br />
<strong>in</strong>structions. Takes appropriate<br />
action <strong>in</strong> dangerous<br />
situations <strong>and</strong> reports on a<br />
device failure <strong>and</strong> danger.<br />
Justifies his/her own actions.<br />
prevents dangers related<br />
to the safety of equipment<br />
<strong>and</strong> justifies his/her actions<br />
<strong>in</strong> many ways.<br />
recognises the mark<strong>in</strong>gs on<br />
gas cyl<strong>in</strong>ders (O2, nitrous<br />
oxide <strong>and</strong> other specific<br />
gases) <strong>and</strong> h<strong>and</strong>les the gas<br />
cyl<strong>in</strong>ders safely (medical<br />
oxygen).<br />
works <strong>in</strong> an ergonomically<br />
correct manner <strong>in</strong><br />
perioperative nurs<strong>in</strong>g<br />
environment exploit<strong>in</strong>g<br />
the patient’s resources <strong>and</strong><br />
aid-devices. Takes <strong>in</strong>to<br />
account the other team<br />
members <strong>and</strong> the safety<br />
of the patient <strong>and</strong> justifies<br />
his/her decisions <strong>in</strong> many<br />
ways.<br />
protects him-/herself <strong>and</strong><br />
the patient from <strong>in</strong>fections<br />
<strong>in</strong> an appropriate manner<br />
<strong>in</strong> the perioperative nurs<strong>in</strong>g<br />
environment. Justifies<br />
the importance of protection.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> early<br />
defibrillation.<br />
94
ma<strong>in</strong>ta<strong>in</strong>s his/her own<br />
ability to work, occupational<br />
<strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g <strong>and</strong><br />
justifies their importance.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> perioperative nurs<strong>in</strong>g<br />
by work<strong>in</strong>g at the surgical ward of a university hospital or central hospital. The<br />
skills demonstration may also take place at an <strong>in</strong>tensive <strong>care</strong> unit <strong>and</strong> recovery room.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g<br />
doma<strong>in</strong>s: work<strong>in</strong>g <strong>in</strong> the perioperative nurs<strong>in</strong>g process <strong>and</strong> environment, <strong>vocational</strong><br />
<strong>in</strong>teraction, us<strong>in</strong>g perioperative nurs<strong>in</strong>g methods <strong>and</strong> <strong>in</strong>struments, <strong>health</strong> <strong>care</strong> appliances<br />
<strong>and</strong> means of mov<strong>in</strong>g the patient as well as plann<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong><br />
assess<strong>in</strong>g the patient’s position<strong>in</strong>g for surgery, as a team member. In addition, the<br />
student or c<strong>and</strong>idate shall master the knowledge related to perioperative nurs<strong>in</strong>g,<br />
as well as the key competences for lifelong learn<strong>in</strong>g. The work is carried out to an<br />
extent that makes it possible to establish that the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g <strong>in</strong> its entirety.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as <strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
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4.4 Study Programme or Specialisation <strong>in</strong> Rehabilitation<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.4.1 Rehabilitation<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• writes, implements <strong>and</strong> assesses a rehabilitation plan for the client, with<strong>in</strong> a<br />
<strong>practical</strong> <strong>nurse</strong>’s responsibilities, as a member of a multi-discipl<strong>in</strong>ary team<br />
• plans, implements <strong>and</strong> assesses different the guidance situations of a group of<br />
rehabilitees<br />
• assesses a client’s ability to function <strong>in</strong> cooperation with the client <strong>and</strong> as a<br />
member of a multi-discipl<strong>in</strong>ary team, <strong>and</strong> applies <strong>and</strong> uses measurements <strong>and</strong><br />
assessments by rehabilitation professionals, with<strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility<br />
• supports <strong>and</strong> promotes a client’s <strong>health</strong>, well-be<strong>in</strong>g, safety <strong>and</strong> ability to function,<br />
<strong>and</strong> participates <strong>in</strong> prevent<strong>in</strong>g detrimental habits <strong>and</strong> reduc<strong>in</strong>g the harm<br />
caused by them<br />
• assists, supports <strong>and</strong> guides a client’s physical, mental <strong>and</strong> <strong>social</strong> cop<strong>in</strong>g <strong>in</strong> daily<br />
activities <strong>in</strong> the client’s different environments, utilis<strong>in</strong>g different methods<br />
• supports the client <strong>in</strong> <strong>social</strong> relations, underst<strong>and</strong><strong>in</strong>g the significance of the<br />
client’s <strong>social</strong> network <strong>and</strong> environment<br />
• meets a client, whose behaviour is challeng<strong>in</strong>g <strong>and</strong> recognises the threat of<br />
violence<br />
• guides <strong>and</strong> supports a client <strong>in</strong> acquir<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g different aid-devices, technical<br />
appliances <strong>and</strong> security systems<br />
• uses different methods of communication <strong>in</strong> <strong>in</strong>teraction <strong>and</strong> communications<br />
• arranges <strong>and</strong> leads exercise activities, which promote <strong>health</strong><br />
• carries out pharmacotherapy<br />
• exploits legislation which governs rehabilitation work <strong>and</strong> services<br />
• exploits his/her language skills <strong>in</strong> rehabilitation activities<br />
96
•<br />
•<br />
•<br />
•<br />
•<br />
plans the productization of his/her competence<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her competence<br />
<strong>in</strong> rehabilitation<br />
works <strong>in</strong> multi-discipl<strong>in</strong>ary cooperation for the client’s rehabilitation, recognis<strong>in</strong>g<br />
a <strong>practical</strong> <strong>nurse</strong>’s responsibility <strong>and</strong> limitations<br />
complies with the values <strong>and</strong> ethical pr<strong>in</strong>ciples of rehabilitation<br />
takes <strong>care</strong> of his/her well-be<strong>in</strong>g at work <strong>and</strong> observes occupational <strong>health</strong> <strong>and</strong><br />
safety <strong>in</strong>structions <strong>and</strong> ergonomics.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education, the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Draw<strong>in</strong>g up,<br />
implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g a<br />
rehabilitation plan<br />
for a client, with<strong>in</strong> a<br />
<strong>practical</strong> <strong>nurse</strong>’s area<br />
of responsibility<br />
Record<strong>in</strong>g client data<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
draws up a rehabilitation<br />
plan for a client, as a team<br />
member <strong>and</strong> <strong>in</strong> cooperation<br />
with the client, with<strong>in</strong><br />
a <strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility.<br />
carries out his/her work<br />
with a rehabilitative approach<br />
accord<strong>in</strong>g to the<br />
plan <strong>and</strong> <strong>in</strong> cooperation<br />
with the client <strong>and</strong> multidiscipl<strong>in</strong>ary<br />
network.<br />
supported by the team,<br />
answers for his/her part for<br />
record<strong>in</strong>g the client data<br />
<strong>in</strong> the relevant system so as<br />
not to violate the rights of<br />
the client or the employee.<br />
draws up a rehabilitation<br />
plan for a client, as an active<br />
team member <strong>and</strong> <strong>in</strong><br />
cooperation with the client,<br />
with<strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s<br />
area of responsibility, <strong>and</strong> is<br />
aware of the significance of<br />
the plan <strong>in</strong> the rehabilitation<br />
process.<br />
carries out his/her work<br />
with a rehabilitative approach<br />
accord<strong>in</strong>g to the<br />
plan. Cooperates with the<br />
client, his/her network<br />
<strong>and</strong> the multi-discipl<strong>in</strong>ary<br />
network.<br />
as a team member, answers<br />
for his/her part for record<strong>in</strong>g<br />
the client data <strong>in</strong> the<br />
relevant system so as not<br />
to violate the rights of the<br />
client or the employee.<br />
plays an active role <strong>in</strong> his/<br />
her team <strong>in</strong> draw<strong>in</strong>g up an<br />
<strong>in</strong>dividual <strong>and</strong> extensive<br />
rehabilitation plan together<br />
with the client, with<strong>in</strong> a<br />
<strong>practical</strong> <strong>nurse</strong>’s area of<br />
responsibility, <strong>and</strong> is aware<br />
of the significance of the<br />
plan <strong>in</strong> the rehabilitation<br />
process.<br />
carries out his/her work<br />
<strong>in</strong>dependently with a rehabilitative<br />
approach, accord<strong>in</strong>g<br />
to the plan <strong>and</strong> assesses<br />
his/her actions. Cooperates<br />
with the client, his/her<br />
network <strong>and</strong> the multidiscipl<strong>in</strong>ary<br />
network.<br />
answers, for his/her part,<br />
for record<strong>in</strong>g the client data<br />
<strong>in</strong> the relevant system so as<br />
not to violate the rights of<br />
the client or the employee.<br />
97
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
guidance situations of<br />
groups of rehabilitees<br />
Economical efficiency<br />
<strong>and</strong> high-quality work<br />
Plann<strong>in</strong>g the productization<br />
of competence<br />
plans a guidance situation<br />
for a group of clients<br />
exploit<strong>in</strong>g activat<strong>in</strong>g <strong>and</strong><br />
creative methods.<br />
guides a group of clients<br />
<strong>and</strong> assesses the situation<br />
accord<strong>in</strong>g to plan.<br />
works cost-efficiently <strong>in</strong> a<br />
team <strong>and</strong> complies with the<br />
quality recommendations<br />
of the sett<strong>in</strong>g.<br />
under <strong>in</strong>struction, plans the<br />
productization of competence.<br />
plans guidance situations<br />
for different groups of<br />
clients exploit<strong>in</strong>g different<br />
activat<strong>in</strong>g or creative<br />
methods.<br />
guides groups of clients<br />
<strong>in</strong>dependently <strong>and</strong> assesses<br />
the situation accord<strong>in</strong>g to<br />
plans.<br />
works cost-efficiently <strong>and</strong><br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g.<br />
plans <strong>and</strong> f<strong>in</strong>ds out, <strong>in</strong> his/<br />
her work, about the possibilities<br />
to productise one’s<br />
competence.<br />
plans client-based guidance<br />
situations for different<br />
groups of clients <strong>and</strong> pays<br />
attention to creative methods.<br />
guides groups of clients <strong>in</strong>dependently<br />
<strong>and</strong> creatively<br />
<strong>and</strong> assesses the situation<br />
accord<strong>in</strong>g to plan <strong>in</strong> many<br />
ways.<br />
works cost-efficiently,<br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g <strong>and</strong> assesses <strong>and</strong><br />
develops rehabilitation by<br />
mak<strong>in</strong>g suggestions for<br />
development.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Assess<strong>in</strong>g a client’s<br />
ability to function,<br />
with<strong>in</strong> a <strong>practical</strong><br />
<strong>nurse</strong>’s area of<br />
responsibility<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
supported by his/her team,<br />
f<strong>in</strong>ds out about a client’s<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
ability to function. Interviews<br />
the client <strong>in</strong>dependently<br />
<strong>and</strong> assesses his/her<br />
ability to function, us<strong>in</strong>g<br />
one assessment scale.<br />
measures the heartbeat,<br />
lung capacity parameters,<br />
blood pressure, respiratory<br />
frequency <strong>and</strong> peak expiratory<br />
flow (PEF).<br />
f<strong>in</strong>ds out about a client’s<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
ability to function, us<strong>in</strong>g<br />
more than one assessment<br />
scale. Exploits the <strong>in</strong>formation<br />
ga<strong>in</strong>ed through observations<br />
<strong>and</strong> <strong>in</strong>terview.<br />
measures the heartbeat,<br />
lung capacity parameters,<br />
blood pressure, respiratory<br />
frequency <strong>and</strong> peak expiratory<br />
flow (PEF) <strong>and</strong> recognises<br />
changes <strong>in</strong> the client’s<br />
condition.<br />
f<strong>in</strong>ds out, <strong>in</strong> many ways,<br />
about a client’s physical,<br />
mental <strong>and</strong> <strong>social</strong> ability<br />
to function. Uses several<br />
assessment scales as well as<br />
observations <strong>and</strong> <strong>in</strong>terview.<br />
measures the heartbeat,<br />
blood pressure, respiratory<br />
frequency <strong>and</strong> peak expiratory<br />
flow (PEF). Recognises<br />
changes <strong>in</strong> the client or<br />
patient’s condition <strong>and</strong> acts<br />
appropriately <strong>in</strong> the chang<strong>in</strong>g<br />
situation.<br />
98
Support<strong>in</strong>g <strong>and</strong><br />
promot<strong>in</strong>g a client’s<br />
physical ability to<br />
function<br />
from time to time, reports<br />
<strong>and</strong> <strong>in</strong>forms team members<br />
about factors related to the<br />
client’s ability to function.<br />
supported by the team,<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> mov<strong>in</strong>g <strong>and</strong> <strong>in</strong> different<br />
postures (<strong>in</strong> rest<strong>in</strong>g<br />
<strong>and</strong> active postures <strong>and</strong> <strong>in</strong><br />
chang<strong>in</strong>g postures <strong>and</strong> <strong>in</strong><br />
walk<strong>in</strong>g).<br />
guides <strong>and</strong> supports a client’s<br />
<strong>in</strong>dependent cop<strong>in</strong>g<br />
with daily activities (PADL<br />
- physical activities <strong>in</strong> daily<br />
liv<strong>in</strong>g <strong>and</strong> IADL - <strong>in</strong>strumental<br />
activities <strong>in</strong> daily<br />
liv<strong>in</strong>g).<br />
supported by a team, exploits<br />
relaxation methods <strong>in</strong><br />
the rehabilitation of clients<br />
<strong>and</strong> groups of clients.<br />
massages the client, us<strong>in</strong>g<br />
the strokes of classic Swedish<br />
massage <strong>in</strong> the right<br />
rhythm, but the performance<br />
is mechanical.<br />
adm<strong>in</strong>isters simple cryotherapy,<br />
thermotherapy <strong>and</strong><br />
hydrotherapy, safely <strong>and</strong><br />
accord<strong>in</strong>g to <strong>in</strong>structions.<br />
reports <strong>and</strong> <strong>in</strong>forms team<br />
members about factors<br />
related to the client’s ability<br />
to function.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> mov<strong>in</strong>g <strong>and</strong> <strong>in</strong> different<br />
postures, exploit<strong>in</strong>g different<br />
mobility exercises.<br />
guides <strong>and</strong> supports a client’s<br />
<strong>in</strong>dependent cop<strong>in</strong>g<br />
with daily activities (PADL<br />
- physical activities <strong>in</strong> daily<br />
liv<strong>in</strong>g; IADL - <strong>in</strong>strumental<br />
activities <strong>in</strong> daily liv<strong>in</strong>g;<br />
<strong>and</strong> AADL - advanced<br />
activities <strong>in</strong> daily liv<strong>in</strong>g).<br />
exploits relaxation methods<br />
<strong>in</strong> the rehabilitation of clients<br />
<strong>and</strong> groups of clients.<br />
massages the client, us<strong>in</strong>g<br />
the strokes of classic Swedish<br />
massage <strong>and</strong> enhances<br />
the client’s well-be<strong>in</strong>g <strong>and</strong><br />
relaxes his/her muscles.<br />
adm<strong>in</strong>isters simple cryotherapy,<br />
thermotherapy <strong>and</strong><br />
hydrotherapy, as well as<br />
TNS therapy safely.<br />
reports <strong>and</strong> <strong>in</strong>forms team<br />
members about factors<br />
related to the client’s ability<br />
to function, changes <strong>and</strong><br />
their impact on the client’s<br />
cop<strong>in</strong>g <strong>and</strong> ability.<br />
assists, guides <strong>and</strong> activates<br />
the client <strong>in</strong> mov<strong>in</strong>g <strong>and</strong> <strong>in</strong><br />
different postures, exploit<strong>in</strong>g<br />
different client-based<br />
mobility exercises.<br />
actively guides <strong>and</strong> supports<br />
a client’s <strong>in</strong>dependent<br />
cop<strong>in</strong>g with daily activities<br />
(PADL - physical activities<br />
<strong>in</strong> daily liv<strong>in</strong>g; IADL<br />
- <strong>in</strong>strumental activities <strong>in</strong><br />
daily liv<strong>in</strong>g; <strong>and</strong> AADL -<br />
advanced activities <strong>in</strong> daily<br />
liv<strong>in</strong>g). Pays attention to<br />
factors which facilitate or<br />
hamper mobility.<br />
exploits relaxation methods<br />
<strong>in</strong>dependently <strong>and</strong> <strong>in</strong> many<br />
ways <strong>in</strong> the rehabilitation<br />
of clients <strong>and</strong> groups of<br />
clients.<br />
massages the client, us<strong>in</strong>g<br />
the strokes of classic Swedish<br />
massage <strong>and</strong> enhances<br />
the client’s well-be<strong>in</strong>g,<br />
relaxes his/her muscles <strong>and</strong><br />
relieves pa<strong>in</strong>.<br />
relieves the client’s pa<strong>in</strong><br />
with cryotherapy, thermotherapy<br />
<strong>and</strong> hydrotherapy,<br />
as well as TNS therapy <strong>in</strong> a<br />
safe <strong>and</strong> client-based manner.<br />
99
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Support<strong>in</strong>g <strong>and</strong><br />
promot<strong>in</strong>g a client’s<br />
mental ability to<br />
function<br />
Support<strong>in</strong>g <strong>and</strong><br />
promot<strong>in</strong>g a client’s<br />
<strong>social</strong> ability to<br />
function<br />
supported by a team,<br />
supports <strong>and</strong> promotes a<br />
client’s mental ability to<br />
function (mood, learn<strong>in</strong>g<br />
ability, positive self-image<br />
<strong>and</strong> confidence), exploit<strong>in</strong>g<br />
different methods (active<br />
listen<strong>in</strong>g, ask<strong>in</strong>g <strong>and</strong> supportive<br />
conversations).<br />
supported by a team,<br />
activates the client’s selfexpression<br />
<strong>and</strong> memory <strong>in</strong><br />
familiar situations through<br />
the use of some methods<br />
(exercise, art, music <strong>and</strong><br />
rem<strong>in</strong>iscence therapy).<br />
supported by a team, recognises<br />
the importance<br />
of sleep, exhaustion <strong>and</strong><br />
alertness for the client’s<br />
cop<strong>in</strong>g with daily activities,<br />
<strong>and</strong> supports the client <strong>in</strong><br />
obta<strong>in</strong><strong>in</strong>g a regular daily<br />
schedule <strong>and</strong> lifestyle.<br />
supported by a team, f<strong>in</strong>ds<br />
out about the client’s <strong>social</strong><br />
network, as well as his/<br />
her cultural <strong>and</strong> sett<strong>in</strong>g, <strong>in</strong><br />
cooperation with the client,<br />
<strong>and</strong> supports the client’s<br />
<strong>social</strong> ability to function<br />
together with him/her<br />
<strong>and</strong> his/her network (e.g.<br />
friends <strong>and</strong> hobbies).<br />
as a team member, guides<br />
the client to participate <strong>in</strong><br />
societal activities.<br />
supported by a team,<br />
guides <strong>and</strong> supports a client<br />
<strong>in</strong> cop<strong>in</strong>g <strong>and</strong> mean<strong>in</strong>gful<br />
daily liv<strong>in</strong>g (e.g. daily<br />
schedule, organised daily<br />
liv<strong>in</strong>g, runn<strong>in</strong>g daily affairs,<br />
avoid<strong>in</strong>g substance abuse).<br />
actively supports <strong>and</strong> promotes<br />
a client’s mental ability<br />
to function, exploit<strong>in</strong>g<br />
different methods.<br />
activates the client’s selfexpression<br />
<strong>and</strong> memory <strong>in</strong><br />
different ways <strong>and</strong> with his/<br />
her actions, supports the<br />
client’s positive self-image<br />
<strong>and</strong> confidence.<br />
recognises the importance<br />
of sleep, exhaustion <strong>and</strong><br />
alertness for the client’s<br />
cop<strong>in</strong>g with daily activities,<br />
<strong>and</strong> supports the client <strong>in</strong><br />
obta<strong>in</strong><strong>in</strong>g a regular daily<br />
schedule <strong>and</strong> lifestyle <strong>and</strong>,<br />
when needed, forwards the<br />
client to expert help.<br />
f<strong>in</strong>ds out about the client’s<br />
<strong>social</strong> network, as well as<br />
his/her cultural <strong>and</strong> sett<strong>in</strong>g,<br />
<strong>in</strong> cooperation with the<br />
client, <strong>and</strong> supports <strong>and</strong><br />
guides the client’s <strong>social</strong><br />
ability to function together<br />
with him/her <strong>and</strong> his/her<br />
network (e.g. friends <strong>and</strong><br />
hobbies).<br />
guides the client to participate<br />
<strong>in</strong> societal activities<br />
<strong>and</strong>, when needed, <strong>in</strong> different<br />
organised activities<br />
<strong>and</strong> work as well as sheltered<br />
work.<br />
guides <strong>and</strong> supports a client<br />
<strong>in</strong> cop<strong>in</strong>g <strong>and</strong> mean<strong>in</strong>gful<br />
daily liv<strong>in</strong>g.<br />
actively <strong>and</strong> creatively supports<br />
<strong>and</strong> promotes a client’s<br />
mental ability to function,<br />
exploit<strong>in</strong>g different<br />
methods, <strong>and</strong> helps the client<br />
underst<strong>and</strong> <strong>and</strong> use his/<br />
her own mental resources<br />
to improve cop<strong>in</strong>g.<br />
activates the client’s selfexpression,<br />
memory <strong>and</strong><br />
mental impressions <strong>in</strong> different<br />
ways <strong>and</strong> with his/<br />
her actions, supports the<br />
client’s positive self-image<br />
<strong>and</strong> confidence <strong>in</strong> many<br />
ways.<br />
recognises the importance<br />
of sleep, exhaustion <strong>and</strong><br />
alertness for the client’s<br />
cop<strong>in</strong>g with daily activities,<br />
<strong>and</strong> guides <strong>and</strong> supports<br />
the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g a<br />
regular daily schedule <strong>and</strong><br />
lifestyle <strong>and</strong>, when needed,<br />
motivates the client to obta<strong>in</strong><br />
expert help.<br />
f<strong>in</strong>ds out about the client’s<br />
<strong>social</strong> network, as well as<br />
his/her cultural <strong>and</strong> sett<strong>in</strong>g,<br />
<strong>in</strong> cooperation with the<br />
client, <strong>and</strong> supports <strong>and</strong><br />
activates the client’s <strong>social</strong><br />
ability to function together<br />
with him/her <strong>and</strong> his/her<br />
network (e.g. friends <strong>and</strong><br />
hobbies).<br />
actively guides the client to<br />
participate <strong>in</strong> societal activities<br />
<strong>and</strong>, when needed,<br />
<strong>in</strong> different organised activities<br />
<strong>and</strong> work as well as<br />
sheltered work.<br />
actively guides <strong>and</strong> supports<br />
a client <strong>in</strong> cop<strong>in</strong>g <strong>and</strong><br />
mean<strong>in</strong>gful daily liv<strong>in</strong>g.<br />
100
Exploit<strong>in</strong>g aid-devices<br />
<strong>in</strong> rehabilitation<br />
Exploit<strong>in</strong>g different<br />
communication<br />
methods <strong>in</strong> rehabilitation<br />
Support<strong>in</strong>g <strong>health</strong>,<br />
well-be<strong>in</strong>g, security<br />
<strong>and</strong> the ability to<br />
function<br />
supported by a team, assesses<br />
a client’s need for for aid-devices, exploit<strong>in</strong>g<br />
assesses the client’s need<br />
aid-devices (e.g. for mobility,<br />
communication, help <strong>in</strong> <strong>and</strong> <strong>in</strong>forms the other team<br />
the experts <strong>in</strong> the said field,<br />
cop<strong>in</strong>g, sensory perception members thereof. Guides<br />
<strong>and</strong> daily activities) <strong>and</strong> the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g <strong>and</strong><br />
<strong>in</strong>forms the other team us<strong>in</strong>g such aid-devices.<br />
members thereof. Guides<br />
the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g <strong>and</strong><br />
us<strong>in</strong>g such aid-devices.<br />
exploits the experts <strong>in</strong> the<br />
field <strong>in</strong> us<strong>in</strong>g the supply<br />
network.<br />
communicates with the<br />
client, us<strong>in</strong>g, when needed,<br />
an alternative communication<br />
method (e.g. pla<strong>in</strong> language,<br />
large pr<strong>in</strong>t, deaf-aid<br />
telephone, us<strong>in</strong>g objects,<br />
pictures or gestures, <strong>and</strong><br />
sign language).<br />
<strong>in</strong> familiar situations,<br />
guides the client <strong>in</strong> the<br />
use of domestic appliances<br />
which promote basic security,<br />
<strong>and</strong> security systems<br />
(alarm <strong>and</strong> surveillance systems<br />
<strong>and</strong> danger-detectors).<br />
Prevents accidents.<br />
promotes the client’s <strong>health</strong><br />
<strong>and</strong> guides clients <strong>in</strong> different<br />
risk groups to some<br />
<strong>health</strong>-promot<strong>in</strong>g form of<br />
exercise (Nordic walk<strong>in</strong>g,<br />
games, workout at home<br />
<strong>and</strong> hydro gymnastics).<br />
guides clients to forms of<br />
exercise that suit them <strong>and</strong><br />
assists clients <strong>in</strong> exercise for<br />
special-needs groups, accord<strong>in</strong>g<br />
to <strong>in</strong>structions.<br />
exploits the experts <strong>in</strong> the<br />
field <strong>in</strong> assess<strong>in</strong>g the need<br />
for aid-devices <strong>and</strong> <strong>in</strong> us<strong>in</strong>g<br />
the supply network. Is<br />
familiar with the various<br />
steps <strong>in</strong> the procurement<br />
process.<br />
communicates <strong>in</strong> a clientbased<br />
manner, exploit<strong>in</strong>g<br />
alternative communication<br />
methods.<br />
guides the client <strong>in</strong> the<br />
use of domestic appliances<br />
which promote basic security,<br />
<strong>and</strong> security systems.<br />
Prevents accidents.<br />
promotes the client’s <strong>health</strong><br />
<strong>and</strong> guides clients of different<br />
ages <strong>and</strong> <strong>in</strong> different<br />
risk groups to some <strong>health</strong>promot<strong>in</strong>g<br />
form of exercise,<br />
<strong>in</strong>dividually <strong>and</strong> <strong>in</strong> groups.<br />
is familiar with organisations<br />
which arrange exercise<br />
for special-needs groups,<br />
<strong>and</strong> guides clients to them<br />
<strong>and</strong> assists clients <strong>in</strong> exercise<br />
for special-needs<br />
groups, accord<strong>in</strong>g to <strong>in</strong>structions.<br />
assesses the client’s need for<br />
aid-devices <strong>in</strong> many ways,<br />
exploit<strong>in</strong>g the experts <strong>in</strong><br />
the said field, <strong>and</strong> <strong>in</strong>forms<br />
the other team members<br />
thereof. Guides the client<br />
<strong>in</strong> obta<strong>in</strong><strong>in</strong>g <strong>and</strong> us<strong>in</strong>g such<br />
aid-devices.<br />
exploits the experts <strong>in</strong> the<br />
field <strong>in</strong> assess<strong>in</strong>g the need<br />
for aid-devices <strong>and</strong> <strong>in</strong> us<strong>in</strong>g<br />
the procurement <strong>and</strong> supply<br />
networks.<br />
communicates <strong>in</strong> a clientbased<br />
manner, exploit<strong>in</strong>g<br />
alternative communication<br />
methods appropriately <strong>and</strong><br />
<strong>in</strong> many ways.<br />
uses basic domestic appliances<br />
<strong>and</strong> facilitat<strong>in</strong>g accessories<br />
<strong>and</strong> guides the client<br />
<strong>and</strong> his/her family <strong>in</strong> their<br />
use, <strong>in</strong> a client-based manner.<br />
Guides the client <strong>in</strong><br />
the use of security systems.<br />
Prevents accidents.<br />
promotes the client’s <strong>health</strong><br />
<strong>and</strong> guides clients of different<br />
ages <strong>and</strong> <strong>in</strong> different<br />
risk groups, <strong>in</strong> a clientbased<br />
manner, to some<br />
<strong>health</strong>-promot<strong>in</strong>g form of<br />
exercise, <strong>in</strong>dividually <strong>and</strong> <strong>in</strong><br />
groups.<br />
exploits organisations<br />
which arrange exercise for<br />
special-needs groups <strong>and</strong><br />
guides clients to take an<br />
<strong>in</strong>terest <strong>in</strong> exercise. Assists<br />
the client <strong>in</strong> special-needs<br />
exercise groups, <strong>in</strong> a clientbased<br />
manner.<br />
101
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Recognis<strong>in</strong>g a client’s<br />
mental <strong>health</strong> <strong>and</strong><br />
substance abuse<br />
problems <strong>and</strong> referr<strong>in</strong>g<br />
to treatment<br />
Pharmacotherapy<br />
recognises threats to a client’s<br />
well-be<strong>in</strong>g <strong>and</strong> security,<br />
<strong>and</strong> as a team member,<br />
supports the client <strong>in</strong> cop<strong>in</strong>g<br />
with <strong>social</strong> problems.<br />
assesses the severity of the<br />
client’s substance abuse <strong>and</strong><br />
recognises its damages. Recognises<br />
the client’s mental<br />
<strong>health</strong> threats <strong>and</strong> problems<br />
<strong>and</strong> supports him/her <strong>in</strong><br />
cop<strong>in</strong>g with them. Cooperates<br />
with other experts.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Supported<br />
by a team, guides<br />
the client <strong>and</strong> his/her family<br />
<strong>in</strong> the use of pharmaceuticals,<br />
<strong>in</strong> their storage <strong>and</strong><br />
disposal <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
with the support of his/her<br />
team, monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effects of<br />
pharmaceuticals <strong>and</strong> recognises<br />
some of the most<br />
common side <strong>and</strong> adverse<br />
effect <strong>and</strong> abuse of medication,<br />
<strong>and</strong> <strong>in</strong>forms thereof <strong>in</strong><br />
his/her multi-discipl<strong>in</strong>ary<br />
team.<br />
recognises threats to a client’s<br />
well-be<strong>in</strong>g <strong>and</strong> security,<br />
<strong>and</strong> as a team member,<br />
supports the client <strong>in</strong> cop<strong>in</strong>g<br />
with <strong>social</strong> problems<br />
<strong>and</strong> when needed, guides<br />
him/her to see a specialist.<br />
assesses the severity of the<br />
client’s substance abuse<br />
<strong>and</strong> recognises its damages<br />
<strong>and</strong> supports him/her <strong>in</strong><br />
reduc<strong>in</strong>g them. Recognises<br />
the client’s mental <strong>health</strong><br />
threats <strong>and</strong> problems <strong>and</strong><br />
supports him/her <strong>in</strong> cop<strong>in</strong>g<br />
with them. When needed,<br />
guides the client to mental<br />
<strong>health</strong>, substance abuse or<br />
crisis cl<strong>in</strong>ics <strong>and</strong> exploits<br />
expert help.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Guides<br />
the client <strong>and</strong> his/her family<br />
<strong>in</strong> the use of pharmaceuticals,<br />
<strong>in</strong> their storage <strong>and</strong><br />
disposal <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
some of the most common<br />
side <strong>and</strong> adverse effect <strong>and</strong><br />
abuse of medication, <strong>and</strong><br />
<strong>in</strong>forms thereof <strong>in</strong> his/her<br />
multi-discipl<strong>in</strong>ary team.<br />
recognises threats to a client’s<br />
well-be<strong>in</strong>g <strong>and</strong> security,<br />
<strong>and</strong> as a team member,<br />
actively supports the client<br />
<strong>in</strong> cop<strong>in</strong>g with <strong>social</strong> problems<br />
<strong>and</strong> when needed,<br />
guides <strong>and</strong> motivates him/<br />
her to see a specialist.<br />
assesses the severity of the<br />
client’s substance abuse<br />
<strong>and</strong> recognises its damages<br />
<strong>and</strong> supports him/her <strong>in</strong><br />
reduc<strong>in</strong>g them. Recognises<br />
the client’s mental <strong>health</strong><br />
threats <strong>and</strong> problems <strong>and</strong><br />
supports him/her <strong>in</strong> cop<strong>in</strong>g<br />
with them. When needed,<br />
guides <strong>and</strong> motivates the<br />
client to use mental <strong>health</strong>,<br />
substance abuse or crisis<br />
cl<strong>in</strong>ics <strong>and</strong> exploits expert<br />
help <strong>in</strong> many ways.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely. Guides<br />
the client <strong>and</strong> his/her family<br />
actively <strong>in</strong> the use of<br />
pharmaceuticals, <strong>in</strong> their<br />
storage <strong>and</strong> disposal <strong>and</strong> <strong>in</strong><br />
renew<strong>in</strong>g prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common side <strong>and</strong><br />
adverse effect <strong>and</strong> abuse of<br />
medication, <strong>and</strong> <strong>in</strong>forms<br />
thereof <strong>in</strong>dependently <strong>and</strong><br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g<br />
<strong>in</strong> his/her multi-discipl<strong>in</strong>ary<br />
team.<br />
102
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
support <strong>and</strong> promotion<br />
of rehabilitation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits justifies his/her own actions justifies his/her own actions<br />
his/her knowledge on the with his/her knowledge of<br />
widely with his/her<br />
client’s physical, mental, the different subdoma<strong>in</strong>s of knowledge of the different<br />
<strong>social</strong>, <strong>in</strong>tellectual <strong>and</strong> spiritual<br />
the client’s ability to func-<br />
subdoma<strong>in</strong>s of the client’s<br />
ability to function. tion.<br />
ability to<br />
function.<br />
as a team member, exploits<br />
his/her knowledge on the<br />
body structure <strong>and</strong> function<strong>in</strong>g<br />
<strong>in</strong> support<strong>in</strong>g the<br />
client’s physical ability,<br />
the client’s exercise, <strong>and</strong> <strong>in</strong><br />
guid<strong>in</strong>g the client towards<br />
exercise.<br />
as a team member, exploits<br />
his/her knowledge on the<br />
client’s functional ability,<br />
<strong>in</strong>dications for <strong>and</strong> contra<strong>in</strong>dications<br />
for massage.<br />
supported by a team, exploits<br />
his/her knowledge on<br />
the stages of a client’s mental<br />
<strong>health</strong> crisis.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
impact of <strong>in</strong>teraction <strong>and</strong><br />
communication on a person’s<br />
cop<strong>in</strong>g.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on different<br />
types of accommodation<br />
<strong>and</strong> <strong>in</strong> familiar situations,<br />
discusses the different<br />
options with the client.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
risks of displacement <strong>and</strong><br />
on how to avoid them.<br />
exploits his/her knowledge<br />
on the body structure <strong>and</strong><br />
function<strong>in</strong>g <strong>in</strong> support<strong>in</strong>g<br />
the client’s physical ability,<br />
the client’s exercise, <strong>and</strong> <strong>in</strong><br />
guid<strong>in</strong>g the client towards<br />
exercise.<br />
exploits his/her knowledge<br />
on the client’s functional<br />
ability, <strong>in</strong>dications for <strong>and</strong><br />
contra<strong>in</strong>dications for massage.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
stages of a mental <strong>health</strong><br />
crisis.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
impact of <strong>in</strong>teraction <strong>and</strong><br />
communication on a person’s<br />
cop<strong>in</strong>g.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
different types of accommodation<br />
<strong>and</strong> guides the<br />
client to use these services.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
risks of displacement <strong>and</strong><br />
on how to avoid them.<br />
exploits his/her knowledge<br />
on the body structure <strong>and</strong><br />
function<strong>in</strong>g <strong>in</strong> support<strong>in</strong>g<br />
the client’s physical ability,<br />
the client’s exercise, <strong>and</strong> <strong>in</strong><br />
guid<strong>in</strong>g the client towards<br />
exercise <strong>and</strong> justifies his/her<br />
decisions.<br />
exploits his/her knowledge<br />
on the client’s functional<br />
ability, <strong>in</strong>dications for<br />
<strong>and</strong> contra<strong>in</strong>dications for<br />
massage, <strong>in</strong> a client-based<br />
manner.<br />
justifies his/her own actions<br />
with his/her knowledge of<br />
the stages of a client’s mental<br />
<strong>health</strong> crisis.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge on the impact<br />
of <strong>in</strong>teraction <strong>and</strong> communication<br />
on a person’s<br />
cop<strong>in</strong>g.<br />
<strong>in</strong> his/her work, widely<br />
exploits his/her knowledge<br />
on the different types of<br />
accommodation <strong>and</strong> guides<br />
the client to use these<br />
services, <strong>in</strong> a client-based<br />
manner.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge on the risks of<br />
displacement <strong>and</strong> on how<br />
to avoid them.<br />
103
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
rehabilitation services<br />
<strong>and</strong> legislation<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples of network<strong>in</strong>g <strong>in</strong><br />
rehabilitation <strong>and</strong> <strong>in</strong> prevent<strong>in</strong>g<br />
problems <strong>in</strong> rehabilitation<br />
(e.g. preventive<br />
work <strong>in</strong> mental <strong>health</strong> <strong>and</strong><br />
substance abuse issues).<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
different stages <strong>in</strong> team<strong>in</strong>gup<br />
<strong>and</strong> on the factors <strong>in</strong>fluenc<strong>in</strong>g<br />
group dynamics <strong>in</strong><br />
different client groups.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of different<br />
cultures <strong>and</strong> m<strong>in</strong>ority<br />
groups.<br />
<strong>in</strong> the different pharmacotherapeutic<br />
assignments,<br />
exploits his/her knowledge<br />
of diseases, groups <strong>and</strong><br />
types of pharmaceuticals,<br />
ways of adm<strong>in</strong>ister<strong>in</strong>g the<br />
pharmaceuticals, signs of<br />
abuse of medication, as well<br />
as regulations on pharmacotherapy.<br />
supported by a team, exploits<br />
<strong>in</strong> his/her work his/<br />
her knowledge of legislation<br />
on rehabilitation, national<br />
development projects <strong>and</strong><br />
rehabilitation services (e.g.<br />
Kaste-programme, Health<br />
2015).<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples <strong>and</strong> methods<br />
of network<strong>in</strong>g <strong>in</strong> rehabilitation<br />
<strong>and</strong> <strong>in</strong> prevent<strong>in</strong>g<br />
problems <strong>in</strong> rehabilitation<br />
(e.g. preventive work <strong>in</strong><br />
mental <strong>health</strong> <strong>and</strong> substance<br />
abuse issues).<br />
justifies his/her own actions<br />
with his/her knowledge on<br />
the different stages <strong>in</strong> team<strong>in</strong>g-up.<br />
Uses his/her knowledge<br />
of group dynamics<br />
when guid<strong>in</strong>g a group <strong>and</strong><br />
takes different client groups<br />
<strong>in</strong>to account.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
different cultures <strong>and</strong> m<strong>in</strong>ority<br />
groups.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments<br />
with his/her knowledge of<br />
diseases, groups <strong>and</strong> types<br />
of pharmaceuticals, ways<br />
of adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
signs of abuse<br />
of medication, as well as<br />
regulations on pharmacotherapy.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of legislation<br />
on rehabilitation,<br />
national development<br />
projects <strong>and</strong> rehabilitation<br />
services.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge on the pr<strong>in</strong>ciples<br />
<strong>and</strong> methods of network<strong>in</strong>g<br />
<strong>in</strong> rehabilitation<br />
<strong>and</strong> <strong>in</strong> prevent<strong>in</strong>g problems<br />
<strong>in</strong> rehabilitation (e.g. preventive<br />
work <strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
issues).<br />
justifies his/her actions with<br />
his/her knowledge of group<br />
dynamics when guid<strong>in</strong>g a<br />
group <strong>and</strong> takes different<br />
client groups <strong>in</strong>to account,<br />
<strong>in</strong> a client-based manner.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
different cultures <strong>and</strong> m<strong>in</strong>ority<br />
groups <strong>and</strong> applies<br />
this knowledge <strong>in</strong> many<br />
ways <strong>in</strong> his/her work.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments extensively<br />
with his/her knowledge<br />
of diseases, groups <strong>and</strong><br />
types of pharmaceuticals,<br />
ways of adm<strong>in</strong>ister<strong>in</strong>g the<br />
pharmaceuticals, signs of<br />
abuse of medication <strong>and</strong><br />
its prevention, as well as<br />
regulations on pharmacotherapy.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
legislation on rehabilitation,<br />
national development<br />
projects <strong>and</strong> rehabilitation<br />
services.<br />
104
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> productization of<br />
competence<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
F<strong>in</strong>nish-speakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
Swedish-speakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
speakers of other<br />
languages<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
under <strong>in</strong>struction, exploits<br />
his/her knowledge about<br />
entrepreneurship <strong>in</strong> rehabilitation<br />
work, the productization<br />
of one’s competence<br />
<strong>and</strong> the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish <strong>and</strong> tolerably copes<br />
<strong>in</strong> rehabilitation <strong>in</strong> Swedish<br />
<strong>and</strong> <strong>in</strong> one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages rehabilitation tolerably<br />
well <strong>in</strong> one foreign<br />
language.<br />
manages rehabilitation <strong>in</strong><br />
F<strong>in</strong>nish or Swedish, <strong>and</strong><br />
manages rehabilitation<br />
tolerably well <strong>in</strong> one other<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages rehabilitation<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish,<br />
<strong>and</strong> can further help<br />
the customer proceed <strong>in</strong> a<br />
rehabilitation situation <strong>in</strong><br />
one other language.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge about<br />
entrepreneurship <strong>in</strong> rehabilitation<br />
work, the productization<br />
of one’s competence<br />
<strong>and</strong> acts accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish <strong>and</strong> manages rehabilitation<br />
<strong>in</strong> Swedish <strong>and</strong> <strong>in</strong><br />
one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages rehabilitation <strong>in</strong><br />
one foreign language.<br />
manages rehabilitation <strong>in</strong><br />
F<strong>in</strong>nish or Swedish <strong>and</strong> one<br />
foreign language, <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the<br />
other domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages<br />
rehabilitation <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
<strong>in</strong> his/her work, exploits <strong>in</strong><br />
many ways his/her knowledge<br />
about entrepreneurship<br />
<strong>in</strong> rehabilitation work,<br />
the productization of one’s<br />
competence <strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish <strong>and</strong> fluently manages<br />
rehabilitation <strong>in</strong><br />
Swedish <strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
fluently manages rehabilitation<br />
<strong>in</strong> one foreign<br />
language.<br />
attends to customers <strong>in</strong><br />
Swedish or F<strong>in</strong>nish <strong>and</strong><br />
manages rehabilitation fluently<br />
<strong>in</strong> the other domestic<br />
language <strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, attends to clients<br />
<strong>in</strong> rehabilitation <strong>in</strong> F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> fluently<br />
manages rehabilitation <strong>in</strong><br />
one other language.<br />
105
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
makes choices <strong>and</strong> decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
supported by a team, engages<br />
<strong>in</strong> multi-discipl<strong>in</strong>ary<br />
cooperation with<strong>in</strong> a <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility.<br />
complies with the values<br />
of rehabilitation work<br />
(service-spirit, <strong>in</strong>dividuality,<br />
<strong>in</strong>dependence, activity,<br />
resource-based approach,<br />
network<strong>in</strong>g, systematic<br />
rehabilitation <strong>and</strong> aesthetics)<br />
<strong>and</strong> with its operational<br />
pr<strong>in</strong>ciples.<br />
takes a positive st<strong>and</strong> towards<br />
safe work<strong>in</strong>g methods<br />
<strong>and</strong> avoids risks <strong>in</strong> his/<br />
her work. Complies with<br />
the occupational <strong>health</strong> <strong>and</strong><br />
safety regulations as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/her<br />
workplace <strong>and</strong> uses tools<br />
<strong>and</strong> methods accord<strong>in</strong>g to<br />
<strong>in</strong>structions.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
Asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
engages <strong>in</strong> multi-discipl<strong>in</strong>ary<br />
cooperation with other<br />
actors <strong>in</strong> rehabilitation,<br />
with<strong>in</strong> a <strong>practical</strong> <strong>nurse</strong>’s<br />
area of responsibility.<br />
complies with the values<br />
<strong>and</strong> operational pr<strong>in</strong>ciples<br />
<strong>in</strong> rehabilitation work <strong>and</strong><br />
justifies his/her actions.<br />
<strong>in</strong>dependently answers for<br />
the safety of his/her actions<br />
<strong>and</strong> complies with the<br />
occupational <strong>health</strong> <strong>and</strong><br />
safety regulations as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/her<br />
workplace <strong>and</strong> uses tools<br />
<strong>and</strong> methods accord<strong>in</strong>g to<br />
<strong>in</strong>structions.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies previous knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
engages widely <strong>in</strong> multidiscipl<strong>in</strong>ary<br />
cooperation<br />
with other actors <strong>in</strong> rehabilitation,<br />
with<strong>in</strong> a <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility.<br />
complies with the values,<br />
operational pr<strong>in</strong>ciples, laws<br />
<strong>and</strong> regulations <strong>in</strong> rehabilitation<br />
work <strong>and</strong> justifies<br />
his/her actions extensively.<br />
develops the safety aspects<br />
of his/her actions <strong>and</strong><br />
complies the occupational<br />
<strong>health</strong> <strong>and</strong> safety regulations<br />
as well as with the<br />
electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
Is familiar with the<br />
work<strong>in</strong>gs of the local occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
organisation <strong>and</strong> uses tools<br />
<strong>and</strong> methods appropriately<br />
<strong>and</strong> <strong>in</strong>dependently.<br />
106
abides with safety <strong>in</strong>structions<br />
<strong>in</strong> a pool <strong>and</strong> demonstrates<br />
his/her life-sav<strong>in</strong>g<br />
skills <strong>in</strong> a simulated situation<br />
<strong>in</strong> the pool.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
<strong>in</strong> his/her work, recognises<br />
factors which cause physical<br />
stra<strong>in</strong>, <strong>and</strong> works <strong>in</strong> an<br />
ergonomically correct way.<br />
assists the client’s mov<strong>in</strong>g<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of ergonomics. Sees ergonomics<br />
as part of rehabilitative<br />
nurs<strong>in</strong>g.<br />
takes part <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
good work<strong>in</strong>g atmosphere<br />
<strong>and</strong> takes <strong>care</strong> of his/her<br />
own well-be<strong>in</strong>g at work.<br />
recognises a client, whose<br />
behaviour is challeng<strong>in</strong>g<br />
<strong>and</strong> recognises the threat<br />
of domestic violence. Supported<br />
by a team, assists <strong>in</strong><br />
gett<strong>in</strong>g help.<br />
abides with safety <strong>in</strong>structions<br />
<strong>in</strong> a pool <strong>and</strong> demonstrates<br />
his/her swimm<strong>in</strong>g<br />
<strong>and</strong> life-sav<strong>in</strong>g skills <strong>in</strong> a<br />
simulated situation <strong>in</strong> the<br />
pool.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
prevents occupational problems<br />
<strong>in</strong> his/her locomotor<br />
system <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s his/<br />
her own ability to work by<br />
decreas<strong>in</strong>g the stra<strong>in</strong> <strong>and</strong><br />
work<strong>in</strong>g <strong>in</strong> an ergonomically<br />
correct way.<br />
assists the client’s mov<strong>in</strong>g<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of ergonomics. Sees ergonomics<br />
as part of rehabilitative<br />
nurs<strong>in</strong>g <strong>and</strong> makes<br />
some suggestions to develop<br />
the ergonomics of the<br />
work<strong>in</strong>g environment.<br />
ma<strong>in</strong>ta<strong>in</strong>s, for his/her own<br />
part, a good work<strong>in</strong>g atmosphere.<br />
Deals with workrelated<br />
stress <strong>and</strong> seeks<br />
support for him-/herself.<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account a client, whose<br />
behaviour is challeng<strong>in</strong>g<br />
<strong>and</strong> the threat of domestic<br />
violence. Assists <strong>in</strong> gett<strong>in</strong>g<br />
help <strong>and</strong> <strong>in</strong>forms the team.<br />
abides with safety <strong>in</strong>structions<br />
<strong>in</strong> a pool <strong>and</strong> demonstrates<br />
his/her good swimm<strong>in</strong>g<br />
<strong>and</strong> life-sav<strong>in</strong>g skills<br />
<strong>in</strong> a simulated situation <strong>in</strong><br />
the pool.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
prevents occupational problems<br />
<strong>in</strong> his/her locomotor<br />
system <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s his/<br />
her own ability to work by<br />
decreas<strong>in</strong>g the stra<strong>in</strong> <strong>and</strong><br />
work<strong>in</strong>g <strong>in</strong> an ergonomically<br />
correct way. Justifies<br />
his/her own actions.<br />
assists the client’s mov<strong>in</strong>g<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of ergonomics <strong>and</strong> recognises<br />
the related risks. Sees<br />
ergonomics as part of rehabilitative<br />
nurs<strong>in</strong>g. Makes<br />
suggestions to develop the<br />
ergonomics of the work<strong>in</strong>g<br />
environment.<br />
ma<strong>in</strong>ta<strong>in</strong>s, for his/her own<br />
part, a good work<strong>in</strong>g atmosphere<br />
<strong>and</strong> recognises the<br />
factors that have a detrimental<br />
effect (e.g. burn-out<br />
<strong>and</strong> bully<strong>in</strong>g). Deals with<br />
work-related stress <strong>and</strong><br />
when needed, seeks support<br />
<strong>and</strong> guidance for him-/herself<br />
<strong>and</strong> his/her actions.<br />
<strong>in</strong> his/her work, takes responsibly<br />
<strong>in</strong>to account a<br />
client, whose behaviour is<br />
challeng<strong>in</strong>g <strong>and</strong> the threat<br />
of domestic violence. Assists<br />
<strong>in</strong> gett<strong>in</strong>g help <strong>and</strong><br />
forwards the matter <strong>in</strong> the<br />
team.<br />
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4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> rehabilitation at<br />
school or <strong>in</strong> a genu<strong>in</strong>e work<strong>in</strong>g situation at the client’s home, <strong>in</strong> home <strong>care</strong> or a<br />
halfway accommodation, <strong>in</strong> an activity or work centre or <strong>in</strong> sheltered work, service<br />
centre, spa, <strong>health</strong> centre ward or rehabilitation department or at a third sector<br />
workplace related to rehabilitation.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g<br />
doma<strong>in</strong>s: draw<strong>in</strong>g up, implement<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g a rehabilitation plan for the<br />
client; record<strong>in</strong>g the client’s data; plann<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g a guidance<br />
situation for groups of clients; plann<strong>in</strong>g productization of competence; assess<strong>in</strong>g<br />
<strong>and</strong> support<strong>in</strong>g clients’ physical, mental <strong>and</strong> <strong>social</strong> ability to function; us<strong>in</strong>g methods<br />
for relaxation <strong>and</strong> therapies for the locomotor system; guid<strong>in</strong>g the client with<br />
aid-devices <strong>and</strong> exercise; pharmacotherapy; recognis<strong>in</strong>g a client’s mental <strong>health</strong> <strong>and</strong><br />
substance abuse problems <strong>and</strong> referr<strong>in</strong>g him/her to treatment; exploit<strong>in</strong>g different<br />
means of communication methods; <strong>and</strong> guid<strong>in</strong>g <strong>in</strong> the use of technical appliances<br />
<strong>and</strong> security systems. In addition, the student or c<strong>and</strong>idate shall master the knowledge<br />
related to rehabilitation <strong>and</strong> language skills, accord<strong>in</strong>g to one of the targets for<br />
assessment <strong>in</strong> the above table, as well as the key competences for lifelong learn<strong>in</strong>g.<br />
The work is carried out to an extent that makes it possible to establish that the <strong>vocational</strong><br />
skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g <strong>in</strong> its entirety, exclud<strong>in</strong>g swimm<strong>in</strong>g <strong>and</strong><br />
life-sav<strong>in</strong>g skills; first aid <strong>and</strong> basic resuscitation; as well as threat of domestic<br />
violence.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
108
4.5 Study Programme or Specialisation <strong>in</strong><br />
Children’s <strong>and</strong> Youth Care <strong>and</strong> Education<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation Support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.5.1 Children’s <strong>and</strong> Youth Care <strong>and</strong> Education<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• plans, implements <strong>and</strong> assesses the <strong>care</strong> <strong>and</strong> education of children, before <strong>and</strong><br />
dur<strong>in</strong>g school-age, <strong>and</strong> of adolescents<br />
• plans, implements <strong>and</strong> assesses the <strong>care</strong>, education <strong>and</strong> rehabilitation of children<br />
<strong>and</strong> adolescents who are sick <strong>and</strong> need special support<br />
• promotes children <strong>and</strong> adolescents’ <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g <strong>and</strong> recognises related<br />
threats<br />
• guides an <strong>in</strong>dividual child <strong>and</strong> adolescent, as well as different groups<br />
• takes the child <strong>and</strong> adolescent’s growth milieu <strong>in</strong>to account <strong>and</strong> underst<strong>and</strong>s<br />
its significance for the child <strong>and</strong> adolescent’s growth <strong>and</strong> development<br />
• complies with <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> legislation <strong>and</strong> official <strong>in</strong>structions, observ<strong>in</strong>g<br />
<strong>vocational</strong> ethics<br />
• acts accord<strong>in</strong>g to the pr<strong>in</strong>ciples of child- <strong>and</strong> family-focused therapy<br />
• exploits his/her language skills <strong>in</strong> customer service<br />
• plans the productization of his/her competence<br />
• develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her<br />
know-how.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
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4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
<strong>care</strong> <strong>and</strong> education<br />
Systematic work<br />
Plann<strong>in</strong>g the productisation<br />
of competence<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
acquires <strong>in</strong>formation about<br />
the child <strong>and</strong> adolescent’s<br />
development, <strong>in</strong>dividual<br />
needs for <strong>care</strong> <strong>and</strong> education,<br />
<strong>and</strong> illness.<br />
sets goals that support<br />
the child <strong>and</strong> adolescent’s<br />
growth <strong>and</strong> development<br />
<strong>and</strong> plans ways to carry out<br />
<strong>care</strong> <strong>and</strong> education.<br />
acts as a team member, <strong>in</strong><br />
accordance with the plan<br />
which supports <strong>care</strong> <strong>and</strong><br />
education (<strong>in</strong>cl. early childhood<br />
education) <strong>and</strong> updates<br />
it when needed.<br />
records the plan which supports<br />
<strong>care</strong> <strong>and</strong> education,<br />
<strong>in</strong> accordance with valid<br />
<strong>in</strong>structions.<br />
assesses the materialisation<br />
of a child or adolescent’s<br />
<strong>care</strong> <strong>and</strong> education as to<br />
some objectives.<br />
under <strong>in</strong>struction, plans the<br />
productisation of competence.<br />
unprompted <strong>and</strong> us<strong>in</strong>g<br />
different data acquisition<br />
methods, acquires <strong>in</strong>formation<br />
about the child <strong>and</strong><br />
adolescent’s development,<br />
<strong>in</strong>dividual needs for <strong>care</strong><br />
<strong>and</strong> education, <strong>and</strong> illness.<br />
sets goals that support the<br />
child <strong>and</strong> adolescent’s overall<br />
growth <strong>and</strong> development<br />
<strong>and</strong> plans ways to carry out<br />
<strong>care</strong> <strong>and</strong> education.<br />
acts as a team member, <strong>in</strong><br />
accordance with the plan<br />
which supports <strong>care</strong> <strong>and</strong><br />
education (<strong>in</strong>cl. early childhood<br />
education) <strong>and</strong> updates<br />
it when needed.<br />
records the plan which<br />
supports <strong>care</strong> <strong>and</strong> education<br />
<strong>and</strong> <strong>in</strong>forms the parties<br />
<strong>in</strong>volved, <strong>in</strong> accordance<br />
with valid <strong>in</strong>structions.<br />
assesses the materialisation<br />
of a child or adolescent’s<br />
<strong>care</strong> <strong>and</strong> education as to the<br />
set objectives.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
unprompted <strong>and</strong> us<strong>in</strong>g<br />
different data acquisition<br />
methods, acquires manysided<br />
<strong>in</strong>formation about<br />
the child <strong>and</strong> adolescent’s<br />
development, <strong>in</strong>dividual<br />
needs for <strong>care</strong> <strong>and</strong> education,<br />
<strong>and</strong> illness, <strong>and</strong> justifies<br />
the importance of such<br />
<strong>in</strong>formation.<br />
sets goals that support<br />
the child <strong>and</strong> adolescent’s<br />
overall growth <strong>and</strong> development<br />
<strong>and</strong> plans diverse<br />
ways to carry out <strong>care</strong> <strong>and</strong><br />
education. Justifies the<br />
significance of the plan <strong>in</strong><br />
<strong>care</strong> <strong>and</strong> education.<br />
acts consistently as a team<br />
member, <strong>in</strong> accordance<br />
with the plan which supports<br />
<strong>care</strong> <strong>and</strong> education<br />
(<strong>in</strong>cl. early childhood education)<br />
<strong>and</strong> updates it when<br />
needed.<br />
records the plan which supports<br />
<strong>care</strong> <strong>and</strong> education<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> <strong>in</strong>forms the parties <strong>in</strong>volved,<br />
<strong>in</strong> accordance with<br />
valid <strong>in</strong>structions.<br />
assesses <strong>and</strong> expla<strong>in</strong>s the<br />
materialisation of a child or<br />
adolescent’s <strong>care</strong> <strong>and</strong> education<br />
as to the set objectives.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
110
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Support<strong>in</strong>g the<br />
growth <strong>and</strong> development<br />
of children<br />
under school-age<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>care</strong>s for a newborn baby<br />
<strong>and</strong> helps the family <strong>in</strong> car<strong>in</strong>g<br />
for a newborn baby.<br />
as a team member, <strong>care</strong>s for<br />
<strong>and</strong> guides a child <strong>in</strong> their<br />
daily activities (eat<strong>in</strong>g <strong>and</strong><br />
dr<strong>in</strong>k<strong>in</strong>g, sleep <strong>and</strong> rest,<br />
gett<strong>in</strong>g dressed, toilet tra<strong>in</strong><strong>in</strong>g,<br />
exercise <strong>and</strong> outdoor<br />
activities), exploit<strong>in</strong>g methods<br />
which promote <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g.<br />
<strong>care</strong>s for a newborn baby<br />
<strong>and</strong> supports <strong>and</strong> guides<br />
the family.<br />
<strong>care</strong>s for <strong>and</strong> guides a child<br />
<strong>in</strong> their daily activities,<br />
exploit<strong>in</strong>g methods which<br />
promote <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
supports the growth, development<br />
<strong>and</strong> learn<strong>in</strong>g of a velopment <strong>and</strong> learn<strong>in</strong>g<br />
supports the growth, de-<br />
child <strong>and</strong> a group of children,<br />
by us<strong>in</strong>g some early children, by us<strong>in</strong>g early<br />
of a child or a group of<br />
education methods (play, education methods <strong>and</strong><br />
exercise, artistic experience contextual orientations<br />
<strong>and</strong> expression, <strong>and</strong> explor<strong>in</strong>g)<br />
<strong>and</strong> contextual orienta-<br />
<strong>in</strong>dependently.<br />
tions (mathematics, natural<br />
sciences, history <strong>and</strong> <strong>social</strong><br />
studies, aesthetics, ethics<br />
<strong>and</strong> religion).<br />
guides children’s play. guides children’s play <strong>and</strong><br />
exploits the opportunities<br />
provided by play <strong>in</strong> different<br />
situations.<br />
through his/her actions,<br />
promotes the child’s favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g<br />
environment.<br />
through his/her actions,<br />
promotes the child’s favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g<br />
environment <strong>and</strong> presents<br />
ideas for development.<br />
<strong>care</strong>s for a newborn baby<br />
<strong>and</strong> supports <strong>and</strong> guides<br />
the family <strong>and</strong> takes the<br />
other children <strong>in</strong> the family<br />
<strong>in</strong>to account.<br />
<strong>care</strong>s for <strong>and</strong> guides a child<br />
<strong>in</strong> their daily activities,<br />
exploit<strong>in</strong>g methods which<br />
promote <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g<br />
<strong>in</strong> many ways.<br />
supports the growth, development<br />
<strong>and</strong> learn<strong>in</strong>g<br />
of a child or a group of<br />
children, by us<strong>in</strong>g early<br />
education methods <strong>and</strong><br />
contextual orientations<br />
<strong>in</strong> many ways, tak<strong>in</strong>g the<br />
needs of the child or group<br />
of children <strong>in</strong>to account <strong>in</strong><br />
a holistic manner.<br />
guides children’s play <strong>in</strong><br />
many ways, exploit<strong>in</strong>g the<br />
opportunities provided by<br />
play creatively <strong>in</strong> different<br />
situations <strong>and</strong> supports the<br />
development of play.<br />
through his/her actions,<br />
promotes the child’s favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g<br />
environment <strong>and</strong> analyses<br />
the appropriateness of the<br />
environment <strong>and</strong> presents<br />
suggestions for development.<br />
111
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Support<strong>in</strong>g the<br />
growth <strong>and</strong><br />
development of<br />
school-children <strong>and</strong><br />
adolescents<br />
guides an <strong>in</strong>dividual child<br />
or group of children.<br />
cooperates with a team,<br />
work community <strong>and</strong> family<br />
<strong>in</strong> order to promote<br />
the child’s <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g,<br />
comply<strong>in</strong>g with the<br />
pr<strong>in</strong>ciples of partnership <strong>in</strong><br />
education.<br />
implements the early childhood<br />
education plan with<strong>in</strong><br />
the area of responsibility of<br />
a <strong>practical</strong> <strong>nurse</strong>.<br />
as a team member, carries<br />
out preschool education.<br />
as a team member, supports<br />
the growth <strong>and</strong> physical,<br />
mental <strong>and</strong> <strong>social</strong> development<br />
of school-children<br />
<strong>and</strong> adolescents. Takes<br />
<strong>in</strong>to account special aspects<br />
related to age, as well<br />
as family situations (e.g.<br />
domestic violence or substance<br />
abuse).<br />
promotes the <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g of schoolchildren<br />
<strong>and</strong> adolescents,<br />
exploit<strong>in</strong>g the methods to<br />
promote <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
guides an <strong>in</strong>dividual child<br />
or group of children, so as<br />
to support <strong>in</strong>teraction between<br />
children.<br />
cooperates, unprompted,<br />
with a work<strong>in</strong>g community<br />
<strong>and</strong> family <strong>in</strong> order to promote<br />
the child’s <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, comply<strong>in</strong>g with<br />
the pr<strong>in</strong>ciples of partnership<br />
<strong>in</strong> education.<br />
plans, implements <strong>and</strong><br />
assesses the early childhood<br />
education plan with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong>.<br />
as a team member, plans,<br />
carries out <strong>and</strong> assesses<br />
preschool education.<br />
as a team member, supports,<br />
unprompted, the<br />
growth <strong>and</strong> physical, mental<br />
<strong>and</strong> <strong>social</strong> development<br />
of school-children <strong>and</strong><br />
adolescents. Takes <strong>in</strong>to account<br />
special aspects related<br />
to age, as well as the family<br />
situation (e.g. domestic violence<br />
or substance abuse).<br />
promotes, unprompted,<br />
the <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
of school-children <strong>and</strong><br />
adolescents, exploit<strong>in</strong>g the<br />
methods to promote <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g.<br />
guides an <strong>in</strong>dividual child<br />
or group of children, tak<strong>in</strong>g<br />
<strong>in</strong>to account factors which<br />
<strong>in</strong>fluence group dynamics.<br />
Actively supports <strong>in</strong>teraction<br />
between children.<br />
cooperates, unprompted<br />
<strong>and</strong> <strong>in</strong> a goal-oriented manner,<br />
with work<strong>in</strong>g community<br />
<strong>and</strong> family <strong>in</strong> order to<br />
promote the child’s <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g, comply<strong>in</strong>g<br />
with the pr<strong>in</strong>ciples of partnership<br />
<strong>in</strong> education.<br />
plans, implements <strong>and</strong><br />
assesses the early childhood<br />
education plan with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong> <strong>and</strong> presents<br />
ideas for development.<br />
as a team member, plans,<br />
carries out <strong>and</strong> assesses<br />
preschool education <strong>and</strong><br />
presents ideas for development.<br />
as a team member, supports,<br />
unprompted <strong>and</strong> <strong>in</strong><br />
a goal-oriented manner, the<br />
growth <strong>and</strong> physical, mental<br />
<strong>and</strong> <strong>social</strong> development<br />
of school-children <strong>and</strong><br />
adolescents. Takes <strong>in</strong>to account<br />
special aspects related<br />
to age, as well as the family<br />
situation (e.g. domestic violence<br />
or substance abuse).<br />
promotes, unprompted <strong>and</strong><br />
<strong>in</strong> a goal-oriented manner,<br />
the <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
of school-children <strong>and</strong><br />
adolescents, exploit<strong>in</strong>g the<br />
methods to promote <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g <strong>in</strong> many<br />
ways.<br />
112
The <strong>care</strong>, education<br />
<strong>and</strong> rehabilitation<br />
of children <strong>and</strong><br />
adolescents, who are<br />
sick <strong>and</strong> need special<br />
support<br />
through his/her actions,<br />
promotes the favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g environment<br />
of the child or<br />
adolescent.<br />
guides <strong>and</strong> supports schoolchildren<br />
<strong>and</strong> adolescents <strong>in</strong><br />
self-expression <strong>and</strong> creative<br />
activities.<br />
guides groups of schoolchildren<br />
<strong>and</strong> adolescents.<br />
as a team member, supports<br />
school-children <strong>and</strong> adolescents<br />
<strong>in</strong> school education<br />
<strong>and</strong> related difficulties.<br />
recognises threats to the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g of a<br />
child, adolescent <strong>and</strong> family,<br />
<strong>and</strong> supports them as a<br />
team member.<br />
recognises needs related to<br />
growth <strong>and</strong> development<br />
<strong>and</strong> special support, <strong>and</strong><br />
responds to such needs for<br />
his/her own part.<br />
through his/her actions,<br />
promotes the favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g environment<br />
of the child or<br />
adolescent <strong>and</strong> presents<br />
ideas for development.<br />
guides <strong>and</strong> supports schoolchildren<br />
<strong>and</strong> adolescents <strong>in</strong><br />
self-expression <strong>and</strong> creative<br />
activities <strong>in</strong> a goal-oriented<br />
manner.<br />
guides groups of schoolchildren<br />
<strong>and</strong> adolescents,<br />
so as to support <strong>in</strong>teraction<br />
between the group members.<br />
as a team member, supports,<br />
unprompted, schoolchildren<br />
<strong>and</strong> adolescents<br />
<strong>in</strong> school education <strong>and</strong><br />
related difficulties.<br />
recognises threats to the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g of a<br />
child, adolescent <strong>and</strong> family,<br />
<strong>and</strong> supports them.<br />
recognizes needs related to<br />
growth <strong>and</strong> development<br />
<strong>and</strong> special support. F<strong>in</strong>ds<br />
out the means how to support<br />
the child, adolescent<br />
<strong>and</strong> family.<br />
through his/her actions,<br />
promotes the favourable<br />
growth <strong>and</strong> learn<strong>in</strong>g environment<br />
of the child or<br />
adolescent <strong>and</strong> presents<br />
many-sided ideas for development.<br />
guides <strong>and</strong> supports schoolchildren<br />
<strong>and</strong> adolescents <strong>in</strong><br />
self-expression <strong>and</strong> creative<br />
activities holistically, tak<strong>in</strong>g<br />
<strong>in</strong>to account the needs <strong>and</strong><br />
aspirations of the <strong>in</strong>dividual<br />
<strong>and</strong> the group.<br />
guides groups of schoolchildren<br />
<strong>and</strong> adolescents,<br />
pay<strong>in</strong>g attention to factors<br />
which <strong>in</strong>fluence group<br />
activities. Actively supports<br />
<strong>in</strong>teraction between the<br />
group members.<br />
as a team member, <strong>in</strong>dependently<br />
supports schoolchildren<br />
<strong>and</strong> adolescents<br />
<strong>in</strong> school education <strong>and</strong><br />
related difficulties <strong>and</strong> cooperates<br />
<strong>in</strong> a goal-oriented<br />
manner with different<br />
partners.<br />
recognises threats to the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g of<br />
a child, adolescent <strong>and</strong><br />
family, supports them <strong>and</strong><br />
assists <strong>in</strong> gett<strong>in</strong>g help <strong>and</strong><br />
when needed, refers them<br />
to cooperation partners.<br />
recognizes needs related to<br />
growth <strong>and</strong> development<br />
<strong>and</strong> special support. Assesses<br />
the importance of<br />
support for development<br />
<strong>and</strong> f<strong>in</strong>ds out the means<br />
how to support the child,<br />
adolescent <strong>and</strong> family.<br />
113
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
prepares the child <strong>and</strong><br />
adolescent for the most<br />
common exam<strong>in</strong>ations,<br />
treatments <strong>and</strong> different<br />
therapies <strong>and</strong> supports the<br />
child, adolescent <strong>and</strong> family<br />
<strong>in</strong> them.<br />
recognises needs for the<br />
special support <strong>and</strong> <strong>social</strong><br />
problems of the child,<br />
adolescent <strong>and</strong> family (<strong>in</strong>cl.<br />
domestic violence or substance<br />
abuse) <strong>and</strong> as a team<br />
member, helps them cope<br />
with them.<br />
responds to the need for<br />
special help of the child,<br />
adolescent <strong>and</strong> family,<br />
with<strong>in</strong> the area of responsibility<br />
of a <strong>practical</strong> <strong>nurse</strong>,<br />
<strong>and</strong> <strong>in</strong>forms the team.<br />
Tends to the illnesses of<br />
children or adolescents on<br />
the basis of the <strong>care</strong> <strong>and</strong><br />
education plan, as a team<br />
member, <strong>in</strong> different environments.<br />
tends to the most common<br />
<strong>in</strong>fections, <strong>in</strong>dependently<br />
<strong>and</strong> prevents them from<br />
spread<strong>in</strong>g.<br />
prepares the child <strong>and</strong> adolescent,<br />
<strong>in</strong>dependently <strong>and</strong><br />
<strong>in</strong> a goal-oriented manner,<br />
for the most common exam<strong>in</strong>ations,<br />
treatments <strong>and</strong><br />
different therapies <strong>and</strong> supports<br />
the child, adolescent<br />
<strong>and</strong> family <strong>in</strong> them.<br />
recognises needs for the<br />
special support <strong>and</strong> <strong>social</strong><br />
problems of the child,<br />
adolescent <strong>and</strong> family<br />
(<strong>in</strong>cl. domestic violence<br />
or substance abuse) <strong>and</strong> as<br />
a team member, supports<br />
<strong>and</strong> helps them cope with<br />
them. Encourages them to<br />
seek help.<br />
<strong>in</strong> his/her work community,<br />
seeks ways to solve<br />
<strong>and</strong> support the needs<br />
for special support of the<br />
child, adolescent <strong>and</strong> family.<br />
Tends to the illnesses<br />
of children or adolescents<br />
on the basis of the <strong>care</strong><br />
<strong>and</strong> education plan, as a<br />
team member, <strong>in</strong> different<br />
environments <strong>and</strong> updates<br />
the plan <strong>and</strong> reports on the<br />
updates.<br />
tends to the most common<br />
<strong>in</strong>fections, <strong>in</strong>dependently<br />
<strong>and</strong> prevents them from<br />
spread<strong>in</strong>g <strong>and</strong> when needed,<br />
refers the family for<br />
further exam<strong>in</strong>ations.<br />
prepares the child <strong>and</strong><br />
adolescent, <strong>in</strong>dependently<br />
<strong>and</strong> <strong>in</strong> a goal-oriented manner,<br />
for the most common<br />
exam<strong>in</strong>ations, treatments<br />
<strong>and</strong> different therapies <strong>and</strong><br />
supports the child, adolescent<br />
<strong>and</strong> family <strong>in</strong> them<br />
<strong>and</strong> reports on his/her actions<br />
<strong>and</strong> reflects on ideas<br />
for development.<br />
recognises needs for the<br />
special support <strong>and</strong> <strong>social</strong><br />
problems of the child, adolescent<br />
<strong>and</strong> family <strong>in</strong> many<br />
ways (<strong>in</strong>cl. domestic violence<br />
or substance abuse)<br />
<strong>and</strong> as a team member,<br />
supports <strong>and</strong> helps them <strong>in</strong><br />
a goal-oriented manner to<br />
cope with them. Encourages<br />
them to seek help.<br />
<strong>in</strong> his/her work community,<br />
seeks <strong>in</strong>dividual <strong>and</strong><br />
multi-discipl<strong>in</strong>ary ways to<br />
solve <strong>and</strong> support the needs<br />
for special support of the<br />
child, adolescent <strong>and</strong> family.<br />
Tends to the illnesses<br />
of children or adolescents<br />
on the basis of the <strong>care</strong><br />
<strong>and</strong> education plan, as a<br />
team member, <strong>in</strong> different<br />
environments <strong>and</strong> updates<br />
the plan <strong>and</strong> reports on the<br />
updates, controll<strong>in</strong>g the<br />
entity.<br />
tends to the most common<br />
<strong>in</strong>fections, <strong>in</strong>dependently,<br />
prevents them from spread<strong>in</strong>g<br />
<strong>and</strong> when needed,<br />
refers the family for further<br />
exam<strong>in</strong>ations <strong>and</strong> presents<br />
suggestions for improvements<br />
<strong>in</strong> aseptics.<br />
114
Support<strong>in</strong>g the family<br />
complies with the dosage<br />
<strong>in</strong>structions of pharmaceuticals<br />
<strong>and</strong> provides pharmacotherapy<br />
for children<br />
<strong>and</strong> adolescents accord<strong>in</strong>g<br />
to <strong>in</strong>structions. As a team<br />
member, monitors the<br />
effects <strong>and</strong> side-effects<br />
of pharmaceuticals, <strong>and</strong><br />
reports on them to his/her<br />
team.<br />
applies a rehabilitative approach<br />
<strong>in</strong> support<strong>in</strong>g the<br />
child, adolescent <strong>and</strong> family.<br />
uses <strong>and</strong> services aiddevices<br />
accord<strong>in</strong>g to their<br />
<strong>in</strong>structions <strong>and</strong> guides<br />
the child <strong>and</strong> adolescent <strong>in</strong><br />
their use.<br />
helps the family cope <strong>in</strong><br />
daily activities us<strong>in</strong>g some<br />
family-work methods (e.g.<br />
household chores, cook<strong>in</strong>g,<br />
child <strong>care</strong>, <strong>and</strong> support for<br />
parenthood).<br />
complies with the dosage<br />
<strong>in</strong>structions of pharmaceuticals<br />
<strong>and</strong> provides pharmacotherapy<br />
for children<br />
<strong>and</strong> adolescents accord<strong>in</strong>g<br />
to <strong>in</strong>structions. Monitors<br />
the effects <strong>and</strong> side-effects<br />
of pharmaceuticals, <strong>and</strong><br />
reports on them to his/her<br />
team.<br />
applies a goal-oriented <strong>and</strong><br />
rehabilitative approach <strong>in</strong><br />
support<strong>in</strong>g the child, adolescent<br />
<strong>and</strong> family.<br />
uses <strong>and</strong> services aiddevices<br />
accord<strong>in</strong>g to their<br />
<strong>in</strong>structions <strong>and</strong> guides <strong>and</strong><br />
motivates the child <strong>and</strong><br />
adolescent <strong>in</strong> their appropriate<br />
use.<br />
supports <strong>and</strong> helps the<br />
family to cope with daily<br />
activities us<strong>in</strong>g family-work<br />
methods.<br />
complies with the dosage<br />
<strong>in</strong>structions of pharmaceuticals<br />
<strong>and</strong> provides pharmacotherapy<br />
for children<br />
<strong>and</strong> adolescents accord<strong>in</strong>g<br />
to <strong>in</strong>structions. Monitors<br />
the effects <strong>and</strong> side-effects<br />
of pharmaceuticals, <strong>and</strong><br />
reports on them <strong>in</strong>dependently<br />
to his/her team.<br />
applies a goal-oriented <strong>and</strong><br />
rehabilitative approach<br />
<strong>in</strong> support<strong>in</strong>g the child,<br />
adolescent <strong>and</strong> family <strong>and</strong><br />
assesses its significance for<br />
development.<br />
uses <strong>and</strong> services aiddevices<br />
accord<strong>in</strong>g to their<br />
<strong>in</strong>structions <strong>and</strong> guides <strong>and</strong><br />
motivates the child <strong>and</strong><br />
adolescent <strong>in</strong> their appropriate<br />
use <strong>and</strong> underst<strong>and</strong>s<br />
their significance for promot<strong>in</strong>g<br />
ability to function.<br />
supports <strong>and</strong> helps the family<br />
<strong>in</strong> many ways to cope<br />
with daily activities us<strong>in</strong>g<br />
family-work methods.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
the <strong>care</strong>, education<br />
<strong>and</strong> development of<br />
children <strong>and</strong> adolescents<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
history of <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
statutes <strong>and</strong> official <strong>in</strong>structions<br />
of <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
history of <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents,<br />
<strong>and</strong> expla<strong>in</strong>s - <strong>in</strong><br />
general terms - its importance<br />
<strong>in</strong> the development<br />
of <strong>care</strong> <strong>and</strong> education.<br />
justifies his/her actions with<br />
the statutes <strong>and</strong> official<br />
<strong>in</strong>structions of <strong>care</strong> <strong>and</strong><br />
education of children <strong>and</strong><br />
adolescents.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
history of <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents,<br />
<strong>and</strong> expla<strong>in</strong>s its<br />
importance <strong>in</strong> the development<br />
of <strong>care</strong> <strong>and</strong> education.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with the<br />
statutes <strong>and</strong> official <strong>in</strong>structions<br />
of <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents.<br />
115
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
the promotion of the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
of children <strong>and</strong><br />
adolescents<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
pr<strong>in</strong>ciples of child- <strong>and</strong><br />
family-focused therapy.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
development of children<br />
<strong>and</strong> adolescents, <strong>and</strong> on the<br />
central factors <strong>in</strong>fluenc<strong>in</strong>g<br />
them.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
foundations of early education<br />
plan <strong>and</strong> methods <strong>and</strong><br />
contextual orientations.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
foundations of preschool<br />
<strong>and</strong> school education.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
core content of the most<br />
common alternative pedagogic<br />
ideologies.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
significance of growth<br />
milieu for the <strong>care</strong> <strong>and</strong><br />
education of children <strong>and</strong><br />
adolescents.<br />
<strong>in</strong> his/her work, exploits<br />
the pr<strong>in</strong>ciples of multidiscipl<strong>in</strong>ary<br />
team work <strong>and</strong><br />
network<strong>in</strong>g.<br />
is familiar with services <strong>and</strong><br />
<strong>in</strong>come support related to<br />
children, adolescents <strong>and</strong><br />
families. Tells about the services<br />
<strong>and</strong> benefits <strong>in</strong> familiar<br />
customer situations.<br />
justifies his/her actions with<br />
the pr<strong>in</strong>ciples of child- <strong>and</strong><br />
family-focused therapy.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
development of children<br />
<strong>and</strong> adolescents, <strong>and</strong> on the<br />
central factors <strong>in</strong>fluenc<strong>in</strong>g<br />
them.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
foundations of early education<br />
plan <strong>and</strong> methods <strong>and</strong><br />
contextual orientations.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
foundations of preschool<br />
<strong>and</strong> school education.<br />
exploits <strong>and</strong> justifies his/her<br />
actions with his/her knowledge<br />
of the possibilities<br />
to use the most common<br />
alternative pedagogic ideologies<br />
<strong>in</strong> different environments.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
significance of the physical,<br />
mental <strong>and</strong> <strong>social</strong> growth<br />
milieu for the <strong>care</strong> <strong>and</strong><br />
education of children <strong>and</strong><br />
adolescents.<br />
justifies his/her actions with<br />
the pr<strong>in</strong>ciples of multidiscipl<strong>in</strong>ary<br />
team work <strong>and</strong><br />
network<strong>in</strong>g.<br />
exploits <strong>and</strong> justifies his/her<br />
actions with his/her knowledge<br />
of the service system<br />
<strong>and</strong> <strong>in</strong>come support related<br />
to children, adolescents <strong>and</strong><br />
families.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the pr<strong>in</strong>ciples<br />
of child- <strong>and</strong> familyfocused<br />
therapy.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the physical,<br />
mental <strong>and</strong> <strong>social</strong> development<br />
of children <strong>and</strong> adolescents,<br />
<strong>and</strong> on the central<br />
factors <strong>in</strong>fluenc<strong>in</strong>g them.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the foundations<br />
of early education<br />
plan <strong>and</strong> methods <strong>and</strong> contextual<br />
orientations.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the foundations<br />
of preschool <strong>and</strong><br />
school education.<br />
exploits <strong>and</strong> justifies his/her<br />
actions <strong>in</strong> many ways with<br />
his/her knowledge of the<br />
possibilities to use the most<br />
common alternative pedagogic<br />
ideologies <strong>in</strong> different<br />
environments.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the significance<br />
of the physical, mental<br />
<strong>and</strong> <strong>social</strong> growth milieu<br />
for the <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the pr<strong>in</strong>ciples<br />
of multi-discipl<strong>in</strong>ary<br />
team work <strong>and</strong> network<strong>in</strong>g.<br />
exploits <strong>and</strong> justifies his/her<br />
actions <strong>in</strong> many ways with<br />
his/her knowledge of the<br />
service system <strong>and</strong> <strong>in</strong>come<br />
support related to children,<br />
adolescents <strong>and</strong> families.<br />
116
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples of child welfare<br />
<strong>in</strong> different work environments.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on <strong>social</strong><br />
problems of children, adolescents<br />
<strong>and</strong> families, <strong>and</strong><br />
support for cop<strong>in</strong>g with<br />
them.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
content <strong>and</strong> methods <strong>in</strong><br />
promot<strong>in</strong>g children <strong>and</strong><br />
adolescents’ <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g <strong>and</strong> prevent<strong>in</strong>g<br />
problems.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of aseptics<br />
<strong>in</strong> <strong>care</strong> <strong>and</strong> education.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
nutritional recommendations<br />
<strong>and</strong> special diets of<br />
children (<strong>in</strong>cl. the breastfeed<strong>in</strong>g<br />
of <strong>in</strong>fants) <strong>and</strong><br />
adolescents.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
illnesses of children <strong>and</strong><br />
adolescents of different<br />
ages, <strong>and</strong> on their treatment.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
special aspects of pharmacotherapy<br />
for children <strong>and</strong><br />
adolescents.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples <strong>and</strong> practices of<br />
child welfare <strong>in</strong> different<br />
work environments.<br />
justifies his/her actions with<br />
his/her knowledge on <strong>social</strong><br />
problems of children, adolescents<br />
<strong>and</strong> families, <strong>and</strong><br />
support for cop<strong>in</strong>g with<br />
them.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
content <strong>and</strong> methods <strong>in</strong><br />
promot<strong>in</strong>g children <strong>and</strong><br />
adolescents’ <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g <strong>and</strong> prevent<strong>in</strong>g<br />
problems.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples of aseptics <strong>and</strong><br />
related regulations.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
nutritional recommendations<br />
<strong>and</strong> special diets of<br />
children (<strong>in</strong>cl. the breastfeed<strong>in</strong>g<br />
of <strong>in</strong>fants) <strong>and</strong><br />
adolescents.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
illnesses of children <strong>and</strong><br />
adolescents of different<br />
ages, <strong>and</strong> on their treatment.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
special aspects of pharmacotherapy<br />
for children <strong>and</strong><br />
adolescents.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the pr<strong>in</strong>ciples<br />
of child welfare <strong>and</strong> the<br />
central practices <strong>in</strong> different<br />
work environments.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge on <strong>social</strong><br />
problems of children, adolescents<br />
<strong>and</strong> families, <strong>and</strong><br />
support for cop<strong>in</strong>g with<br />
them.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the content<br />
<strong>and</strong> methods <strong>in</strong> promot<strong>in</strong>g<br />
children <strong>and</strong> adolescents’<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g <strong>and</strong><br />
prevent<strong>in</strong>g problems.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the pr<strong>in</strong>ciples<br />
of aseptics <strong>and</strong> related<br />
regulations.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the nutritional<br />
recommendations<br />
<strong>and</strong> special diets of children<br />
(<strong>in</strong>cl. the breast-feed<strong>in</strong>g of<br />
<strong>in</strong>fants) <strong>and</strong> adolescents.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the illnesses<br />
of children <strong>and</strong> adolescents<br />
of different ages, <strong>and</strong> on<br />
their treatment based on<br />
official <strong>care</strong> recommendations.<br />
justifies his/her actions<br />
with his/her knowledge on<br />
the special aspects of pharmacotherapy<br />
for children<br />
<strong>and</strong> adolescents <strong>and</strong> on the<br />
various effects <strong>and</strong> consequences<br />
caused by pharmaceuticals.<br />
117
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
entrepreneurship <strong>and</strong><br />
the productization of<br />
competence<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
special aspects of tend<strong>in</strong>g<br />
to a dy<strong>in</strong>g child <strong>and</strong> adolescent<br />
<strong>and</strong> support<strong>in</strong>g their<br />
family.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
most common needs for<br />
support of children <strong>and</strong><br />
adolescents, <strong>and</strong> on the<br />
methods to help them with<br />
special education <strong>and</strong> rehabilitation.<br />
In his/her work,<br />
recognises the signs of domestic<br />
violence <strong>and</strong> guides<br />
<strong>in</strong> gett<strong>in</strong>g help, with the<br />
assistance of his/her team.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
practices, contents <strong>and</strong><br />
methods of family therapy.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of different<br />
cultures <strong>and</strong> multiculturalism.<br />
under <strong>in</strong>struction, exploits<br />
his/her knowledge on entrepreneurship<br />
<strong>in</strong> his/her<br />
own field, the productization<br />
of one’s competence<br />
<strong>and</strong> the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
justifies his/her actions with<br />
his/her knowledge on the<br />
special aspects of tend<strong>in</strong>g<br />
to a dy<strong>in</strong>g child <strong>and</strong> adolescent<br />
<strong>and</strong> support<strong>in</strong>g their<br />
family.<br />
justifies his/her actions<br />
with his/her knowledge on<br />
the most common needs<br />
for support of children<br />
<strong>and</strong> adolescents, <strong>and</strong> on<br />
the methods to help them<br />
with special education <strong>and</strong><br />
rehabilitation. In his/her<br />
work, takes <strong>in</strong>to account<br />
the threat of domestic violence<br />
<strong>and</strong> substance abuse,<br />
guides <strong>in</strong> gett<strong>in</strong>g help<br />
<strong>and</strong> <strong>in</strong>forms his/her team<br />
thereof.<br />
justifies his/her actions<br />
with his/her knowledge on<br />
the practices, contents <strong>and</strong><br />
methods of family therapy.<br />
justifies his/her actions with<br />
his/her knowledge of different<br />
cultures <strong>and</strong> multiculturalism.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on entrepreneurship<br />
<strong>in</strong> his/her<br />
own field, the productization<br />
of one’s competence<br />
<strong>and</strong> acts accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the special<br />
aspects of tend<strong>in</strong>g to a dy<strong>in</strong>g<br />
child <strong>and</strong> adolescent<br />
<strong>and</strong> support<strong>in</strong>g their family.<br />
Takes the family’s <strong>in</strong>dividual<br />
needs <strong>and</strong> religion<br />
<strong>in</strong>to account.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the most<br />
common needs for support<br />
of children <strong>and</strong> adolescents,<br />
<strong>and</strong> on the methods to help<br />
them with special education<br />
<strong>and</strong> rehabilitation.<br />
In his/her work, takes<br />
<strong>in</strong>to account the threat<br />
of domestic violence <strong>and</strong><br />
substance abuse, guides<br />
<strong>in</strong> gett<strong>in</strong>g help <strong>and</strong> deals<br />
with the issue accord<strong>in</strong>g to<br />
the <strong>in</strong>structions of his/her<br />
team.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on the central<br />
practices, contents <strong>and</strong><br />
methods of family therapy<br />
<strong>in</strong> different work environments.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge of different<br />
cultures <strong>and</strong> multi-culturalism.<br />
<strong>in</strong> his/her work, exploits <strong>in</strong><br />
many ways his/her knowledge<br />
on entrepreneurship<br />
<strong>in</strong> his/her own field, the<br />
productization of one’s<br />
competence <strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ternal entrepreneurship.<br />
118
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
F<strong>in</strong>nish-speakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
Swedish-speakers<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills for<br />
speakers of other<br />
languages<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> service situations <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish, <strong>and</strong><br />
manages tolerably well <strong>in</strong><br />
a service situation <strong>in</strong> one<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
<strong>in</strong> Swedish <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one foreign language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> manages<br />
service situations fluently<br />
<strong>in</strong> the other domestic language<br />
<strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
In addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, attends to clients<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one other language.<br />
119
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
recognises his/her own recognises his/her own<br />
strengths <strong>and</strong> development strengths <strong>and</strong> development<br />
needs <strong>and</strong> sets objectives needs <strong>and</strong> sets objectives<br />
for his/her <strong>vocational</strong> development.<br />
for his/her <strong>vocational</strong> development.<br />
accepts feedback <strong>and</strong> readjusts<br />
his/her actions on<br />
the basis of given feedback<br />
<strong>and</strong> assesses his/her competence.<br />
supported by his/her team,<br />
acts <strong>in</strong> a friendly, matterof-fact<br />
<strong>and</strong> goal-oriented<br />
manner <strong>in</strong> <strong>in</strong>teraction with<br />
children, adolescents <strong>and</strong><br />
families <strong>and</strong> with his/her<br />
team.<br />
abides with the ethical<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
asks for <strong>and</strong> accepts feedback<br />
<strong>and</strong> readjusts his/<br />
her actions on the basis of<br />
given feedback <strong>and</strong> assesses<br />
his/her competence.<br />
acts <strong>in</strong> a friendly, matterof-fact<br />
<strong>and</strong> goal-oriented<br />
manner <strong>in</strong> <strong>in</strong>teraction with<br />
children, adolescents <strong>and</strong><br />
families <strong>and</strong> with his/her<br />
team.<br />
justifies his/her actions with<br />
the ethical pr<strong>in</strong>ciples, statutes<br />
<strong>and</strong> regulations concern<strong>in</strong>g<br />
the field of <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong>.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
recognises his/her own<br />
strengths <strong>and</strong> development<br />
needs <strong>and</strong> sets objectives<br />
for his/her <strong>vocational</strong> development<br />
<strong>in</strong> a diverse <strong>and</strong><br />
justifies way.<br />
asks for <strong>and</strong> accepts feedback<br />
<strong>and</strong> readjusts his/<br />
her actions on the basis of<br />
given feedback <strong>and</strong> assesses<br />
his/her competence <strong>in</strong> a<br />
diverse <strong>and</strong> justified way.<br />
acts <strong>in</strong> a friendly, matterof-fact<br />
<strong>and</strong> goal-oriented<br />
manner <strong>in</strong> <strong>in</strong>teraction with<br />
children, adolescents <strong>and</strong><br />
families <strong>and</strong> with his/her<br />
team <strong>and</strong> assesses his/her<br />
own <strong>in</strong>teraction skills.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the ethical<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
works <strong>in</strong> an ergonomically<br />
correct way, exploit<strong>in</strong>g the<br />
client’s resources <strong>and</strong> aiddevices<br />
<strong>and</strong> develops the<br />
ergonomic functionality of<br />
the work environment.<br />
120
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
abides with the statutes, justifies his/her actions on<br />
regulations <strong>and</strong> pr<strong>in</strong>ciples the basis of the statutes,<br />
related to the client’s safety regulations <strong>and</strong> pr<strong>in</strong>ciples<br />
<strong>and</strong> his/her own occupational<br />
related to the client’s safety<br />
<strong>health</strong> <strong>and</strong> safety. <strong>and</strong> his/her own occupa-<br />
tional <strong>health</strong> <strong>and</strong> safety.<br />
prevents accidents <strong>and</strong><br />
other <strong>health</strong> hazards.<br />
masters first aid <strong>and</strong> the basic<br />
resuscitation of children<br />
<strong>and</strong> adolescents.<br />
prevents accidents <strong>and</strong><br />
other <strong>health</strong> hazards, pay<strong>in</strong>g<br />
attention to the child<br />
<strong>and</strong> adolescent’s underst<strong>and</strong><strong>in</strong>g.<br />
masters first aid <strong>and</strong> the<br />
basic resuscitation of children<br />
<strong>and</strong> adolescents, also<br />
<strong>in</strong> special situations.<br />
justifies his/her actions <strong>in</strong><br />
many ways on the basis of<br />
the statutes, regulations <strong>and</strong><br />
pr<strong>in</strong>ciples related to the<br />
client’s safety <strong>and</strong> his/her<br />
own occupational <strong>health</strong><br />
<strong>and</strong> safety.<br />
prevents accidents <strong>and</strong> other<br />
<strong>health</strong> hazards, pay<strong>in</strong>g<br />
attention to the child <strong>and</strong><br />
adolescent’s underst<strong>and</strong><strong>in</strong>g<br />
<strong>and</strong> improves the safety of<br />
the environment.<br />
masters first aid <strong>and</strong> the<br />
basic resuscitation of children<br />
<strong>and</strong> adolescents, also<br />
<strong>in</strong> special situations, <strong>and</strong><br />
knows how to update his/<br />
her first aid skills.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> the <strong>care</strong> <strong>and</strong> education<br />
of children <strong>and</strong> adolescents, by work<strong>in</strong>g <strong>in</strong> an early childhood education sett<strong>in</strong>g<br />
(e.g. k<strong>in</strong>dergarten), school, child welfare unit, <strong>in</strong> a paediatric ward at hospital or <strong>in</strong><br />
family therapy.<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g<br />
doma<strong>in</strong>s: plann<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g <strong>care</strong> <strong>and</strong> education; plann<strong>in</strong>g<br />
the productization of competence; support<strong>in</strong>g the growth <strong>and</strong> development<br />
of children before <strong>and</strong> dur<strong>in</strong>g school-age <strong>and</strong> of adolescents; as well as the <strong>care</strong> <strong>and</strong><br />
education of children <strong>and</strong> adolescents who are ill or <strong>in</strong> need of special support. In<br />
addition, the student or c<strong>and</strong>idate shall master the knowledge related to the <strong>care</strong> <strong>and</strong><br />
education of children <strong>and</strong> adolescents <strong>and</strong> language skills accord<strong>in</strong>g to one of the<br />
targets for assessment <strong>in</strong> the above table as well as the key competences for lifelong<br />
learn<strong>in</strong>g. The work is carried out to an extent that makes it possible to establish that<br />
the <strong>vocational</strong> skills meet the requirements.<br />
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A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g the <strong>care</strong> of<br />
newborn <strong>in</strong>fants<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g the history of the <strong>care</strong> <strong>and</strong> education of<br />
children <strong>and</strong> adolescents; the foundation of the early education plan as well<br />
as preschool <strong>and</strong> school education; alternative pedagogic ideologies; children<br />
<strong>and</strong> adolescents’ pharmacotherapy; <strong>care</strong> of dy<strong>in</strong>g children <strong>and</strong> adolescents; <strong>and</strong><br />
threat of domestic violence<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.6 Study Programme or Specialisation <strong>in</strong><br />
Mental Health <strong>and</strong> Substance Abuse Welfare Work<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of Growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
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4.6.1 Mental Health <strong>and</strong> Substance Abuse Welfare Work<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• abides with the values, pr<strong>in</strong>ciples, legislation <strong>and</strong> <strong>care</strong> recommendations concern<strong>in</strong>g<br />
the field of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
• promotes, through his/her actions, mental <strong>health</strong> <strong>and</strong> abst<strong>in</strong>ence, contributes<br />
to the prevention of problems <strong>and</strong> consolidates the position of mental <strong>health</strong><br />
<strong>and</strong> substance abuse clients<br />
• assesses the mental <strong>health</strong> <strong>and</strong> substance abuse client’s ability to function, cop<strong>in</strong>g<br />
with daily activities <strong>and</strong> need for assistance<br />
• draws up, implements <strong>and</strong> assesses a <strong>care</strong>, service or rehabilitation plan for<br />
mental <strong>health</strong> <strong>and</strong> substance abuse clients<br />
• promotes the <strong>health</strong> <strong>and</strong> cop<strong>in</strong>g of mental <strong>health</strong> <strong>and</strong> substance abuse clients,<br />
<strong>and</strong> prevents factors which pose a threat to safety<br />
• implements <strong>care</strong> <strong>and</strong> rehabilitation methods <strong>in</strong> mental <strong>health</strong> <strong>and</strong> substance<br />
abuse welfare for clients of different ages <strong>in</strong> different sett<strong>in</strong>gs<br />
• carries out <strong>and</strong> guides pharmacotherapy to mental <strong>health</strong> <strong>and</strong> substance abuse<br />
clients<br />
• looks after his/her own <strong>health</strong>, occupational safety <strong>and</strong> well-be<strong>in</strong>g<br />
• exploits his/her language skills <strong>in</strong> customer service<br />
• plans the productization of his/her competence<br />
• develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary tra<strong>in</strong><strong>in</strong>g, the targets<br />
for assessment also constitute the core content of the module.<br />
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Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
the <strong>care</strong> or rehabilitation<br />
of a mental<br />
<strong>health</strong> client or<br />
patient or substance<br />
abuse client<br />
Economical efficiency<br />
<strong>and</strong> high-quality work<br />
Plann<strong>in</strong>g the productization<br />
of competence<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
assesses the functional assesses the functional assesses the functional<br />
ability <strong>and</strong> cop<strong>in</strong>g with ability <strong>and</strong> cop<strong>in</strong>g with ability <strong>and</strong> cop<strong>in</strong>g with<br />
daily activities <strong>and</strong> need daily activities <strong>and</strong> need daily activities <strong>and</strong> need<br />
for support of mental for support of mental for support of mental<br />
<strong>health</strong> clients or patients <strong>health</strong> clients or patients <strong>health</strong> clients or patients<br />
or substance abuse clients or substance abuse clients or substance abuse clients<br />
of different ages <strong>and</strong> backgrounds,<br />
of different ages <strong>and</strong> back-<br />
of different ages <strong>and</strong> back-<br />
together with the grounds, together with grounds, together with the<br />
client or patient <strong>and</strong> his/ the client <strong>and</strong> his/her family<br />
client or patient <strong>and</strong> his/<br />
her family <strong>and</strong> the work<strong>in</strong>g<br />
<strong>and</strong> the work<strong>in</strong>g team. her family <strong>and</strong> the work-<br />
team.<br />
Takes the client or patient <strong>in</strong>g team, <strong>in</strong> many ways<br />
as a biopsycho<strong>social</strong> whole <strong>and</strong> giv<strong>in</strong>g reasons. Takes<br />
<strong>in</strong>to account.<br />
the client or patient as a<br />
biopsycho<strong>social</strong> whole <strong>in</strong>to<br />
account.<br />
recognises a client or patient’s<br />
needs for <strong>care</strong>, services<br />
<strong>and</strong> rehabilitation, <strong>and</strong> as<br />
a team member, draws up,<br />
implements <strong>and</strong> assesses a<br />
plan.<br />
contributes, supported by<br />
his/her team, to proper<br />
documentation of client or<br />
patient records so as to materialise<br />
the quality of mental<br />
<strong>health</strong> <strong>and</strong> substance<br />
abuse welfare work, as well<br />
as the rights of the client or<br />
patient <strong>and</strong> the employee.<br />
works cost-efficiently <strong>in</strong> a<br />
team <strong>and</strong> complies with the<br />
quality recommendations<br />
of the sett<strong>in</strong>g.<br />
under <strong>in</strong>struction, plans the<br />
productization of competence.<br />
recognises a client or patient’s<br />
needs for <strong>care</strong>, services<br />
<strong>and</strong> rehabilitation, <strong>and</strong> as<br />
a team member, draws up,<br />
implements <strong>and</strong> assesses a<br />
plan <strong>in</strong> a responsible manner.<br />
contributes, as a team<br />
member, to proper documentation<br />
of client or patient<br />
records so as to materialise<br />
the quality of mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
welfare work, as well as the<br />
rights of the client or patient<br />
<strong>and</strong> the employee.<br />
works cost-efficiently <strong>and</strong><br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
recognises a client or patient’s<br />
<strong>in</strong>dividual needs<br />
for <strong>care</strong>, services <strong>and</strong><br />
rehabilitation, <strong>and</strong> as a<br />
team member, draws up,<br />
implements <strong>and</strong> assesses a<br />
plan, unprompted <strong>and</strong> <strong>in</strong> a<br />
responsible manner.<br />
contributes to proper <strong>and</strong><br />
smooth documentation of<br />
client or patient records so<br />
as to materialise the quality<br />
of mental <strong>health</strong> <strong>and</strong> substance<br />
abuse welfare work,<br />
as well as the rights of the<br />
client or patient <strong>and</strong> the<br />
employee.<br />
works cost-efficiently,<br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g <strong>and</strong> assesses <strong>and</strong><br />
develops the quality of <strong>care</strong><br />
<strong>and</strong> nurs<strong>in</strong>g by mak<strong>in</strong>g suggestions<br />
for development.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
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Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Exploit<strong>in</strong>g <strong>care</strong><br />
<strong>and</strong> rehabilitation<br />
methods <strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance<br />
abuse welfare work<br />
<strong>in</strong> different sett<strong>in</strong>gs<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
supports a client or patient’s<br />
cop<strong>in</strong>g <strong>in</strong> daily life<br />
<strong>and</strong> activities <strong>in</strong> a manner<br />
which promotes <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g (e.g. liv<strong>in</strong>g<br />
environment, nutrition,<br />
hygiene, hobbies <strong>and</strong> <strong>in</strong>terests,<br />
physical exercise, rest).<br />
supports a mental <strong>health</strong><br />
client or patient or substance<br />
abuse client’s <strong>social</strong><br />
skills <strong>and</strong> relations.<br />
beg<strong>in</strong>s, ma<strong>in</strong>ta<strong>in</strong>s <strong>and</strong> concludes<br />
a cooperation or <strong>care</strong><br />
relationship with a mental<br />
<strong>health</strong> client or patient or<br />
substance abuse client.<br />
supported by a team, plans<br />
<strong>and</strong> guides group activities<br />
which aim at <strong>care</strong> <strong>and</strong> rehabilitation.<br />
reports on <strong>and</strong> documents<br />
his/her observations <strong>and</strong><br />
actions.<br />
exploits <strong>in</strong>structions received<br />
<strong>in</strong> occupational<br />
guidance.<br />
helps <strong>and</strong> supports a client<br />
or patient’s cop<strong>in</strong>g with<br />
daily life <strong>and</strong> activities,<br />
based on resources <strong>and</strong> <strong>in</strong><br />
a manner which promotes<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g.<br />
supports a mental <strong>health</strong><br />
client or patient or substance<br />
abuse client’s <strong>social</strong><br />
skills <strong>and</strong> relations, <strong>and</strong><br />
takes <strong>in</strong>to account his/her<br />
network.<br />
beg<strong>in</strong>s, ma<strong>in</strong>ta<strong>in</strong>s <strong>and</strong> concludes<br />
a cooperation or <strong>care</strong><br />
relationship with a mental<br />
<strong>health</strong> client or patient or<br />
substance abuse client, <strong>in</strong> a<br />
responsible manner.<br />
plans <strong>and</strong> guides group<br />
activities which aim at <strong>care</strong><br />
<strong>and</strong> rehabilitation.<br />
actively reports on <strong>and</strong><br />
documents his/her observations<br />
<strong>and</strong> actions.<br />
seeks access to occupational<br />
guidance discussions <strong>and</strong><br />
exploits them <strong>in</strong> his/her<br />
work.<br />
helps <strong>and</strong> supports a client<br />
or patient’s cop<strong>in</strong>g with<br />
daily life <strong>and</strong> activities,<br />
based on resources <strong>and</strong> <strong>in</strong><br />
a manner which promotes<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g.<br />
Works <strong>in</strong> an <strong>in</strong>dividual <strong>and</strong><br />
responsible manner.<br />
supports, <strong>in</strong> an <strong>in</strong>dividual,<br />
creative <strong>and</strong> active manner,<br />
a mental <strong>health</strong> client or<br />
patient or substance abuse<br />
client’s <strong>social</strong> skills <strong>and</strong><br />
relations, <strong>and</strong> takes <strong>in</strong>to account<br />
his/her network.<br />
works actively <strong>and</strong> responsibly<br />
<strong>in</strong> beg<strong>in</strong>n<strong>in</strong>g, ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
<strong>and</strong> conclud<strong>in</strong>g<br />
an <strong>in</strong>dividual cooperation<br />
or <strong>care</strong> relationship with<br />
a mental <strong>health</strong> client or<br />
patient or substance abuse<br />
client, <strong>in</strong> a responsible<br />
manner.<br />
plans <strong>and</strong> guides creative<br />
group activities which aim<br />
at <strong>care</strong> <strong>and</strong> rehabilitation.<br />
actively reports on <strong>and</strong><br />
documents his/her observations<br />
<strong>and</strong> actions <strong>in</strong> many<br />
ways.<br />
actively seeks access to occupational<br />
guidance discussions<br />
<strong>and</strong> exploits them<br />
for his/her <strong>vocational</strong> <strong>and</strong><br />
personal growth.<br />
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h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, with<br />
the support of his/her team<br />
guides the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use, storage <strong>and</strong> disposal of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
with the support of his/her<br />
team, monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effects of<br />
pharmaceuticals <strong>and</strong> cooperates<br />
with the client <strong>in</strong><br />
order to recognise the most<br />
common side <strong>and</strong> adverse<br />
effects, <strong>and</strong> <strong>in</strong>forms thereof<br />
<strong>in</strong> his/her team.<br />
works <strong>in</strong> l<strong>in</strong>e with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely,<br />
guides the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use, storage <strong>and</strong> disposal of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> cooperates<br />
with the client <strong>in</strong> order to<br />
recognise the most common<br />
side <strong>and</strong> adverse effects,<br />
<strong>and</strong> <strong>in</strong>forms thereof<br />
<strong>in</strong> his/her team.<br />
abides with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, guides<br />
the client or patient <strong>and</strong><br />
his/her family responsibly<br />
<strong>in</strong> the use, storage <strong>and</strong> disposal<br />
of medic<strong>in</strong>es <strong>and</strong> <strong>in</strong><br />
renew<strong>in</strong>g prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> cooperates<br />
with the client <strong>in</strong> order to<br />
recognise the most common<br />
side <strong>and</strong> adverse effects,<br />
<strong>and</strong> <strong>in</strong>dependently<br />
<strong>in</strong>forms thereof <strong>in</strong> his/her<br />
team, both orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
<strong>in</strong>dependently abides with<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
<strong>care</strong> <strong>and</strong> rehabilitation<br />
of mental <strong>health</strong><br />
clients or substance<br />
abuse clients<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits justifies his/her actions with justifies his/her actions <strong>in</strong><br />
his/her knowledge of the his/her knowledge of the many ways with his/her<br />
service system, statutes, service system, statutes, knowledge of the service<br />
regulations <strong>and</strong> <strong>care</strong> recommendations<br />
regulations <strong>and</strong> <strong>care</strong> rec-<br />
system, statutes, regulations<br />
<strong>in</strong> mental ommendations <strong>in</strong> mental <strong>and</strong> <strong>care</strong> recommendations<br />
<strong>health</strong> <strong>and</strong> substance abuse <strong>health</strong> <strong>and</strong> substance abuse <strong>in</strong> mental <strong>health</strong> <strong>and</strong> substance<br />
welfare work.<br />
welfare work.<br />
abuse welfare work.<br />
recognises <strong>in</strong> his/her own<br />
cooperation or <strong>care</strong> relationship<br />
some of its special<br />
features <strong>and</strong> contribut<strong>in</strong>g<br />
factors (empathy, transference,<br />
counter transference,<br />
distance, resistance, trust,<br />
listen<strong>in</strong>g, personality structure<br />
<strong>and</strong> function<strong>in</strong>g).<br />
recognises the central special<br />
features <strong>in</strong> his/her cooperation<br />
or <strong>care</strong> relationship,<br />
as well as contribut<strong>in</strong>g<br />
factors.<br />
reflects on <strong>and</strong> justifies<br />
special features <strong>in</strong> his/her<br />
cooperation or <strong>care</strong> relationship,<br />
as well as contribut<strong>in</strong>g<br />
factors.<br />
126
Master<strong>in</strong>g the<br />
knowledge related to<br />
entrepreneurship <strong>and</strong><br />
the productization of<br />
competence<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on <strong>care</strong><br />
<strong>and</strong> rehabilitation groups<br />
<strong>and</strong> methods of creative<br />
activities.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of different<br />
cultures <strong>and</strong> multiculturalism.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on<br />
mental disorders, illnesses,<br />
personality disorders, crises,<br />
<strong>social</strong> problems (<strong>in</strong>cl. marg<strong>in</strong>alisation,<br />
neglect <strong>and</strong><br />
abuse, domestic violence)<br />
<strong>and</strong> substance abuse <strong>and</strong><br />
addiction problems of clients<br />
or patients of different<br />
ages.<br />
demonstrates <strong>in</strong> different<br />
pharmacotherapeutic assignments,<br />
his/her knowledge<br />
of diseases, groups <strong>and</strong><br />
types of pharmaceuticals,<br />
ways of adm<strong>in</strong>ister<strong>in</strong>g the<br />
pharmaceuticals, special<br />
aspects of pharmacotherapy<br />
<strong>in</strong> mental <strong>health</strong> <strong>and</strong> substance<br />
abuse welfare work,<br />
as well as of regulations<br />
which govern pharmacotherapy.<br />
under <strong>in</strong>struction, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> mental <strong>health</strong><br />
<strong>and</strong> substance abuse welfare<br />
work, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
justifies his/her actions with<br />
his/her knowledge on <strong>care</strong><br />
<strong>and</strong> rehabilitation groups,<br />
methods of creative activities<br />
<strong>and</strong> factors which <strong>in</strong>fluence<br />
group dynamics.<br />
justifies his/her actions with<br />
his/her knowledge of different<br />
cultures <strong>and</strong> multiculturalism.<br />
justifies his/her actions<br />
with his/her knowledge on<br />
mental disorders, illnesses,<br />
personality disorders, crises,<br />
<strong>social</strong> problems (<strong>in</strong>cl. marg<strong>in</strong>alisation,<br />
neglect <strong>and</strong><br />
abuse, domestic violence)<br />
<strong>and</strong> substance abuse <strong>and</strong><br />
addiction problems of clients<br />
or patients of different<br />
ages.<br />
justifies his/her actions <strong>in</strong><br />
different pharmacotherapeutic<br />
assignments with<br />
his/her knowledge of diseases,<br />
groups <strong>and</strong> types of<br />
pharmaceuticals, ways of<br />
adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
special aspects of<br />
pharmacotherapy <strong>and</strong> abuse<br />
of medication <strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
welfare work, as well as of<br />
regulations which govern<br />
pharmacotherapy.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on entrepreneurship<br />
<strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
welfare work, the productization<br />
of one’s competence<br />
<strong>and</strong> acts accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge on group<br />
dynamics, different <strong>care</strong><br />
<strong>and</strong> rehabilitation groups,<br />
methods of creative activities<br />
<strong>and</strong> their significance<br />
for <strong>care</strong>.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge of different<br />
cultures <strong>and</strong> multi-culturalism.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on mental disorders,<br />
illnesses, personality<br />
disorders, crises, <strong>social</strong><br />
problems (<strong>in</strong>cl. marg<strong>in</strong>alisation,<br />
neglect <strong>and</strong> abuse,<br />
domestic violence) <strong>and</strong><br />
substance abuse <strong>and</strong> addiction<br />
problems of clients or<br />
patients of different ages.<br />
justifies his/her actions <strong>in</strong><br />
different pharmacotherapeutic<br />
assignments widely<br />
<strong>and</strong> <strong>in</strong> many ways with<br />
his/her knowledge of diseases,<br />
groups <strong>and</strong> types of<br />
pharmaceuticals, ways of<br />
adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
special aspects of<br />
pharmacotherapy <strong>and</strong> abuse<br />
of medication <strong>in</strong> mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
welfare work, as well as of<br />
regulations which govern<br />
pharmacotherapy.<br />
<strong>in</strong> his/her work, exploits, <strong>in</strong><br />
many ways, his/her knowledge<br />
on entrepreneurship<br />
<strong>in</strong> mental <strong>health</strong> <strong>and</strong> substance<br />
abuse welfare work,<br />
the productization of one’s<br />
competence <strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ternal entrepreneurship.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for F<strong>in</strong>nishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for Swedishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for speakers of<br />
other languages)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>and</strong> patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
tolerably well <strong>in</strong> service<br />
situations <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish,<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> a service situation <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
attends to clients <strong>and</strong> patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations <strong>in</strong> one foreign<br />
language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>and</strong><br />
patients <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> Swedish <strong>and</strong> one<br />
foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong> one<br />
foreign language.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> the other domestic<br />
language <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, serves the customers<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
<strong>and</strong> flexibly manages<br />
the service situation <strong>in</strong> one<br />
other language.<br />
128
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner <strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
<strong>and</strong> develops his/her ac-<br />
on the basis of given tions on the basis of given<br />
feedback <strong>and</strong> assesses his/ feedback <strong>and</strong> assesses his/<br />
her learn<strong>in</strong>g <strong>and</strong> competencetence.<br />
her learn<strong>in</strong>g <strong>and</strong> compe-<br />
Asks for guidance<br />
when needed.<br />
makes choices <strong>and</strong> decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner<br />
<strong>and</strong> complies with given<br />
<strong>in</strong>structions, as a team<br />
member.<br />
meets the client or patient<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> acts responsibly <strong>in</strong> a<br />
team.<br />
expresses him-/herself underst<strong>and</strong>ably<br />
<strong>and</strong> <strong>in</strong> a matter-of-fact<br />
manner, both<br />
orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
complies with the pr<strong>in</strong>ciples<br />
of a multi-discipl<strong>in</strong>ary<br />
cooperation team.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner, apply<strong>in</strong>g<br />
his/her skills <strong>and</strong><br />
works flexibly <strong>in</strong> recurrent<br />
daily situations.<br />
meets the client or patient<br />
professionally <strong>and</strong><br />
promotes the client or patient’s<br />
well-be<strong>in</strong>g through<br />
<strong>in</strong>teraction <strong>and</strong> acts <strong>in</strong> a<br />
responsible <strong>and</strong> cooperative<br />
manner.<br />
expresses him-/herself appropriately<br />
<strong>and</strong> clearly,<br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
engages <strong>in</strong> multi-discipl<strong>in</strong>ary<br />
cooperation with other<br />
actors <strong>in</strong> his/her field <strong>and</strong><br />
exploits given feedback <strong>in</strong><br />
his/her work.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
when needed.<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner, apply<strong>in</strong>g<br />
his/her skills <strong>and</strong><br />
works flexibly <strong>in</strong> chang<strong>in</strong>g<br />
situations.<br />
meets the client or patient<br />
professionally <strong>and</strong> promotes<br />
the client or patient’s<br />
well-be<strong>in</strong>g through <strong>in</strong>teraction,<br />
unprompted <strong>and</strong> <strong>in</strong>dividually.<br />
Receives Receives<br />
positive feedback on his/<br />
her work from clients or<br />
patients <strong>and</strong> their family.<br />
expresses him-/herself professionally,<br />
both orally <strong>and</strong><br />
<strong>in</strong> writ<strong>in</strong>g.<br />
engages <strong>in</strong> multi-discipl<strong>in</strong>ary<br />
cooperation <strong>and</strong> works<br />
<strong>in</strong> a goal-oriented manner<br />
with people <strong>in</strong> the client or<br />
patient’s network, exploit<strong>in</strong>g<br />
given feedback.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
abides with the values,<br />
pr<strong>in</strong>ciples, legislation <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace.<br />
looks after his/her own<br />
<strong>health</strong>, ability to work,<br />
safety <strong>and</strong> occupational<br />
well-be<strong>in</strong>g.<br />
as a team member, meets<br />
patients or clients whose<br />
behaviour is challeng<strong>in</strong>g<br />
(<strong>in</strong>cl. a threat of domestic<br />
violence) <strong>and</strong> is familiar<br />
with the operational pr<strong>in</strong>ciples<br />
of his/her work community.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, legislation <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them to justify<br />
his/her actions.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations, as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/<br />
her workplace. Prevents<br />
occupational <strong>health</strong> hazards<br />
<strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good workplace<br />
atmosphere.<br />
looks after his/her own<br />
<strong>health</strong> <strong>and</strong> promotes his/<br />
her <strong>health</strong> <strong>and</strong> occupational<br />
well-be<strong>in</strong>g.<br />
meets patients or clients<br />
whose behaviour is challeng<strong>in</strong>g<br />
(<strong>in</strong>cl. a threat of<br />
domestic violence) <strong>and</strong><br />
applies the operational<br />
pr<strong>in</strong>ciples of his/her work<br />
community.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, legislation <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them extensively<br />
to justify his/her<br />
actions.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/her<br />
workplace. Prevents occupational<br />
<strong>health</strong> hazards.<br />
Prevents work-related risks<br />
<strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good work<strong>in</strong>g<br />
atmosphere <strong>and</strong> recognises<br />
the factors that have a detrimental<br />
effect.<br />
looks after his/her own<br />
<strong>health</strong> <strong>and</strong> promotes his/<br />
her <strong>health</strong> <strong>and</strong> occupational<br />
well-be<strong>in</strong>g <strong>and</strong> justifies<br />
their importance.<br />
prevents challeng<strong>in</strong>g situations<br />
<strong>and</strong> meets patients or<br />
clients whose behaviour is<br />
challeng<strong>in</strong>g (<strong>in</strong>cl. a threat<br />
of domestic violence) <strong>and</strong><br />
applies the operational<br />
pr<strong>in</strong>ciples of his/her work<br />
community.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> mental <strong>health</strong><br />
<strong>and</strong> substance abuse welfare work, as a team member <strong>in</strong> a public or private mental<br />
<strong>health</strong> or substance abuse unit,. The student or c<strong>and</strong>idate demonstrates his/her<br />
<strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: plann<strong>in</strong>g, implement<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g<br />
the <strong>care</strong> <strong>and</strong> rehabilitation of a mental <strong>health</strong> client or patient or a substance abuse<br />
client; economical efficiency <strong>and</strong> high-quality work; plann<strong>in</strong>g the productization<br />
of competence; <strong>and</strong> exploit<strong>in</strong>g <strong>care</strong> <strong>and</strong> rehabilitation methods <strong>in</strong> mental <strong>health</strong><br />
<strong>and</strong> substance abuse welfare work <strong>in</strong> different sett<strong>in</strong>gs. In addition, the student or<br />
130
c<strong>and</strong>idate shall master the knowledge related to mental <strong>health</strong> <strong>and</strong> substance abuse<br />
welfare work <strong>and</strong> language skills accord<strong>in</strong>g to one of the targets for assessment <strong>in</strong><br />
the above table as well as the key competences for lifelong learn<strong>in</strong>g. The work assignment<br />
is dimensioned so that it is possible to ascerta<strong>in</strong> that the <strong>vocational</strong> skills<br />
meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.7 Study Programme or Specialisation <strong>in</strong> Nurs<strong>in</strong>g <strong>and</strong> Care<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.7.1 Cl<strong>in</strong>ical nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
abides with the values, pr<strong>in</strong>ciples <strong>and</strong> regulations concern<strong>in</strong>g the field of <strong>social</strong><br />
•<br />
<strong>and</strong> <strong>health</strong> <strong>care</strong><br />
draws up, as a team member, a client-based written plan, promot<strong>in</strong>g the nurs-<br />
•<br />
<strong>in</strong>g <strong>and</strong> <strong>care</strong> of the client or patient<br />
assesses the client or patient’s resources with him/her <strong>and</strong> supports him/her <strong>in</strong><br />
•<br />
promot<strong>in</strong>g <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
monitors, ma<strong>in</strong>ta<strong>in</strong>s <strong>and</strong> promotes a client or patient’s vital functions <strong>and</strong><br />
tends to clients or patients who suffer from different diseases<br />
helps <strong>and</strong> supports clients or patients to manage their daily activities <strong>in</strong>dependently<br />
prepares, assists or performs treatments <strong>and</strong> exam<strong>in</strong>ations<br />
carries out pharmacotherapy<br />
guides the client or patient <strong>and</strong> his/her family <strong>in</strong> pharmacotherapy <strong>and</strong> nutrition<br />
promotes the client or patient’s psycho<strong>social</strong> cop<strong>in</strong>g <strong>and</strong> supports his/her cop<strong>in</strong>g<br />
with <strong>social</strong> problems<br />
<strong>in</strong>structs clients <strong>and</strong> patients <strong>in</strong> the use of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> services<br />
chooses the tools, materials <strong>and</strong> equipment for his/her work, avoid work-related<br />
<strong>health</strong> hazards <strong>and</strong> complies with occupational <strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions<br />
exploits his/her language skills <strong>in</strong> customer service<br />
plans the productization of his/her competence<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment.<br />
In <strong>vocational</strong> upper secondary education the targets of assessment also constitute<br />
the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>g<br />
one’s work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
plans his/her work <strong>in</strong> a<br />
client- or patient-oriented<br />
manner, to fit the sett<strong>in</strong>g.<br />
plans his/her work <strong>in</strong> a<br />
client- or patient-oriented<br />
manner, <strong>and</strong> perceives his/<br />
her work as a whole.<br />
plans his/her work <strong>in</strong> a<br />
client- or patient-oriented<br />
manner, tak<strong>in</strong>g <strong>in</strong>to account<br />
special characteristics<br />
of his/her sett<strong>in</strong>g <strong>and</strong><br />
flexibly readjusts his/her<br />
actions.<br />
132
Systematic work<br />
Economical efficiency<br />
<strong>and</strong> high-quality work<br />
Plann<strong>in</strong>g the productization<br />
of competence<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner<br />
<strong>and</strong> complies with given<br />
<strong>in</strong>structions, as a team<br />
member.<br />
recognises the client or<br />
patient’s needs for nurs<strong>in</strong>g,<br />
<strong>care</strong>, services <strong>and</strong> rehabilitation.<br />
Draws up, as a team<br />
member, a client-based<br />
written plan, promot<strong>in</strong>g<br />
the nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> of<br />
the client or patient, <strong>and</strong><br />
implements <strong>and</strong> assesses the<br />
plan.<br />
as a team member, answers<br />
for the documentation of<br />
client or patient records so<br />
as to materialise the quality<br />
of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> work,<br />
as well as the rights of the<br />
client or patient <strong>and</strong> the<br />
employee.<br />
works cost-efficiently <strong>in</strong> a<br />
team <strong>and</strong> complies with the<br />
quality recommendations<br />
of the sett<strong>in</strong>g.<br />
under <strong>in</strong>struction, plans the<br />
productization of competence.<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner, <strong>and</strong><br />
works flexibly <strong>in</strong> recurrent<br />
daily situations.<br />
recognises the client or<br />
patient’s needs for nurs<strong>in</strong>g,<br />
<strong>care</strong>, services <strong>and</strong> rehabilitation,<br />
<strong>in</strong> a client- <strong>and</strong><br />
resource-based manner.<br />
Draws up, as a team member,<br />
a client-based written<br />
plan, promot<strong>in</strong>g the nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> of the client<br />
or patient, accord<strong>in</strong>g to<br />
the nurs<strong>in</strong>g classification<br />
or plan of the relevant<br />
operational unit. Implements<br />
<strong>and</strong> assesses the plan<br />
accord<strong>in</strong>g to given <strong>in</strong>structions.<br />
as a team member, answers<br />
for the documentation of<br />
client or patient records so<br />
as to materialise the quality<br />
of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> work,<br />
as well as the rights of the<br />
client or patient <strong>and</strong> the<br />
employee.<br />
works cost-efficiently <strong>and</strong><br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
works <strong>in</strong> a systematic <strong>and</strong><br />
goal-oriented manner, <strong>and</strong><br />
works appropriately <strong>and</strong><br />
flexibly <strong>in</strong> chang<strong>in</strong>g situations.<br />
recognises the client or<br />
patient’s needs for nurs<strong>in</strong>g,<br />
<strong>care</strong>, services <strong>and</strong> rehabilitation,<br />
<strong>in</strong> a client- <strong>and</strong><br />
resource-based manner<br />
<strong>in</strong> many ways. Draws<br />
up, as a team member, a<br />
client-based written plan,<br />
promot<strong>in</strong>g the nurs<strong>in</strong>g <strong>and</strong><br />
<strong>care</strong> of the client or patient,<br />
accord<strong>in</strong>g to the nurs<strong>in</strong>g<br />
classification or plan of the<br />
relevant operational unit.<br />
Implements <strong>and</strong> assesses<br />
the plan <strong>in</strong>dependently.<br />
as a team member, answers<br />
for the documentation of<br />
client or patient records so<br />
as to materialise the quality<br />
of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> work,<br />
as well as the rights of the<br />
client or patient <strong>and</strong> the<br />
employee.<br />
works cost-efficiently,<br />
complies with the quality<br />
recommendations of the<br />
sett<strong>in</strong>g <strong>and</strong> assesses <strong>and</strong><br />
develops the quality of <strong>care</strong><br />
<strong>and</strong> nurs<strong>in</strong>g by mak<strong>in</strong>g suggestions<br />
for development.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to realistically productise<br />
one’s competence.<br />
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Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
Work<strong>in</strong>g with nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> <strong>in</strong> different<br />
sett<strong>in</strong>gs (tend<strong>in</strong>g<br />
to vital functions,<br />
different diseases,<br />
pharmacotherapy,<br />
prepar<strong>in</strong>g, assist<strong>in</strong>g<br />
or perform<strong>in</strong>g treatments<br />
<strong>and</strong> exam<strong>in</strong>ations,<br />
pa<strong>in</strong> relief,<br />
nutrition, aid-devices,<br />
cleanl<strong>in</strong>ess, act<strong>in</strong>g<br />
as primary <strong>nurse</strong>,<br />
psycho<strong>social</strong> support,<br />
support <strong>in</strong> different<br />
<strong>social</strong> problems, tak<strong>in</strong>g<br />
multi-culturalism<br />
<strong>in</strong>to account, provid<strong>in</strong>g<br />
term<strong>in</strong>al <strong>care</strong>,<br />
choos<strong>in</strong>g equipment<br />
<strong>and</strong> materials)<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
as a team member, assesses<br />
the client or patient’s<br />
resources with him/her<br />
<strong>and</strong> supports him/her <strong>in</strong><br />
promot<strong>in</strong>g <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
monitors the client or patient’s<br />
vital functions <strong>and</strong><br />
recognises nurs<strong>in</strong>g needs,<br />
on the basis of which is<br />
able to tend to the client or<br />
patient, with the support of<br />
his/her team.<br />
supported by his/her team,<br />
carries out nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
of client or patients suffer<strong>in</strong>g<br />
from the most common<br />
medical-surgical diseases,<br />
<strong>in</strong>fections, neurological<br />
diseases, cancer <strong>and</strong> sk<strong>in</strong><br />
diseases as well as memory<br />
disorders.<br />
as a team member, helps<br />
<strong>and</strong> supports clients or patients<br />
to manage their daily<br />
activities <strong>in</strong>dependently.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, with<br />
the support of his/her team,<br />
guides the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use, storage <strong>and</strong> disposal of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
assesses the client or patient’s<br />
resources with him/<br />
her <strong>and</strong> supports him/her<br />
<strong>in</strong> promot<strong>in</strong>g <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g.<br />
monitors the client or patient’s<br />
vital functions <strong>and</strong><br />
recognises nurs<strong>in</strong>g needs,<br />
on the basis of which is<br />
able to tend to the client or<br />
patient, as a team member.<br />
as a team member, carries<br />
out nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> of<br />
client or patients suffer<strong>in</strong>g<br />
from the most common<br />
medical-surgical diseases,<br />
<strong>in</strong>fections, neurological<br />
diseases, cancer <strong>and</strong> sk<strong>in</strong><br />
diseases as well as memory<br />
disorders.<br />
helps <strong>and</strong> supports clients<br />
or patients to manage their<br />
daily activities <strong>in</strong>dependently,<br />
pursuant to a rehabilitative<br />
approach.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely,<br />
guides the client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use, storage <strong>and</strong> disposal of<br />
medic<strong>in</strong>es <strong>and</strong> <strong>in</strong> renew<strong>in</strong>g<br />
prescriptions.<br />
assesses the client or patient’s<br />
resources with him/<br />
her <strong>and</strong> supports him/her<br />
<strong>in</strong> promot<strong>in</strong>g <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, unprompted<br />
<strong>and</strong> <strong>in</strong> many ways.<br />
monitors the client or patient’s<br />
vital functions <strong>and</strong><br />
recognises nurs<strong>in</strong>g needs,<br />
on the basis of which is<br />
able to tend to the client or<br />
patient holistically.<br />
carries out nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
of client or patients suffer<strong>in</strong>g<br />
from the most common<br />
medical-surgical diseases,<br />
<strong>in</strong>fections, neurological<br />
diseases, cancer <strong>and</strong> sk<strong>in</strong><br />
diseases as well as memory<br />
disorders.<br />
helps, supports <strong>and</strong> guides<br />
clients or patients to manage<br />
their daily activities<br />
<strong>in</strong>dependently, pursuant to<br />
a rehabilitative approach.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely, unprompted<br />
guides the client<br />
or patient <strong>and</strong> his/her family<br />
<strong>in</strong> the use, storage <strong>and</strong><br />
disposal of medic<strong>in</strong>es <strong>and</strong><br />
<strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
134
Work<strong>in</strong>g with nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> <strong>in</strong> different<br />
sett<strong>in</strong>gs<br />
with the support of his/her<br />
team, monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effects of<br />
pharmaceuticals <strong>and</strong> recognises<br />
the most common<br />
side <strong>and</strong> adverse effects,<br />
<strong>and</strong> relays this <strong>in</strong>formation<br />
to his/her multi-discipl<strong>in</strong>ary<br />
team.<br />
as a team member, prepares,<br />
assists or performs<br />
treatments (e.g. wound<br />
<strong>care</strong>, catheter <strong>in</strong>sertion,<br />
tube feed<strong>in</strong>g, <strong>in</strong>tensive oral<br />
<strong>and</strong> foot <strong>care</strong>, stoma, <strong>and</strong><br />
small surgical procedures)<br />
<strong>and</strong> exam<strong>in</strong>ations (e.g.<br />
ECG <strong>and</strong> blood sample).<br />
as a team member, prepares<br />
the client or patient for<br />
exam<strong>in</strong>ation, treatment<br />
or surgery <strong>and</strong> afterwards<br />
tends to the client or patient’s<br />
basic <strong>care</strong>.<br />
monitors the client or<br />
patient to detect pa<strong>in</strong> <strong>and</strong><br />
recognises <strong>and</strong> relieves it,<br />
with the support of his/her<br />
team.<br />
as a team member, f<strong>in</strong>ds<br />
out about a client or patient’s<br />
eat<strong>in</strong>g habits (<strong>in</strong>cl.<br />
the amount of alcohol<br />
<strong>in</strong>take) <strong>and</strong> looks after the<br />
client or patient’s nutrition<br />
<strong>and</strong> guides the client or<br />
patient towards wholesome<br />
nutrition.<br />
as a team member, recognises<br />
some special nutritional<br />
aspects of different clients<br />
or patients (e.g. celiac disease,<br />
diabetes <strong>and</strong> kidney<br />
diseases), assesses the client<br />
or patient’s nutritional status<br />
<strong>and</strong> acts accord<strong>in</strong>gly.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common side <strong>and</strong><br />
adverse effects <strong>and</strong> relays<br />
this <strong>in</strong>formation to his/her<br />
multi-discipl<strong>in</strong>ary team.<br />
prepares, assists or performs<br />
treatments (e.g. wound<br />
<strong>care</strong>, catheter <strong>in</strong>sertion,<br />
tube feed<strong>in</strong>g, <strong>in</strong>tensive oral<br />
<strong>and</strong> foot <strong>care</strong>, stoma, <strong>and</strong><br />
small surgical procedures)<br />
<strong>and</strong> exam<strong>in</strong>ations (e.g.<br />
ECG <strong>and</strong> blood sample),<br />
consider<strong>in</strong>g the client or<br />
patient’s special characteristics.<br />
prepares the client or patient<br />
for exam<strong>in</strong>ation, treatment<br />
or surgery, partly on<br />
his/her own, <strong>and</strong> afterwards<br />
tends to the client or patient’s<br />
basic <strong>care</strong>.<br />
recognises the client or<br />
patient’s pa<strong>in</strong> <strong>and</strong> uses different<br />
methods to relieve it.<br />
f<strong>in</strong>ds out about a client or<br />
patient’s eat<strong>in</strong>g habits (<strong>in</strong>cl.<br />
the amount of alcohol<br />
<strong>in</strong>take) <strong>and</strong> looks after the<br />
client or patient’s nutrition<br />
<strong>and</strong> guides the client or<br />
patient towards wholesome<br />
nutrition.<br />
recognises some special<br />
nutritional aspects of different<br />
clients or patients <strong>and</strong><br />
assesses client or patient’s<br />
nutritional status <strong>and</strong> acts<br />
accord<strong>in</strong>gly.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common side <strong>and</strong><br />
adverse effects <strong>and</strong> relays<br />
this <strong>in</strong>formation <strong>in</strong>dependently<br />
<strong>and</strong> both orally <strong>and</strong><br />
<strong>in</strong> writ<strong>in</strong>g to his/her multidiscipl<strong>in</strong>ary<br />
team.<br />
<strong>in</strong>dependently prepares, assists<br />
or performs treatments<br />
(e.g. wound <strong>care</strong>, catheter<br />
<strong>in</strong>sertion, tube feed<strong>in</strong>g,<br />
<strong>in</strong>tensive oral <strong>and</strong> foot <strong>care</strong>,<br />
stoma, <strong>and</strong> small surgical<br />
procedures) <strong>and</strong> exam<strong>in</strong>ations<br />
(e.g. ECG <strong>and</strong> blood<br />
sample), consider<strong>in</strong>g the<br />
client or patient’s special<br />
characteristics.<br />
<strong>in</strong>dependently prepares the<br />
client or patient for exam<strong>in</strong>ation,<br />
treatment or surgery,<br />
<strong>and</strong> afterwards tends<br />
to the client or patient’s<br />
basic <strong>care</strong>.<br />
<strong>in</strong>dependently recognises<br />
<strong>and</strong> anticipates the client or<br />
patient’s pa<strong>in</strong> <strong>and</strong> uses different<br />
methods to relieve it.<br />
f<strong>in</strong>ds out about a client or<br />
patient’s eat<strong>in</strong>g habits (<strong>in</strong>cl.<br />
the amount of alcohol<br />
<strong>in</strong>take) <strong>and</strong> looks after the<br />
client or patient’s nutrition<br />
<strong>in</strong> a holistic manner <strong>and</strong><br />
guides the client or patient<br />
towards wholesome nutrition.<br />
recognises the special nutritional<br />
aspects of different<br />
clients or patients, assesses<br />
<strong>and</strong> anticipates client or patient’s<br />
chang<strong>in</strong>g nutritional<br />
status <strong>and</strong> acts accord<strong>in</strong>gly.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
as a team member, recognises<br />
the client or patient’s<br />
need for aid-devices <strong>and</strong><br />
guides them <strong>in</strong> gett<strong>in</strong>g <strong>and</strong><br />
us<strong>in</strong>g aid-devices.<br />
takes <strong>care</strong>, <strong>in</strong> a team, of the<br />
tid<strong>in</strong>ess, <strong>health</strong><strong>in</strong>ess <strong>and</strong><br />
safety of a client or patient’s<br />
immediate surround<strong>in</strong>gs.<br />
works as a pair with another<br />
primary <strong>nurse</strong>.<br />
as a team member, pays<br />
attention to a client or<br />
patient’s psycho<strong>social</strong> resources<br />
<strong>and</strong> <strong>social</strong> networks<br />
<strong>and</strong> guides the client or<br />
patient <strong>in</strong> order to promote<br />
well-be<strong>in</strong>g.<br />
as a team member, supports<br />
a client or patient <strong>in</strong> cop<strong>in</strong>g<br />
with <strong>social</strong> problems (e.g.<br />
marg<strong>in</strong>alisation, lonel<strong>in</strong>ess,<br />
neglect <strong>and</strong> abuse, the<br />
threat of domestic violence<br />
<strong>and</strong> substance abuse).<br />
recognises a client or patient’s<br />
need for <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> services <strong>and</strong><br />
guides him/her to use<br />
basic-level services.<br />
recognises the client or patient’s<br />
need for aid-devices<br />
<strong>and</strong> guides them <strong>in</strong> gett<strong>in</strong>g<br />
<strong>and</strong> us<strong>in</strong>g aid-devices.<br />
takes <strong>care</strong> of the tid<strong>in</strong>ess,<br />
<strong>health</strong><strong>in</strong>ess, safety <strong>and</strong><br />
pleasantness of a client or<br />
patient’s immediate surround<strong>in</strong>gs.<br />
assumes responsibility for<br />
his/her work <strong>and</strong> acts as a<br />
primary <strong>nurse</strong> <strong>and</strong> cooperates<br />
with family <strong>care</strong>givers.<br />
guides a client or patient<br />
to promote his/her psycho<strong>social</strong><br />
resources <strong>and</strong> <strong>social</strong><br />
networks <strong>in</strong> order to promote<br />
well-be<strong>in</strong>g.<br />
as a team member, supports<br />
a client or patient <strong>and</strong> his/<br />
her family <strong>in</strong> cop<strong>in</strong>g with<br />
<strong>social</strong> problems <strong>and</strong> <strong>in</strong>tervenes<br />
as early as possible.<br />
recognises a client or patient’s<br />
need for <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> services <strong>and</strong><br />
guides him/her to use appropriate<br />
services.<br />
recognises the client or patient’s<br />
need for aid-devices<br />
<strong>and</strong> guides them <strong>in</strong> gett<strong>in</strong>g<br />
<strong>and</strong> us<strong>in</strong>g aid-devices <strong>and</strong><br />
underst<strong>and</strong>s their significance<br />
<strong>in</strong> promot<strong>in</strong>g functional<br />
ability.<br />
takes <strong>care</strong> of the tid<strong>in</strong>ess,<br />
<strong>health</strong><strong>in</strong>ess, safety <strong>and</strong><br />
pleasantness of a client or<br />
patient’s immediate surround<strong>in</strong>gs<br />
<strong>and</strong> pays attention<br />
to aesthetics.<br />
assumes responsibility for<br />
his/her work <strong>and</strong> acts as a<br />
primary <strong>nurse</strong> <strong>and</strong> provides<br />
support for family <strong>care</strong>givers<br />
<strong>and</strong> cooperates with<br />
them.<br />
guides a client or patient<br />
competently to promote<br />
his/her psycho<strong>social</strong> resources<br />
<strong>and</strong> <strong>social</strong> networks<br />
<strong>in</strong> order to promote wellbe<strong>in</strong>g,<br />
<strong>and</strong> is familiar with<br />
the basics <strong>in</strong> family-focused<br />
therapy.<br />
supports a client or patient<br />
<strong>and</strong> his/her family <strong>in</strong> cop<strong>in</strong>g<br />
with <strong>social</strong> problems<br />
<strong>and</strong> <strong>in</strong>tervenes as early as<br />
possible. Through his/her<br />
actions, strives to prevent<br />
<strong>social</strong> problems <strong>and</strong> guides<br />
the client or patient to use<br />
expert help.<br />
recognises a client or patient’s<br />
need for <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> services <strong>and</strong><br />
advises him/her <strong>in</strong> the use<br />
of alternative services.<br />
136
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
supported by a team, recognises<br />
a client or patient’s<br />
mental <strong>health</strong> or substance<br />
abuse problems <strong>and</strong> relays<br />
this <strong>in</strong>formation to his/her<br />
multi-discipl<strong>in</strong>ary team.<br />
as a team member, works<br />
with clients or patients<br />
from different cultures.<br />
supported by a team, works<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of term<strong>in</strong>al <strong>care</strong> <strong>and</strong> supports<br />
a dy<strong>in</strong>g patient’s family<br />
<strong>in</strong> their grief work.<br />
as a team member, chooses<br />
equipment, materials <strong>and</strong><br />
consumer supplies accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> the opportunities provided<br />
by the sett<strong>in</strong>g, <strong>and</strong><br />
uses the equipment <strong>and</strong><br />
materials accord<strong>in</strong>g to their<br />
<strong>in</strong>structions.<br />
Assessment criteria<br />
recognises a client or patient<br />
or his/her family’s<br />
mental <strong>health</strong> or substance<br />
abuse problems <strong>and</strong> supports<br />
them <strong>in</strong> prevent<strong>in</strong>g<br />
<strong>and</strong> lessen<strong>in</strong>g the evils <strong>and</strong><br />
relays this <strong>in</strong>formation to<br />
his/her multi-discipl<strong>in</strong>ary<br />
team.<br />
<strong>in</strong> his/her work, considers<br />
the needs of clients or<br />
patients from different<br />
cultures.<br />
works accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of term<strong>in</strong>al <strong>care</strong><br />
<strong>and</strong> supports a dy<strong>in</strong>g patient’s<br />
family <strong>in</strong> their grief<br />
work.<br />
<strong>in</strong> familiar situations,<br />
chooses equipment, materials<br />
<strong>and</strong> consumer supplies<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> the opportunities<br />
provided by the sett<strong>in</strong>g,<br />
<strong>and</strong> uses the equipment<br />
<strong>and</strong> materials <strong>care</strong>fully <strong>and</strong><br />
economically.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits justifies his/her actions<br />
his/her knowledge about with his/her knowledge<br />
the promotion of <strong>health</strong> about the promotion of<br />
<strong>and</strong> well-be<strong>in</strong>g, body structure<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g, body<br />
<strong>and</strong> function<strong>in</strong>g, vital structure <strong>and</strong> function<strong>in</strong>g,<br />
functions, diseases, <strong>social</strong> vital functions, diseases,<br />
technology <strong>and</strong> <strong>social</strong> problems.<br />
<strong>social</strong> technology <strong>and</strong> <strong>social</strong><br />
problems.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
service system <strong>and</strong> service<br />
providers, as well as of relief<br />
benefits.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
service system <strong>and</strong> service<br />
providers, as well as of relief<br />
benefits.<br />
recognises a client or patient<br />
or his/her family’s<br />
mental <strong>health</strong> or substance<br />
abuse problems <strong>and</strong> supports<br />
them <strong>in</strong> prevent<strong>in</strong>g<br />
<strong>and</strong> lessen<strong>in</strong>g the evils <strong>and</strong><br />
when needed, guides them<br />
to seek help.<br />
<strong>in</strong> his/her work, considers<br />
holistically the needs<br />
of clients or patients from<br />
different cultures.<br />
works accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of term<strong>in</strong>al <strong>care</strong><br />
<strong>and</strong> professionally supports<br />
a dy<strong>in</strong>g patient’s family <strong>in</strong><br />
their grief work.<br />
chooses equipment, materials<br />
<strong>and</strong> consumer supplies<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> the opportunities provided<br />
by the sett<strong>in</strong>g, <strong>and</strong><br />
uses the equipment <strong>and</strong><br />
materials accord<strong>in</strong>g to their<br />
<strong>in</strong>structions.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge about the<br />
promotion of <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g, body structure<br />
<strong>and</strong> function<strong>in</strong>g, vital<br />
functions, diseases, <strong>social</strong><br />
technology <strong>and</strong> <strong>social</strong> problems,<br />
<strong>and</strong> actively acquires<br />
further <strong>in</strong>formation.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> service system<br />
<strong>and</strong> service providers, as<br />
well as of relief benefits.<br />
137
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
multi-culturalism<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
term<strong>in</strong>al <strong>care</strong><br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
complies with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> economy <strong>in</strong><br />
choos<strong>in</strong>g equipment <strong>and</strong><br />
materials.<br />
pays attention to special<br />
diets <strong>in</strong> his/her work.<br />
<strong>in</strong> the different pharmacotherapeutic<br />
assignments,<br />
demonstrates his/<br />
her knowledge of diseases,<br />
groups <strong>and</strong> types of<br />
pharmaceuticals, ways of<br />
adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
signs of abuse<br />
of medication, as well as<br />
regulations on pharmacotherapy.<br />
<strong>in</strong> his/her work, pays attention<br />
to the <strong>in</strong>fluence of different<br />
cultures <strong>and</strong> religions<br />
on a client or patient’s<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
<strong>in</strong> his/her work, pays attention<br />
to the pr<strong>in</strong>ciples of<br />
term<strong>in</strong>al <strong>care</strong>.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
justifies his/her choice of<br />
equipment <strong>and</strong> materials<br />
with arguments related to<br />
clients or patients <strong>and</strong> complies<br />
with the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> economy.<br />
justifies his/her own actions<br />
with his/her knowledge of<br />
special diets.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments<br />
with his/her knowledge of<br />
diseases, groups <strong>and</strong> types<br />
of pharmaceuticals, ways<br />
of adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
signs of abuse<br />
of medication, as well as<br />
regulations on pharmacotherapy.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the <strong>in</strong>fluence of different<br />
cultures <strong>and</strong> religions on a<br />
client or patient’s nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong>.<br />
justifies his/her own actions<br />
with his/her knowledge of<br />
the pr<strong>in</strong>ciples of term<strong>in</strong>al<br />
<strong>care</strong>.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
justifies his/her choice of<br />
equipment <strong>and</strong> materials<br />
<strong>in</strong> many ways, with arguments<br />
related to clients or<br />
patients. Complies with the<br />
pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>and</strong> economy.<br />
justifies his/her own actions<br />
<strong>in</strong> many ways with his/her<br />
knowledge of special diets.<br />
justifies his/her actions <strong>in</strong><br />
the different pharmacotherapeutic<br />
assignments<br />
<strong>in</strong> many ways with his/<br />
her knowledge of diseases,<br />
groups <strong>and</strong> types of<br />
pharmaceuticals, ways of<br />
adm<strong>in</strong>ister<strong>in</strong>g the pharmaceuticals,<br />
signs of abuse<br />
of medication, as well as<br />
regulations on pharmacotherapy.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the <strong>in</strong>fluence<br />
of different cultures <strong>and</strong><br />
religions on a client or patient’s<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
justifies his/her own actions<br />
<strong>in</strong> many ways with his/her<br />
knowledge of the pr<strong>in</strong>ciples<br />
of term<strong>in</strong>al <strong>care</strong>.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
138
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> productization of<br />
competence<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for F<strong>in</strong>nishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for Swedishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for speakers of<br />
other languages)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
under <strong>in</strong>struction, exploits<br />
his/her knowledge of entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
attends to clients or patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
tolerably well <strong>in</strong> service<br />
situations <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish,<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> a service situation <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
his/her work, exploits his/<br />
her knowledge on entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization of<br />
one’s competence <strong>and</strong> acts<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship.<br />
attends to clients or patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations <strong>in</strong> one foreign<br />
language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
his/her work, exploits his/<br />
her knowledge on entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization of<br />
one’s competence <strong>and</strong> acts<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship<br />
<strong>in</strong> many ways.<br />
attends to clients or patients<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> Swedish <strong>and</strong> one<br />
foreign language.<br />
attends to clients or patients<br />
<strong>in</strong> Swedish <strong>and</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong> one<br />
foreign language.<br />
attends to customers <strong>in</strong><br />
F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> the other domestic<br />
language <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
attends to clients <strong>in</strong> the<br />
language of <strong>in</strong>struction <strong>and</strong><br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one other language.<br />
139
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
makes choices <strong>and</strong> decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
meets the client or patient<br />
professionally <strong>and</strong> acts<br />
responsibly <strong>in</strong> a multidiscipl<strong>in</strong>ary<br />
team.<br />
makes him/herself understood,<br />
both orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
Asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
meets the client or patient<br />
professionally <strong>and</strong><br />
promotes the client or patient’s<br />
well-be<strong>in</strong>g through<br />
<strong>in</strong>teraction <strong>and</strong> acts <strong>in</strong> a<br />
responsible <strong>and</strong> cooperative<br />
manner.<br />
communicates <strong>in</strong> a matterof-fact<br />
manner, both orally<br />
<strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them to justify<br />
his/her actions.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
meets the client or patient<br />
professionally <strong>and</strong> promotes<br />
the client or patient’s<br />
well-be<strong>in</strong>g through <strong>in</strong>teraction,<br />
unprompted <strong>and</strong><br />
<strong>in</strong>dividually. Exploits the<br />
positive feedback on his/<br />
her work from clients or<br />
patients <strong>and</strong> their family <strong>in</strong><br />
<strong>vocational</strong> development.<br />
communicates unprompted<br />
<strong>and</strong> <strong>in</strong> a natural manner,<br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them <strong>in</strong> many<br />
ways to justify his/her actions.<br />
140
Health, safety <strong>and</strong><br />
ability to function<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations, as well as with<br />
the electric <strong>and</strong> fire safety<br />
regulations of his/her workplace<br />
<strong>and</strong> prevents workrelated<br />
<strong>health</strong> hazards.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
complies with hygiene<br />
practices <strong>and</strong> aseptic procedures<br />
at work <strong>and</strong> takes<br />
<strong>care</strong> of his/her personal<br />
hygiene.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation, as well as<br />
early defibrillation <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> sett<strong>in</strong>gs.<br />
looks after his/her own<br />
work ability, safety, wellbe<strong>in</strong>g<br />
<strong>and</strong> <strong>health</strong>.<br />
as a team member, encounters<br />
clients or patients<br />
whose behaviour is threaten<strong>in</strong>g,<br />
<strong>and</strong> is familiar with<br />
the pr<strong>in</strong>ciples of his/her<br />
work community <strong>in</strong> such<br />
cases.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations, as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/<br />
her workplace <strong>and</strong> prevents<br />
work-related <strong>health</strong> hazards.<br />
Ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good work<strong>in</strong>g<br />
atmosphere.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
complies with the pr<strong>in</strong>ciples<br />
of aseptics.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation, as well as<br />
early defibrillation <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> sett<strong>in</strong>gs.<br />
looks after his/her own<br />
work ability <strong>and</strong> promotes<br />
his/her occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g.<br />
encounters clients or patients<br />
whose behaviour are<br />
threaten<strong>in</strong>g, <strong>and</strong> applies the<br />
pr<strong>in</strong>ciples of his/her work<br />
community <strong>in</strong> such cases.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong><br />
safety regulations, as well<br />
as with the electric <strong>and</strong> fire<br />
safety regulations of his/<br />
her workplace <strong>and</strong> prevents<br />
work-related <strong>health</strong> hazards.<br />
Ma<strong>in</strong>ta<strong>in</strong>s, for his/her<br />
own part, a good work<strong>in</strong>g<br />
atmosphere <strong>and</strong> recognises<br />
the factors that have a detrimental<br />
effect.<br />
works <strong>in</strong> an ergonomically<br />
correct way, exploit<strong>in</strong>g the<br />
client’s resources <strong>and</strong> aiddevices<br />
<strong>and</strong> develops the<br />
ergonomic functionality of<br />
the work environment.<br />
applies the pr<strong>in</strong>ciples of<br />
aseptics <strong>in</strong> his/her work <strong>and</strong><br />
gives reasons for his/her<br />
actions.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation, as well as<br />
early defibrillation <strong>in</strong> nurs<strong>in</strong>g<br />
<strong>and</strong> <strong>care</strong> sett<strong>in</strong>gs.<br />
looks after his/her own<br />
<strong>health</strong> <strong>and</strong> ability to work<br />
<strong>and</strong> promotes his/her occupational<br />
<strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
prevents challeng<strong>in</strong>g situations<br />
<strong>and</strong> encounters clients<br />
or patients whose behaviour<br />
is threaten<strong>in</strong>g, <strong>and</strong><br />
applies the pr<strong>in</strong>ciples of<br />
his/her work community <strong>in</strong><br />
such cases.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>,<br />
by work<strong>in</strong>g at a <strong>health</strong> <strong>care</strong> centre, hospital, nurs<strong>in</strong>g home, service centre or <strong>in</strong> the<br />
client’s home. The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the<br />
follow<strong>in</strong>g doma<strong>in</strong>s: systematic work, pay<strong>in</strong>g attention to <strong>health</strong>, security <strong>and</strong> ability<br />
to function, economic efficiency <strong>and</strong> high-quality work, plann<strong>in</strong>g the productiza-<br />
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tion of competence, <strong>and</strong> nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>in</strong> different sett<strong>in</strong>gs. In addition, the<br />
student or c<strong>and</strong>idate shall master the knowledge related to nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> language<br />
skills, accord<strong>in</strong>g to one of the targets for assessment <strong>in</strong> the above table, as well<br />
as the key competences for lifelong learn<strong>in</strong>g. The work assignment is dimensioned<br />
so that it is possible to ascerta<strong>in</strong> that the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work<strong>in</strong>g methods, tools, <strong>and</strong> materials, exclud<strong>in</strong>g term<strong>in</strong>al <strong>care</strong><br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid, resuscitation <strong>and</strong><br />
early defibrillation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.8 Study Programme or Specialisation <strong>in</strong> Oral <strong>and</strong> Dental Care<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.8.1 Oral <strong>and</strong> Dental Care<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
acts as a member of a multi-discipl<strong>in</strong>ary team <strong>in</strong> the oral <strong>health</strong> <strong>care</strong> service<br />
•<br />
system <strong>and</strong> is familiar with the tasks of the different personnel groups <strong>and</strong> the<br />
division of labour between them<br />
<strong>in</strong>structs clients or patients <strong>in</strong> the use of oral <strong>health</strong> <strong>care</strong> services<br />
•<br />
works <strong>in</strong> a client-based, economical <strong>and</strong> responsible manner, comply<strong>in</strong>g with<br />
•<br />
the statutes, legislations <strong>and</strong> ethics <strong>in</strong> his/her field of work<br />
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•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
observes aseptics <strong>and</strong> takes <strong>care</strong> of the work<strong>in</strong>g order of the <strong>care</strong> environment,<br />
as well as the servic<strong>in</strong>g of equipment<br />
acts as a team member <strong>in</strong> oral <strong>and</strong> dental exam<strong>in</strong>ation, fill<strong>in</strong>g <strong>and</strong> root treatment,<br />
extraction of teeth <strong>and</strong> periodontal diseases<br />
works with orthodontic, oral surgery, prosthetic <strong>and</strong> occlusive physiology, supported<br />
by his/her team<br />
assesses the status of client or patients’ oral <strong>health</strong> <strong>and</strong> guides clients or patients<br />
<strong>in</strong> promot<strong>in</strong>g oral <strong>health</strong><br />
is familiar with pharmacotherapy <strong>in</strong> his/her own field<br />
uses the basic <strong>in</strong>struments, methods <strong>and</strong> materials <strong>in</strong> his/her field <strong>and</strong> prevents<br />
<strong>health</strong> hazards <strong>in</strong> his/her work<br />
exploits his/her language skills <strong>in</strong> customer service<br />
plans the productization of his/her competence<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g one’s work,<br />
consider<strong>in</strong>g it as a<br />
whole<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
assisted by a multi-discipl<strong>in</strong>ary<br />
plans his/her work <strong>in</strong> a plans his/her work <strong>in</strong> a<br />
team, plans his/ client-based manner <strong>and</strong> client-based manner <strong>and</strong><br />
her work <strong>in</strong> a client-based accord<strong>in</strong>g to the <strong>care</strong> plan accord<strong>in</strong>g to the <strong>care</strong> plan<br />
manner, comply<strong>in</strong>g with <strong>and</strong> takes <strong>in</strong>to account his/ <strong>and</strong> takes <strong>in</strong>to account his/<br />
the practices of his/her her authority <strong>and</strong> area of her authority <strong>and</strong> area of<br />
workplace, <strong>and</strong> takes <strong>in</strong>to responsibility <strong>in</strong> the oral responsibility <strong>in</strong> the oral<br />
account his/her authority <strong>health</strong> <strong>care</strong> unit, as well as <strong>health</strong> <strong>care</strong> unit, as well as<br />
<strong>and</strong> area of responsibility <strong>in</strong> the special features of his/ the special features of his/<br />
the oral <strong>health</strong> <strong>care</strong> unit. her workplace <strong>and</strong> copes her workplace <strong>and</strong> perceives<br />
with chang<strong>in</strong>g situations. his/her work as a whole.<br />
Readjusts his/her actions<br />
without problems.<br />
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Client-based work <strong>in</strong><br />
the oral <strong>health</strong> <strong>care</strong><br />
system<br />
Plann<strong>in</strong>g the productization<br />
of competence<br />
takes <strong>in</strong>to account a client<br />
or patient’s <strong>in</strong>dividualities<br />
(e.g. age, cultural background,<br />
challeng<strong>in</strong>g clients,<br />
e.g. mental <strong>health</strong> clients<br />
<strong>and</strong> drug abusers), as well<br />
as a client or patient’s needs<br />
<strong>in</strong> the different stages of the<br />
treatment process.<br />
supported by a team, assesses<br />
a client or patient’s need<br />
for treatment <strong>and</strong> guides<br />
the client or patient <strong>in</strong> the<br />
use of different services <strong>in</strong><br />
the oral <strong>health</strong> <strong>care</strong> system.<br />
under <strong>in</strong>struction, plans the<br />
productization of competence.<br />
supported by a team, works<br />
<strong>in</strong> a cost-efficient manner.<br />
takes <strong>in</strong>to account a client<br />
or patient’s <strong>in</strong>dividualities<br />
<strong>and</strong> needs <strong>and</strong> supports<br />
the client or patient <strong>in</strong> the<br />
different stages of the treatment<br />
process.<br />
assesses a client or patient’s<br />
need for treatment <strong>and</strong><br />
guides the client or patient<br />
<strong>in</strong> the use of different services<br />
<strong>in</strong> the oral <strong>health</strong> <strong>care</strong><br />
system.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
works <strong>in</strong> a cost-efficient<br />
manner <strong>and</strong> takes quality<br />
aspects <strong>in</strong>to account <strong>in</strong> oral<br />
<strong>health</strong> <strong>care</strong>.<br />
takes <strong>in</strong>to account a client<br />
or patient’s <strong>in</strong>dividuality<br />
<strong>and</strong> needs <strong>in</strong> the different<br />
stages of the treatment<br />
process <strong>and</strong> creates a safe<br />
atmosphere <strong>and</strong> takes <strong>care</strong><br />
of the functionality <strong>and</strong><br />
aesthetic appearance of the<br />
treatment environment.<br />
assesses a client or patient’s<br />
need for treatment <strong>and</strong><br />
<strong>in</strong>dependently guides the<br />
client or patient <strong>in</strong> the use<br />
of different services <strong>in</strong> the<br />
oral <strong>health</strong> <strong>care</strong> system.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
works <strong>in</strong> a cost-efficient<br />
manner <strong>and</strong> takes quality<br />
aspects <strong>in</strong>to account <strong>in</strong> oral<br />
<strong>health</strong> <strong>care</strong> <strong>and</strong> makes suggestions<br />
for development.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Promot<strong>in</strong>g oral <strong>and</strong><br />
dental <strong>health</strong><br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
supported by a team, assesses<br />
the status of a client<br />
or patient’s oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>and</strong> promotes oral<br />
<strong>and</strong> dental <strong>health</strong> of <strong>in</strong>dividuals<br />
or groups.<br />
assesses the status of a client<br />
or patient’s oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>and</strong> promotes oral<br />
<strong>and</strong> dental <strong>health</strong> of <strong>in</strong>dividuals<br />
or groups consist<strong>in</strong>g<br />
of client or patients of different<br />
ages <strong>and</strong> situations<br />
<strong>in</strong> life.<br />
assesses the status of a client<br />
or patient’s oral <strong>and</strong><br />
dental <strong>health</strong> <strong>and</strong> creatively<br />
promotes oral <strong>and</strong> dental<br />
<strong>health</strong> of <strong>in</strong>dividuals or<br />
groups consist<strong>in</strong>g of client<br />
or patients of different<br />
ages <strong>and</strong> situations <strong>in</strong> life.<br />
Participates <strong>in</strong> the plann<strong>in</strong>g<br />
of an event/occasion which<br />
aims at promot<strong>in</strong>g oral<br />
<strong>health</strong>.<br />
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Aseptics<br />
Participat<strong>in</strong>g <strong>in</strong> oral<br />
<strong>and</strong> dental <strong>care</strong><br />
attends to the servic<strong>in</strong>g of<br />
<strong>in</strong>struments <strong>in</strong> daily use<br />
(the entire servic<strong>in</strong>g process)<br />
<strong>and</strong> the cleanl<strong>in</strong>ess of<br />
the treatment environment<br />
<strong>and</strong> equipment, <strong>in</strong> accordance<br />
with aseptics <strong>and</strong><br />
comply<strong>in</strong>g with the <strong>in</strong>structions<br />
on hygiene.<br />
records the most common<br />
patient data <strong>and</strong> h<strong>and</strong>les<br />
patient documents <strong>in</strong> accordance<br />
with regulations.<br />
makes sure that the treatment<br />
environment is ready<br />
for use (gathers the <strong>in</strong>struments<br />
<strong>and</strong> materials) <strong>and</strong><br />
participates <strong>in</strong> oral <strong>and</strong><br />
dental exam<strong>in</strong>ation, fill<strong>in</strong>g<br />
<strong>and</strong> root treatment, extraction<br />
<strong>and</strong> periodontic treatment.<br />
h<strong>and</strong>les pharmaceuticals,<br />
correctly <strong>and</strong> safely.<br />
prepares the treatment environment<br />
(gathers <strong>in</strong>struments<br />
<strong>and</strong> materials) <strong>and</strong><br />
takes part <strong>in</strong> orthodontic,<br />
oral surgery, prosthetic<br />
<strong>and</strong> occlusive physiological<br />
treatment <strong>in</strong> the most common<br />
situations at work,<br />
supported by his/her team.<br />
uses odontological term<strong>in</strong>ology.<br />
attends to the servic<strong>in</strong>g of<br />
<strong>in</strong>struments <strong>in</strong> daily use<br />
(the entire servic<strong>in</strong>g process)<br />
<strong>and</strong> the cleanl<strong>in</strong>ess<br />
of the treatment environment<br />
<strong>and</strong> equipment, <strong>in</strong><br />
accordance with aseptics<br />
<strong>and</strong> comply<strong>in</strong>g with the<br />
<strong>in</strong>structions on hygiene.<br />
Works <strong>in</strong>dependently <strong>and</strong><br />
smoothly.<br />
records patient data <strong>and</strong><br />
h<strong>and</strong>les patient documents<br />
<strong>in</strong> accordance with regulations.<br />
<strong>in</strong>dependently makes sure<br />
that the treatment environment<br />
is ready for use<br />
(gathers the <strong>in</strong>struments<br />
<strong>and</strong> materials) <strong>and</strong> participates<br />
<strong>in</strong> oral <strong>and</strong> dental<br />
exam<strong>in</strong>ation, fill<strong>in</strong>g <strong>and</strong><br />
root treatment, extraction<br />
<strong>and</strong> periodontic treatment.<br />
Works smoothly.<br />
h<strong>and</strong>les pharmaceuticals<br />
correctly <strong>and</strong> safely <strong>and</strong><br />
guides the client or patient<br />
<strong>in</strong> the use of pharmaceuticals.<br />
prepares the treatment environment<br />
<strong>and</strong> participates<br />
<strong>in</strong> orthodontic, oral surgery,<br />
prosthetic <strong>and</strong> occlusive<br />
physiological treatment<br />
<strong>in</strong> the most common situations<br />
at work.<br />
uses odontological term<strong>in</strong>ology,<br />
appropriate for the<br />
situation.<br />
attends to the servic<strong>in</strong>g of<br />
<strong>in</strong>struments <strong>in</strong> daily use<br />
(the entire servic<strong>in</strong>g process<br />
<strong>and</strong> sharpen<strong>in</strong>g of the<br />
<strong>in</strong>struments) <strong>and</strong> the cleanl<strong>in</strong>ess<br />
of the treatment environment<br />
<strong>and</strong> equipment,<br />
<strong>in</strong> accordance with aseptics<br />
<strong>and</strong> comply<strong>in</strong>g with the<br />
<strong>in</strong>structions on hygiene.<br />
Works <strong>in</strong>dependently <strong>and</strong><br />
smoothly <strong>and</strong> f<strong>in</strong>ds different<br />
ways to carry out his/<br />
her work.<br />
records patient data <strong>and</strong><br />
h<strong>and</strong>les patient documents<br />
<strong>in</strong> accordance with regulations.<br />
Works <strong>in</strong>dependently.<br />
<strong>in</strong>dependently makes sure<br />
that the treatment environment<br />
is ready for use<br />
(gathers the <strong>in</strong>struments<br />
<strong>and</strong> materials) <strong>and</strong> participates<br />
<strong>in</strong> oral <strong>and</strong> dental<br />
exam<strong>in</strong>ation, fill<strong>in</strong>g <strong>and</strong><br />
root treatment, extraction<br />
<strong>and</strong> periodontic treatment.<br />
Works <strong>in</strong>dependently <strong>and</strong><br />
smoothly also <strong>in</strong> chang<strong>in</strong>g<br />
situations.<br />
h<strong>and</strong>les pharmaceuticals<br />
correctly <strong>and</strong> safely <strong>and</strong><br />
guides the client or patient<br />
<strong>in</strong>dependently <strong>in</strong> the use of<br />
pharmaceuticals, <strong>in</strong> accordance<br />
with his/her area of<br />
responsibility.<br />
prepares the treatment<br />
environment <strong>and</strong> participates<br />
<strong>in</strong> orthodontic, oral<br />
surgery, prosthetic <strong>and</strong><br />
occlusive physiological<br />
treatment. Works smoothly<br />
<strong>in</strong> the most common situations.<br />
fluently uses odontological<br />
term<strong>in</strong>ology, appropriate<br />
for the situation.<br />
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Us<strong>in</strong>g <strong>in</strong>struments<br />
<strong>and</strong> materials<br />
supported by a team, participates<br />
<strong>in</strong> guid<strong>in</strong>g a client<br />
or patient.<br />
supported by a team, uses<br />
<strong>and</strong> services the most common<br />
<strong>in</strong>struments, devices<br />
<strong>and</strong> mach<strong>in</strong>es <strong>in</strong> oral <strong>and</strong><br />
dental <strong>health</strong> <strong>care</strong>.<br />
supported by a team, stores<br />
the materials <strong>and</strong> pharmaceuticals<br />
used <strong>in</strong> his/her<br />
work, accord<strong>in</strong>g to regulations.<br />
supported by a team, h<strong>and</strong>les<br />
<strong>and</strong> sorts waste materials<br />
as well as potentially<br />
dangerous <strong>and</strong> toxic waste.<br />
guides a client or patient<br />
<strong>in</strong> connection with treatments,<br />
accord<strong>in</strong>g to his/her<br />
area of responsibility.<br />
uses <strong>and</strong> services the most<br />
common <strong>in</strong>struments,<br />
devices <strong>and</strong> mach<strong>in</strong>es <strong>in</strong><br />
oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong>,<br />
accord<strong>in</strong>g to <strong>in</strong>structions.<br />
stores the materials <strong>and</strong><br />
pharmaceuticals used <strong>in</strong><br />
his/her work, accord<strong>in</strong>g to<br />
regulations.<br />
h<strong>and</strong>les <strong>and</strong> sorts waste materials<br />
as well as potentially<br />
dangerous <strong>and</strong> toxic waste,<br />
accord<strong>in</strong>g to regulations.<br />
<strong>in</strong>dependently guides a<br />
client or patient <strong>in</strong> connection<br />
with treatments,<br />
accord<strong>in</strong>g to his/her area of<br />
responsibility.<br />
<strong>in</strong>dependently uses <strong>and</strong><br />
services the most common<br />
<strong>in</strong>struments, devices <strong>and</strong><br />
mach<strong>in</strong>es <strong>in</strong> oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>care</strong>, accord<strong>in</strong>g to<br />
<strong>in</strong>structions.<br />
<strong>in</strong>dependently stores the<br />
materials <strong>and</strong> pharmaceuticals<br />
used <strong>in</strong> his/her work,<br />
accord<strong>in</strong>g to regulations,<br />
<strong>and</strong> gets familiar with the<br />
purchas<strong>in</strong>g of <strong>in</strong>struments<br />
<strong>and</strong> materials.<br />
<strong>in</strong>dependently h<strong>and</strong>les <strong>and</strong><br />
sorts waste materials, as<br />
well as potentially dangerous<br />
<strong>and</strong> toxic waste, accord<strong>in</strong>g<br />
to regulations, <strong>and</strong><br />
presents targets for development<br />
when needed.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
statutes which govern<br />
the oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>care</strong> system<br />
<strong>and</strong> the documentation<br />
of dental data<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, demonstrates<br />
justifies his/her actions with<br />
his/her knowledge his/her knowledge of the<br />
of the oral <strong>and</strong> dental oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong><br />
<strong>health</strong> <strong>care</strong> system <strong>and</strong> the system <strong>and</strong> the statutes govern<strong>in</strong>g<br />
statutes govern<strong>in</strong>g patient<br />
patient documents<br />
documents <strong>and</strong> uses central <strong>and</strong> uses central odontological<br />
odontological term<strong>in</strong>ology. term<strong>in</strong>ology.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the oral <strong>and</strong><br />
dental <strong>health</strong> <strong>care</strong> system<br />
<strong>and</strong> the statutes govern<strong>in</strong>g<br />
patient documents <strong>and</strong><br />
fluently uses central odontological<br />
term<strong>in</strong>ology. Is<br />
familiar with the history of<br />
oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong>.<br />
146
Master<strong>in</strong>g the knowledge<br />
related to the<br />
promotion of oral <strong>and</strong><br />
dental <strong>health</strong><br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to hygiene practices<br />
<strong>in</strong> oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>care</strong><br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to fill<strong>in</strong>g, root treatment,<br />
extraction <strong>and</strong><br />
periodontal diseases<br />
as well as pharmacotherapy<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of dental development,<br />
the most common developmental<br />
disorders,<br />
characteristics of a <strong>health</strong>y<br />
mouth <strong>and</strong> the significance<br />
of saliva for oral <strong>and</strong> dental<br />
<strong>health</strong>. Is familiar with the<br />
most common oral diseases<br />
<strong>and</strong> their genesis.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of oral hygiene, nutrition,<br />
substance abuse, the impact<br />
of xylitol <strong>and</strong> fluoride <strong>and</strong><br />
the connection of the most<br />
common general diseases to<br />
oral <strong>health</strong>.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of hygiene practices <strong>and</strong><br />
statutes as well as control of<br />
the servic<strong>in</strong>g of <strong>in</strong>struments<br />
<strong>in</strong> oral <strong>and</strong> dental <strong>health</strong><br />
<strong>care</strong>.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the exam<strong>in</strong>ation <strong>and</strong> treatment<br />
methods <strong>and</strong> their<br />
stages <strong>in</strong> oral <strong>and</strong> dental<br />
<strong>care</strong>, as well as of related<br />
equipment <strong>and</strong> materials<br />
<strong>and</strong> the most common<br />
pharmaceuticals <strong>and</strong> their<br />
user <strong>in</strong>structions <strong>and</strong> of<br />
abuse of medication.<br />
justifies his/her actions with<br />
his/her knowledge of tooth<br />
<strong>and</strong> dental development,<br />
developmental disorders,<br />
characteristics of a <strong>health</strong>y<br />
mouth <strong>and</strong> the significance<br />
of saliva for oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>and</strong> the <strong>care</strong> <strong>in</strong>structions<br />
for a dry mouth.<br />
Knows the most common<br />
oral diseases <strong>and</strong> their genesis.<br />
justifies his/her actions<br />
with his/her knowledge<br />
of oral hygiene, nutrition,<br />
substance abuse, the impact<br />
of xylitol <strong>and</strong> fluoride <strong>and</strong><br />
the connection of the most<br />
common general diseases to<br />
oral <strong>health</strong>. Takes account<br />
of some special features <strong>in</strong><br />
the oral <strong>and</strong> dental <strong>care</strong> of<br />
clients or patients of different<br />
ages <strong>and</strong> situations<br />
<strong>in</strong> life.<br />
justifies his/her actions with<br />
his/her knowledge of hygiene<br />
practices <strong>and</strong> statutes<br />
<strong>in</strong> oral <strong>and</strong> dental <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> knows different<br />
control methods <strong>in</strong> the<br />
servic<strong>in</strong>g of <strong>in</strong>struments.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
exam<strong>in</strong>ation <strong>and</strong> treatment<br />
methods <strong>and</strong> stages, as well<br />
as related equipment <strong>and</strong><br />
materials. Knows the most<br />
common pharmaceuticals<br />
<strong>in</strong> oral <strong>and</strong> dental <strong>care</strong>,<br />
their <strong>in</strong>dications <strong>and</strong> user<br />
<strong>in</strong>structions, as well as signs<br />
of abuse of medication.<br />
justifies his/her actions with<br />
his/her knowledge of tooth<br />
<strong>and</strong> dental development<br />
<strong>and</strong> developmental disorders.<br />
Recognises a <strong>health</strong>y<br />
mouth <strong>and</strong> the most common<br />
oral diseases <strong>and</strong><br />
knows their genesis, justifies<br />
the significance of saliva<br />
for oral <strong>health</strong>, as well as<br />
the <strong>care</strong> <strong>in</strong>structions for a<br />
dry mouth.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of oral hygiene,<br />
nutrition, substance abuse,<br />
the impact of xylitol <strong>and</strong><br />
fluoride <strong>and</strong> the connection<br />
of the most common<br />
general diseases to oral<br />
<strong>health</strong>. Takes account of the<br />
special features <strong>in</strong> the oral<br />
<strong>and</strong> dental <strong>care</strong> of clients<br />
or patients of different ages<br />
<strong>and</strong> situations <strong>in</strong> life.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge of hygiene<br />
practices <strong>and</strong> statutes <strong>in</strong><br />
oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong><br />
<strong>and</strong> is familiar with the<br />
control of the servic<strong>in</strong>g of<br />
<strong>in</strong>struments as part of highquality<br />
<strong>care</strong>.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with his/<br />
her knowledge of the exam<strong>in</strong>ation<br />
<strong>and</strong> treatment<br />
methods <strong>and</strong> stages, as well<br />
as related equipment <strong>and</strong><br />
materials. Presents alternative<br />
modes of action <strong>and</strong><br />
knows the most common<br />
pharmaceuticals <strong>in</strong> oral <strong>and</strong><br />
dental <strong>care</strong>, their <strong>in</strong>dications<br />
<strong>and</strong> user <strong>in</strong>structions,<br />
as well as signs of abuse of<br />
medication.<br />
147
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to orthodontics, oral<br />
surgery, prosthetics<br />
<strong>and</strong> occlusive physiology<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
normal occlusion <strong>and</strong> the<br />
most common malocclusions,<br />
as well as the most<br />
common orthodontic treatment<br />
methods, devices <strong>and</strong><br />
equipment <strong>and</strong> home <strong>care</strong><br />
<strong>in</strong>structions.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of the pr<strong>in</strong>ciples of surgical<br />
aseptics, the most common<br />
oral surgery procedures,<br />
materials <strong>and</strong> <strong>in</strong>struments,<br />
as well as of guid<strong>in</strong>g the<br />
patient or client.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the most common dental<br />
prosthetic applications,<br />
materials <strong>and</strong> <strong>in</strong>struments,<br />
as well as home <strong>care</strong> <strong>in</strong>structions.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the structure <strong>and</strong> organs of<br />
occlusion, the most common<br />
abnormalities <strong>and</strong><br />
treatment pr<strong>in</strong>ciples.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of normal occlusion <strong>and</strong><br />
the most common malocclusions,<br />
as well as the<br />
most common orthodontic<br />
treatment methods, devices<br />
<strong>and</strong> equipment <strong>and</strong> justifies<br />
home <strong>care</strong> <strong>in</strong>structions.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the pr<strong>in</strong>ciples of surgical<br />
aseptics <strong>and</strong> demonstrates<br />
his/her knowledge of the<br />
most common oral surgery<br />
procedures, materials <strong>and</strong><br />
<strong>in</strong>struments, as well as of<br />
guid<strong>in</strong>g the patient or client.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the most common dental<br />
prosthetic applications,<br />
materials <strong>and</strong> <strong>in</strong>struments,<br />
as well as the phases of<br />
prosthetic treatment <strong>and</strong><br />
home <strong>care</strong> <strong>in</strong>structions.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the structure, function<strong>in</strong>g<br />
<strong>and</strong> organs of occlusion,<br />
the most common abnormalities<br />
<strong>and</strong> treatment<br />
pr<strong>in</strong>ciples.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
by recognis<strong>in</strong>g normal<br />
occlusion <strong>and</strong> the most<br />
common malocclusions<br />
<strong>and</strong> demonstrates his/her<br />
knowledge of the most<br />
common orthodontic treatment<br />
methods, devices <strong>and</strong><br />
equipment <strong>and</strong> justifies<br />
home <strong>care</strong> <strong>in</strong>structions.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
pr<strong>in</strong>ciples of surgical aseptics<br />
<strong>and</strong> guid<strong>in</strong>g the patient<br />
or client <strong>and</strong> demonstrates<br />
his/her knowledge of the<br />
most common oral surgery<br />
procedures, materials <strong>and</strong><br />
<strong>in</strong>struments.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the most common dental<br />
prosthetic applications, materials<br />
<strong>and</strong> <strong>in</strong>struments, as<br />
well as the phases of prosthetic<br />
treatment. Justifies<br />
home <strong>care</strong> <strong>in</strong>structions.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of the structure, function<strong>in</strong>g<br />
<strong>and</strong> organs of occlusion,<br />
<strong>and</strong> of abnormalities.<br />
Knows the etiology of<br />
abnormalities, as well as<br />
treatment pr<strong>in</strong>ciples.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
148
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> productization of<br />
competence<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for F<strong>in</strong>nishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for Swedishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for speakers of<br />
other languages)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
under <strong>in</strong>struction, exploits<br />
knowledge about entrepreneurship<br />
<strong>and</strong> the significance<br />
of <strong>in</strong>ternal entrepreneurship.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> a service situation<br />
<strong>in</strong> Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish, <strong>and</strong><br />
manages tolerably well <strong>in</strong><br />
a service situation <strong>in</strong> one<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
his/her work, exploits his/<br />
her knowledge on entrepreneurship<br />
<strong>in</strong> his/her own<br />
field, the productization of<br />
one’s competence <strong>and</strong> acts<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
<strong>in</strong> Swedish <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language, <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
his/her work, exploits, <strong>in</strong><br />
many ways, his/her knowledge<br />
on entrepreneurship<br />
<strong>in</strong> his/her own field, the<br />
productization of one’s<br />
competence <strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ternal entrepreneurship.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one foreign language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> manages<br />
service situations fluently<br />
<strong>in</strong> the other domestic language<br />
<strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> the<br />
language of <strong>in</strong>struction <strong>and</strong><br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one other language.<br />
149
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> readjusts his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
makes choices <strong>and</strong> decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
meets the client or patient<br />
<strong>and</strong> works as a member of a<br />
multi-discipl<strong>in</strong>ary team <strong>in</strong> a<br />
friendly <strong>and</strong> matter-of-fact<br />
manner.<br />
makes him-/herself understood,<br />
both orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, statutes <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong>.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> readjusts his/her actions<br />
on the basis of feedback<br />
<strong>and</strong> recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Asks for guidance<br />
when needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
meets the client or patient<br />
<strong>in</strong> a friendly <strong>and</strong> matterof-fact<br />
manner <strong>and</strong> works<br />
<strong>in</strong> a cooperative spirit as a<br />
member of a multi-discipl<strong>in</strong>ary<br />
team.<br />
expresses him-/herself professionally,<br />
both orally <strong>and</strong><br />
<strong>in</strong> writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, legislation <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them to justify<br />
his/her actions.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
meets the client or patient<br />
<strong>in</strong> a friendly <strong>and</strong> matterof-fact<br />
manner <strong>and</strong> works<br />
<strong>in</strong>dependently <strong>and</strong> <strong>in</strong> a<br />
cooperative spirit as a<br />
straightforward member of<br />
a multi-discipl<strong>in</strong>ary team.<br />
expresses him-/herself<br />
naturally <strong>and</strong> professionally,<br />
both orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, legislation <strong>and</strong><br />
regulations concern<strong>in</strong>g the<br />
field of <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> <strong>and</strong> uses them <strong>in</strong> many<br />
ways to justify his/her actions.<br />
150
Health, safety <strong>and</strong><br />
ability to function<br />
<strong>in</strong> his/her work, pays attention<br />
to the occupational<br />
<strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions<br />
<strong>in</strong> his/her field, to<br />
work-related safety risks<br />
(biological, chemical,<br />
physiological, physical,<br />
mental <strong>and</strong> <strong>social</strong>) <strong>and</strong> to<br />
the significance of physical<br />
exercise to occupational<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g.<br />
Works <strong>in</strong> an ergonomically<br />
correct way.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> presents<br />
the safety plan of his/her<br />
own unit.<br />
justifies his/her actions with<br />
his/her knowledge of occupational<br />
<strong>health</strong> hazards<br />
<strong>and</strong> dangers <strong>in</strong> his/her own<br />
field of work. In his/her<br />
work, pays attention to occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
<strong>in</strong>structions <strong>and</strong> to the significance<br />
of physical exercise<br />
to occupational <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g. Works <strong>in</strong><br />
an ergonomically correct<br />
way <strong>and</strong> assesses ergonomics<br />
<strong>in</strong> his/her work.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> presents<br />
the safety plan of his/her<br />
own unit <strong>and</strong> knows his/<br />
her own area of responsibility<br />
<strong>in</strong> it.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of occupational<br />
<strong>health</strong> hazards <strong>and</strong> dangers<br />
<strong>in</strong> his/her own field of<br />
work. In his/her work, pays<br />
attention to occupational<br />
<strong>health</strong> <strong>and</strong> safety <strong>in</strong>structions<br />
<strong>and</strong> to the significance<br />
of physical exercise<br />
to occupational <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g. Works <strong>in</strong> an<br />
ergonomically correct way<br />
<strong>and</strong> assesses ergonomics <strong>in</strong><br />
his/her work. Presents targets<br />
for development, when<br />
needed.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation <strong>and</strong> presents<br />
<strong>and</strong> justifies the safety plan<br />
of his/her own unit <strong>and</strong><br />
knows his/her own area of<br />
responsibility <strong>in</strong> it.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> oral <strong>and</strong> dental<br />
<strong>health</strong> <strong>care</strong> by work<strong>in</strong>g <strong>in</strong> a public or private dental <strong>health</strong> unit, as a team member.<br />
Vocational skills are to be demonstrated <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: plann<strong>in</strong>g one’s<br />
work, consider<strong>in</strong>g it as a whole; productization of competence; client-based work <strong>in</strong><br />
the oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong> system; aseptics; oral <strong>and</strong> dental <strong>care</strong>; promot<strong>in</strong>g oral<br />
<strong>and</strong> dental <strong>health</strong>; <strong>and</strong> use of <strong>in</strong>struments <strong>and</strong> materials. In addition, the student or<br />
c<strong>and</strong>idate shall master the knowledge related to oral <strong>and</strong> dental <strong>health</strong> <strong>care</strong> <strong>and</strong> language<br />
skills accord<strong>in</strong>g to one of the targets for assessment <strong>in</strong> the above table, as well<br />
as the key competences for lifelong learn<strong>in</strong>g. The work is carried out to an extent<br />
that makes it possible to establish that the <strong>vocational</strong> skills meet the requirements.<br />
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A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g prepar<strong>in</strong>g the<br />
treatment environment of orthodontics, oral surgery, prosthetics <strong>and</strong> occlusive<br />
physiology <strong>and</strong> participat<strong>in</strong>g <strong>in</strong> the treatment<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g orthodontics, oral surgery, prosthetics<br />
<strong>and</strong> occlusive physiology<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.9 Study Programme or Specialisation <strong>in</strong> Care for the Disabled<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.9.1 Care for the Disabled<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
assesses the functional ability <strong>and</strong> need for help of clients with different dis-<br />
•<br />
abilities <strong>and</strong> of different ages<br />
plans, implements <strong>and</strong> assesses <strong>in</strong>dividual <strong>care</strong>, education <strong>and</strong> rehabilitation of<br />
•<br />
clients with different disabilities, together with the client <strong>and</strong> as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
plans residential <strong>and</strong> liv<strong>in</strong>g environment for the disabled client, together with<br />
•<br />
him/her<br />
abides with the pr<strong>in</strong>ciples of susta<strong>in</strong>able development<br />
•<br />
works <strong>in</strong> <strong>vocational</strong> <strong>in</strong>teraction with respect to the client’s <strong>in</strong>tegrity <strong>and</strong> sup-<br />
•<br />
ports the disabled client’s participation<br />
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•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
when needed, uses communication methods which support <strong>and</strong> compensate<br />
for speech<br />
guides <strong>and</strong> supports the disabled client <strong>in</strong> daily activities, consider<strong>in</strong>g his/her<br />
resources<br />
uses aid-devices <strong>and</strong> guides clients <strong>in</strong> their use<br />
supports <strong>and</strong> guides a disabled client <strong>in</strong> promot<strong>in</strong>g <strong>health</strong> <strong>and</strong> <strong>in</strong> prevent<strong>in</strong>g<br />
<strong>and</strong> cop<strong>in</strong>g with risks <strong>and</strong> hazards to <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
supports a disabled client’s mental <strong>health</strong> <strong>and</strong> meets clients whose behaviour is<br />
challeng<strong>in</strong>g or who are addicted to <strong>in</strong>toxicants<br />
attends to the pharmacotherapy of disabled clients<br />
exploits his/her language skills <strong>in</strong> customer service<br />
plans the productization of his/her competence<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence<br />
complies with the statues, regulations, values <strong>and</strong> ethical pr<strong>in</strong>ciples of <strong>care</strong> for<br />
the disabled<br />
takes <strong>care</strong> of his/her own well-be<strong>in</strong>g at work <strong>and</strong> observes occupational <strong>health</strong><br />
<strong>and</strong> safety <strong>in</strong>structions.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
the <strong>care</strong>, education<br />
<strong>and</strong> rehabilitation of<br />
disabled client<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student or c<strong>and</strong>idate<br />
assesses a client’s needs <strong>and</strong> assesses a client’s needs <strong>and</strong> uses a variety of assessment<br />
abilities, daily cop<strong>in</strong>g <strong>and</strong> abilities, daily cop<strong>in</strong>g <strong>and</strong> methods as well as observations<br />
need for assistance, us<strong>in</strong>g need for assistance, us<strong>in</strong>g a<br />
<strong>and</strong> <strong>in</strong>terview. Justi-<br />
some assessment methods. variety of assessment methods.<br />
fies his/her actions with the<br />
client’s needs <strong>and</strong> abilities,<br />
daily cop<strong>in</strong>g <strong>and</strong> need for<br />
assistance.<br />
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Plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g<br />
the <strong>care</strong>, education<br />
<strong>and</strong> rehabilitation of<br />
disabled client<br />
plans <strong>and</strong> implements, with<br />
the client <strong>and</strong> as a team<br />
member, <strong>in</strong>dividual <strong>care</strong>,<br />
support <strong>and</strong> guidance for<br />
the client, <strong>and</strong> underst<strong>and</strong>s<br />
the importance of plans.<br />
Assesses the implementation<br />
of the plan.<br />
as a member of a multidiscipl<strong>in</strong>ary<br />
team, works <strong>in</strong><br />
the <strong>care</strong> <strong>and</strong> service system<br />
for the disabled, <strong>and</strong> is<br />
familiar with the different<br />
providers of <strong>care</strong> for the<br />
disabled.<br />
is familiar with cooperation<br />
networks <strong>and</strong> works <strong>in</strong> a<br />
network.<br />
recognises the factors which<br />
<strong>in</strong>fluence the safety of the<br />
client’s residential <strong>and</strong> liv<strong>in</strong>g<br />
environment.<br />
as a team member, guides<br />
the client <strong>in</strong> <strong>in</strong>dividual (<strong>in</strong>dependent<br />
or group-type)<br />
accommodation.<br />
as a team member, guides<br />
the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g the<br />
benefits offered by the society.<br />
plans <strong>and</strong> implements <strong>in</strong>dividual<br />
<strong>care</strong>, support <strong>and</strong><br />
guidance for the client,<br />
together with the client<br />
<strong>and</strong> the rest of the team<br />
<strong>and</strong> possibly together with<br />
the client’s family. Assesses<br />
the implementation of the<br />
plan.<br />
works <strong>in</strong> the <strong>care</strong> <strong>and</strong> service<br />
system for the disabled,<br />
<strong>and</strong> is familiar with the different<br />
providers of <strong>care</strong> for<br />
the disabled <strong>and</strong> guides the<br />
clients to these services.<br />
is familiar with the cooperation<br />
networks <strong>and</strong><br />
different organisations for<br />
the disabled, <strong>and</strong> works <strong>in</strong><br />
different networks.<br />
plans a pleasant <strong>and</strong> safe<br />
residential <strong>and</strong> liv<strong>in</strong>g environment<br />
for the disabled<br />
client, together with him/<br />
her.<br />
guides <strong>and</strong> supports the<br />
client <strong>in</strong> <strong>in</strong>dividual (<strong>in</strong>dependent<br />
or group-type)<br />
accommodation.<br />
guides the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g<br />
the benefits offered by<br />
the society.<br />
plans <strong>and</strong> implements <strong>in</strong>dividual<br />
<strong>care</strong>, support <strong>and</strong><br />
guidance for the client,<br />
together with the disabled<br />
client <strong>and</strong> the rest of the<br />
team <strong>and</strong> possibly together<br />
with the client’s family, <strong>and</strong><br />
works <strong>in</strong>dependently <strong>and</strong><br />
assesses <strong>and</strong> develops his/<br />
her actions.<br />
works <strong>in</strong> the <strong>care</strong> <strong>and</strong> service<br />
system for the disabled,<br />
<strong>and</strong> is familiar with the different<br />
providers of <strong>care</strong> for<br />
the disabled <strong>and</strong> guides the<br />
clients to appropriate services<br />
<strong>and</strong> support systems,<br />
utilis<strong>in</strong>g service guidance.<br />
cooperates with different<br />
networks <strong>and</strong> organisations<br />
for the disabled.<br />
plans <strong>and</strong> implements a<br />
pleasant <strong>and</strong> safe residential<br />
<strong>and</strong> liv<strong>in</strong>g environment,<br />
which promotes the disabled<br />
client’s functional<br />
ability, together with him/<br />
her.<br />
supports the client’s capability<br />
to <strong>in</strong>dependent,<br />
assisted, supported <strong>and</strong><br />
guided accommodation.<br />
Supports the client <strong>in</strong><br />
generat<strong>in</strong>g changes which<br />
promote his/her control of<br />
his/her life.<br />
guides the client <strong>and</strong> his/<br />
her family <strong>and</strong> immediate<br />
community <strong>in</strong> obta<strong>in</strong><strong>in</strong>g<br />
the benefits offered by the<br />
society, <strong>and</strong> for his/her<br />
part, ensures an unbroken<br />
service cha<strong>in</strong>.<br />
154
Plann<strong>in</strong>g the productization<br />
of competence<br />
as a team member, supports<br />
the client <strong>in</strong> growth, development<br />
<strong>and</strong> learn<strong>in</strong>g, as<br />
well as <strong>in</strong> <strong>vocational</strong> tra<strong>in</strong><strong>in</strong>g<br />
<strong>and</strong> <strong>in</strong>dependent, supported<br />
<strong>and</strong> guided work.<br />
as a team member, abides<br />
with the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development.<br />
under <strong>in</strong>struction, plans the<br />
productization of competence.<br />
supports the client <strong>in</strong><br />
growth, development <strong>and</strong><br />
learn<strong>in</strong>g, as well as <strong>in</strong> <strong>vocational</strong><br />
tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong>dependent,<br />
supported <strong>and</strong><br />
guided work.<br />
abides with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
supports, guides <strong>and</strong> motivates<br />
the client <strong>in</strong> growth,<br />
development <strong>and</strong> learn<strong>in</strong>g,<br />
as well as <strong>in</strong> <strong>vocational</strong><br />
tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong>dependent,<br />
supported <strong>and</strong> guided<br />
work.<br />
abides with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> guides clients to comply<br />
with them.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Support<strong>in</strong>g <strong>and</strong><br />
guid<strong>in</strong>g a disabled<br />
client<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works <strong>in</strong>dividually <strong>in</strong> <strong>vocational</strong><br />
<strong>in</strong>teraction with<br />
clients.<br />
uses communication methods<br />
which support <strong>and</strong><br />
compensate for speech.<br />
respects the client’s right<br />
to decide on his/her own<br />
matters.<br />
works <strong>in</strong>dividually <strong>in</strong> <strong>vocational</strong><br />
<strong>in</strong>teraction with<br />
clients <strong>and</strong> justifies his/<br />
her actions on the basis of<br />
the needs of the disabled<br />
clients.<br />
uses communication methods<br />
which support <strong>and</strong><br />
compensate for speech <strong>and</strong><br />
guides the client to express<br />
him-/herself.<br />
respects the client’s right to<br />
decide on his/her own matters<br />
<strong>and</strong> through his/her actions,<br />
enables the client to<br />
make choices <strong>in</strong> daily life.<br />
works <strong>in</strong>dividually <strong>in</strong> <strong>vocational</strong><br />
<strong>in</strong>teraction with<br />
clients <strong>and</strong> justifies his/her<br />
actions <strong>in</strong> many ways on<br />
the basis of the needs of the<br />
disabled clients.<br />
uses a variety of communication<br />
methods which<br />
support <strong>and</strong> compensate<br />
for speech <strong>and</strong> guides <strong>and</strong><br />
encourages the client to<br />
exploit them <strong>in</strong> data acquisition<br />
<strong>and</strong> communication<br />
<strong>and</strong> develops the client’s<br />
communication environment.<br />
respects <strong>and</strong> supports the<br />
client’s right to decide on<br />
his/her own matters <strong>and</strong><br />
his/her <strong>in</strong>tegrity <strong>and</strong> develops<br />
the client’s chances to<br />
make choices <strong>in</strong> daily life.<br />
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as a team member, supports<br />
clients of different ages <strong>and</strong><br />
with different disabilities,<br />
as well as their families <strong>in</strong><br />
obta<strong>in</strong><strong>in</strong>g <strong>in</strong>itial <strong>in</strong>formation.<br />
as a team member, supports<br />
<strong>and</strong> guides the client <strong>in</strong><br />
daily activities, consider<strong>in</strong>g<br />
his/her resources.<br />
as a team member, carries<br />
out a client’s posture <strong>and</strong><br />
mobility treatment accord<strong>in</strong>g<br />
to given <strong>in</strong>structions<br />
<strong>and</strong> when needed, uses<br />
aid-devices (e.g. <strong>in</strong> lift<strong>in</strong>g,<br />
mov<strong>in</strong>g, communication,<br />
control, sensory perception<br />
<strong>and</strong> daily activities), <strong>and</strong><br />
guides the patient <strong>in</strong> their<br />
use.<br />
supports <strong>and</strong> guides the client<br />
<strong>in</strong> life management <strong>and</strong><br />
<strong>in</strong> plann<strong>in</strong>g mean<strong>in</strong>gful<br />
<strong>and</strong> stimulat<strong>in</strong>g everyday<br />
activities.<br />
supports the client <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
<strong>social</strong> skills.<br />
<strong>in</strong> his/her work, takes account<br />
of the significance of<br />
music, physical exercise <strong>and</strong><br />
art & crafts for the client<br />
<strong>and</strong> as a team member,<br />
guides activity groups exploit<strong>in</strong>g<br />
some creative <strong>and</strong><br />
therapeutic methods.<br />
supports clients <strong>and</strong> their<br />
families <strong>in</strong> obta<strong>in</strong><strong>in</strong>g <strong>in</strong>itial<br />
<strong>in</strong>formation.<br />
supports <strong>and</strong> guides the client<br />
<strong>in</strong> daily activities, consider<strong>in</strong>g<br />
his/her resources.<br />
carries out a patient’s posture<br />
<strong>and</strong> mobility treatment<br />
<strong>and</strong> when needed, guides<br />
the client <strong>in</strong> obta<strong>in</strong><strong>in</strong>g aiddevices<br />
<strong>and</strong> <strong>in</strong> us<strong>in</strong>g them,<br />
<strong>in</strong> cooperation with other<br />
experts.<br />
supports a client <strong>in</strong> life<br />
management <strong>and</strong> supports<br />
<strong>and</strong> guides the client <strong>and</strong><br />
his/her family to plan <strong>and</strong><br />
implement mean<strong>in</strong>gful <strong>and</strong><br />
stimulat<strong>in</strong>g everyday activities.<br />
supports the client <strong>in</strong> re<strong>in</strong>forc<strong>in</strong>g<br />
<strong>social</strong> skills <strong>and</strong><br />
encourages <strong>and</strong> motivates<br />
him/her to participate <strong>in</strong><br />
the activities of the surround<strong>in</strong>g<br />
society.<br />
<strong>in</strong> his/her work, takes account<br />
of the significance of<br />
music, physical exercise <strong>and</strong><br />
art & crafts for the client<br />
<strong>and</strong> guides activity groups<br />
exploit<strong>in</strong>g some creative<br />
<strong>and</strong> therapeutic methods.<br />
supports <strong>and</strong> guides clients<br />
<strong>and</strong> their families <strong>in</strong> a natural<br />
manner <strong>in</strong> obta<strong>in</strong><strong>in</strong>g<br />
<strong>in</strong>itial <strong>in</strong>formation, accord<strong>in</strong>g<br />
to the dem<strong>and</strong>s of the<br />
situation.<br />
<strong>in</strong>dependently <strong>and</strong> <strong>in</strong>dividually<br />
supports <strong>and</strong> guides<br />
the client <strong>in</strong> daily activities<br />
<strong>and</strong> encourages him/her to<br />
use his/her resources.<br />
carries out a client’s posture<br />
<strong>and</strong> mobility treatment <strong>and</strong><br />
recognises the client’s need<br />
for aid-devices <strong>and</strong> guides<br />
him/her <strong>in</strong> gett<strong>in</strong>g <strong>and</strong><br />
us<strong>in</strong>g aid-devices <strong>and</strong> underst<strong>and</strong>s<br />
their significance<br />
<strong>in</strong> promot<strong>in</strong>g the client’s<br />
functional ability.<br />
supports a client <strong>in</strong> life<br />
management <strong>and</strong> supports,<br />
guides <strong>and</strong> motivates the<br />
client <strong>and</strong> his/her family<br />
to plan <strong>and</strong> implement<br />
mean<strong>in</strong>gful <strong>and</strong> stimulat<strong>in</strong>g<br />
everyday activities.<br />
supports the client <strong>in</strong> many<br />
ways <strong>in</strong> re<strong>in</strong>forc<strong>in</strong>g <strong>social</strong><br />
skills <strong>and</strong> encourages <strong>and</strong><br />
motivates him/her to participate<br />
<strong>in</strong> the activities of<br />
the surround<strong>in</strong>g society.<br />
guides <strong>and</strong> develops, <strong>in</strong> a<br />
creative <strong>and</strong> personal manner,<br />
activity groups (visual<br />
expression, art & crafts,<br />
music <strong>and</strong> physical exercise)<br />
<strong>and</strong> exploits creative <strong>and</strong><br />
therapeutic methods.<br />
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Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
as a team member, supports<br />
<strong>and</strong> guides a client<br />
<strong>in</strong> promot<strong>in</strong>g <strong>health</strong> <strong>and</strong><br />
<strong>in</strong> prevent<strong>in</strong>g <strong>and</strong> cop<strong>in</strong>g<br />
with risks <strong>and</strong> hazards<br />
to <strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g<br />
(lonel<strong>in</strong>ess, marg<strong>in</strong>alisation,<br />
neglect <strong>and</strong> abuse, threat of<br />
domestic violence, mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
problems). Cooperates with<br />
other experts.<br />
supports <strong>and</strong> guides a client,<br />
<strong>in</strong> a resource-based<br />
manner, <strong>in</strong> promot<strong>in</strong>g<br />
<strong>health</strong> <strong>and</strong> <strong>in</strong> prevent<strong>in</strong>g<br />
<strong>and</strong> cop<strong>in</strong>g with risks <strong>and</strong><br />
hazards to <strong>health</strong> <strong>and</strong> wellbe<strong>in</strong>g.<br />
Accord<strong>in</strong>g to the<br />
dem<strong>and</strong>s of the situation,<br />
guides the client to e.g.<br />
mental <strong>health</strong>, <strong>in</strong>toxicant<br />
abuse or crisis cl<strong>in</strong>ics <strong>and</strong><br />
exploits expert help.<br />
as a team member, encounters<br />
clients whose behaviour behaviour is threaten<strong>in</strong>g,<br />
encounters clients whose<br />
is threaten<strong>in</strong>g, recognises recognises the limits of his/<br />
the limits of his/her own her own powers <strong>and</strong> applies<br />
the pr<strong>in</strong>ciples of his/<br />
powers <strong>and</strong> complies with<br />
the pr<strong>in</strong>ciples of his/her her work<strong>in</strong>g community <strong>in</strong><br />
work<strong>in</strong>g community <strong>in</strong> such cases.<br />
such cases.<br />
acknowledges sexuality as<br />
one part of a client’s identity<br />
<strong>and</strong> personality.<br />
monitors a client’s fluid balance<br />
<strong>in</strong> common situations<br />
<strong>and</strong> <strong>in</strong>forms about his/her<br />
observations.<br />
supports a client’s sexuality<br />
as one part of the client’s<br />
identity <strong>and</strong> personality.<br />
monitors a client’s fluid<br />
balance <strong>and</strong> its disturbances<br />
<strong>and</strong> <strong>in</strong>forms about his/her<br />
observations orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
monitors <strong>and</strong> observes a client’s<br />
nutrition <strong>and</strong> <strong>in</strong>forms <strong>and</strong> recognises <strong>and</strong> tends<br />
monitors a client’s nutrition<br />
about his/her observations to disturbances <strong>and</strong> special<br />
<strong>and</strong> as a team member, situations <strong>in</strong> nutrition.<br />
tends to special feed<strong>in</strong>g<br />
situations (tube feed<strong>in</strong>g <strong>and</strong><br />
gastrostoma).<br />
recognises special requirements<br />
<strong>in</strong> a client’s oral <strong>and</strong><br />
dental <strong>care</strong> <strong>and</strong> motivates<br />
the client <strong>in</strong> oral <strong>and</strong> dental<br />
<strong>care</strong>.<br />
observes <strong>and</strong> assesses the<br />
<strong>health</strong> status related to a<br />
client’s oral <strong>and</strong> dental <strong>care</strong>,<br />
<strong>and</strong> tends to related problems<br />
<strong>and</strong> motivates the client<br />
<strong>in</strong> oral <strong>and</strong> dental <strong>care</strong>.<br />
supports <strong>and</strong> guides a client,<br />
<strong>in</strong> a resource-based<br />
<strong>and</strong> <strong>in</strong>dependent manner,<br />
<strong>in</strong> promot<strong>in</strong>g <strong>health</strong> <strong>and</strong> <strong>in</strong><br />
prevent<strong>in</strong>g <strong>and</strong> cop<strong>in</strong>g with<br />
risks <strong>and</strong> hazards to <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g. Accord<strong>in</strong>g<br />
to the dem<strong>and</strong>s of the situation,<br />
guides <strong>and</strong> motivates<br />
the client to e.g. mental<br />
<strong>health</strong>, <strong>in</strong>toxicant abuse or<br />
crisis cl<strong>in</strong>ics <strong>and</strong> exploits<br />
expert help.<br />
anticipates <strong>and</strong> prevents<br />
threats, encounters clients<br />
whose behaviour is threaten<strong>in</strong>g,<br />
recognises the limits<br />
of his/her own powers <strong>and</strong><br />
applies the pr<strong>in</strong>ciples of<br />
his/her work<strong>in</strong>g community<br />
<strong>in</strong> such cases.<br />
supports a client’s sexuality<br />
as one part of the client’s<br />
identity <strong>and</strong> personality<br />
<strong>and</strong>, when needed <strong>and</strong> as<br />
a team member, provides<br />
<strong>in</strong>formation to prevent<br />
sexual abuse.<br />
monitors a client’s fluid<br />
balance <strong>and</strong> its disturbances<br />
<strong>and</strong> acts accord<strong>in</strong>g to the<br />
dem<strong>and</strong>s of the situation<br />
<strong>and</strong> <strong>in</strong>forms about his/her<br />
observations orally <strong>and</strong> <strong>in</strong><br />
writ<strong>in</strong>g.<br />
<strong>in</strong>dependently monitors,<br />
observes <strong>and</strong> tends to a<br />
client’s nutritional requirements.<br />
observes <strong>and</strong> assesses the<br />
<strong>health</strong> status related to a<br />
client’s oral <strong>and</strong> dental <strong>care</strong>,<br />
<strong>and</strong> tends to <strong>and</strong> prevents<br />
related problems <strong>and</strong> motivates<br />
the client <strong>in</strong> oral <strong>and</strong><br />
dental <strong>care</strong>.<br />
157
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
forms <strong>and</strong> causes of<br />
disability, as well as<br />
threats to the promotion<br />
of the <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g of disabled<br />
clients<br />
recognises special needs <strong>in</strong> a<br />
client’s foot <strong>care</strong>.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
safely <strong>and</strong> accord<strong>in</strong>g to<br />
<strong>in</strong>structions (p.o., s.c., rect.,<br />
<strong>in</strong>h., i.m.) <strong>and</strong> monitors<br />
their effect <strong>and</strong> <strong>in</strong>forms the<br />
team about his/her observations.<br />
Assessment criteria<br />
observes <strong>and</strong> assesses the<br />
<strong>health</strong> status of a client’s<br />
feet <strong>and</strong> tends to related<br />
problems.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
safely <strong>and</strong> accord<strong>in</strong>g<br />
to <strong>in</strong>structions (p.o., s.c.,<br />
rect., <strong>in</strong>h., i.m.) <strong>and</strong> monitors<br />
their effect as well as<br />
side <strong>and</strong> adverse effects <strong>and</strong><br />
<strong>in</strong>forms the team about his/<br />
her observations.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits justifies, for the ma<strong>in</strong> part,<br />
his/her knowledge of the his/her activities with his/<br />
most common forms <strong>and</strong> her knowledge of the forms<br />
underly<strong>in</strong>g causes for disability<br />
<strong>and</strong> causes of disability <strong>and</strong><br />
(mental, sensory, of related additional h<strong>and</strong>i-<br />
communication, physical caps <strong>and</strong> diseases.<br />
disability, autism <strong>and</strong> different<br />
syndromes).<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
development, structure <strong>and</strong><br />
functions of the nervous<br />
system, as well as related<br />
disorders <strong>and</strong> chronic diseases.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
disabled client’s mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
problems <strong>and</strong> addictions.<br />
justifies, for the ma<strong>in</strong> part,<br />
his/her work, with his/her<br />
knowledge of the development,<br />
structure <strong>and</strong> functions<br />
of the nervous system,<br />
as well as related disorders<br />
<strong>and</strong> chronic diseases.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the disabled client’s mental<br />
<strong>health</strong> <strong>and</strong> substance abuse<br />
problems <strong>and</strong> addictions.<br />
observes <strong>and</strong> assesses the<br />
<strong>health</strong> status of a client’s<br />
feet <strong>and</strong> tends to <strong>and</strong> prevents<br />
related problems.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
safely <strong>and</strong> accord<strong>in</strong>g<br />
to <strong>in</strong>structions (p.o., s.c.,<br />
rect., <strong>in</strong>h., i.m.) <strong>and</strong> monitors<br />
their effect as well as<br />
side <strong>and</strong> adverse effects <strong>and</strong><br />
the use of pharmaceuticals<br />
by the disabled client <strong>and</strong><br />
<strong>in</strong>forms the team about his/<br />
her observations. Guides<br />
<strong>and</strong> motivates the disabled<br />
client <strong>and</strong> his/her family <strong>in</strong><br />
the use of required pharmaceuticals.<br />
justifies, <strong>in</strong> many ways, his/<br />
her activities with his/her<br />
knowledge of the forms<br />
<strong>and</strong> causes of disability <strong>and</strong><br />
of additional h<strong>and</strong>icaps <strong>and</strong><br />
diseases.<br />
justifies, for the ma<strong>in</strong> part,<br />
his/her work, <strong>in</strong> many ways<br />
with his/her knowledge of<br />
the development, structure<br />
<strong>and</strong> functions of the nervous<br />
system, as well as related<br />
disorders <strong>and</strong> chronic<br />
diseases.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the disabled<br />
client’s mental <strong>health</strong> <strong>and</strong><br />
substance abuse problems<br />
<strong>and</strong> addictions.<br />
158
Master<strong>in</strong>g the knowledge<br />
related to the<br />
promotion of <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g of<br />
disabled clients<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
<strong>care</strong>, education <strong>and</strong><br />
rehabilitation<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to the pr<strong>in</strong>ciples of<br />
normalisation, <strong>in</strong>tegration,<br />
<strong>in</strong>clusion <strong>and</strong><br />
empowerment<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to <strong>social</strong>, economical<br />
<strong>and</strong> cultural factors<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
promotion of the <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g of disabled<br />
clients.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on<br />
methods related to <strong>care</strong>,<br />
education <strong>and</strong> rehabilitation.<br />
<strong>in</strong> his/her work, exploits<br />
the pr<strong>in</strong>ciples of the rehabilitative<br />
approach, as well<br />
as the most common rehabilitation<br />
methods.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
most common pharmaceuticals<br />
<strong>in</strong> the <strong>care</strong> for the<br />
disabled, as well as their<br />
effects <strong>and</strong> abuse.<br />
<strong>in</strong> his/her work, abides with<br />
the pr<strong>in</strong>ciples of normalisation,<br />
<strong>in</strong>tegration, <strong>in</strong>clusion<br />
<strong>and</strong> empowerment.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
history <strong>and</strong> topical issues <strong>in</strong><br />
the <strong>care</strong> for the disabled.<br />
<strong>in</strong> his/her work, takes account<br />
of the impact of<br />
public economic factors<br />
on the liv<strong>in</strong>g conditions of<br />
disabled clients.<br />
justifies his/her actions,<br />
with his/her knowledge of<br />
the promotion of the <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g of disabled<br />
clients.<br />
justifies his/her actions with<br />
his/her knowledge on <strong>care</strong>,<br />
education <strong>and</strong> rehabilitation.<br />
justifies his/her actions,<br />
with his/her knowledge on<br />
the rehabilitative approach<br />
<strong>and</strong> the most common<br />
rehabilitation methods.<br />
justifies his/her actions,<br />
with his/her knowledge on<br />
the pharmaceuticals used<br />
<strong>in</strong> the <strong>care</strong> for the disabled,<br />
as well as their effects, side<br />
<strong>and</strong> adverse effects, <strong>and</strong><br />
signs of the abuse of medication.<br />
justifies his/her work, with<br />
the pr<strong>in</strong>ciples of normalisation,<br />
<strong>in</strong>tegration, <strong>in</strong>clusion<br />
<strong>and</strong> empowerment.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
history <strong>and</strong> topical issues<br />
<strong>in</strong> the <strong>care</strong> for the disabled<br />
<strong>and</strong> underst<strong>and</strong>s their significance<br />
<strong>in</strong> his/her work.<br />
<strong>in</strong> his/her work, takes account<br />
of the impact of public<br />
economic <strong>and</strong> political<br />
factors on the liv<strong>in</strong>g conditions<br />
of disabled clients.<br />
justifies his/her actions,<br />
<strong>in</strong> many ways, with his/<br />
her knowledge of the<br />
promotion of the <strong>health</strong><br />
<strong>and</strong> well-be<strong>in</strong>g of disabled<br />
clients <strong>and</strong> actively acquires<br />
further <strong>in</strong>formation.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge on <strong>care</strong>, education<br />
<strong>and</strong> rehabilitation.<br />
justifies his/her actions,<br />
with his/her knowledge on<br />
the rehabilitative approach<br />
<strong>and</strong> rehabilitation methods<br />
<strong>and</strong> different disability<br />
groups.<br />
justifies his/her actions, <strong>in</strong><br />
many ways with his/her<br />
knowledge on the pharmaceuticals<br />
used <strong>in</strong> the <strong>care</strong><br />
for the disabled, as well<br />
as their effects, side <strong>and</strong><br />
adverse effects, <strong>and</strong> signs of<br />
the abuse of medication.<br />
justifies his/her work <strong>in</strong><br />
many ways with the pr<strong>in</strong>ciples<br />
of normalisation,<br />
<strong>in</strong>tegration, <strong>in</strong>clusion <strong>and</strong><br />
empowerment.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
history, topical issues <strong>and</strong><br />
future challenges <strong>in</strong> the <strong>care</strong><br />
for the disabled <strong>and</strong> underst<strong>and</strong>s<br />
their significance <strong>in</strong><br />
his/her work.<br />
n his/her work, takes account<br />
of the impact of public<br />
economic, political <strong>and</strong><br />
cultural factors on the liv<strong>in</strong>g<br />
conditions of disabled<br />
clients, their families <strong>and</strong><br />
immediate communities.<br />
159
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> productization of<br />
competence<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job application<br />
documents<br />
<strong>and</strong> employment<br />
contracts<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for F<strong>in</strong>nishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for Swedishspeakers)<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills<br />
(for speakers of<br />
other languages)<br />
<strong>in</strong> familiar situations at<br />
work, exploits his/her<br />
knowledge of the attitudes<br />
of different cultures <strong>and</strong><br />
m<strong>in</strong>ority groups on disabled<br />
clients.<br />
under <strong>in</strong>struction, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> <strong>care</strong> for the<br />
disabled, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge of<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s as well as<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> a service situation<br />
<strong>in</strong> Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish, <strong>and</strong><br />
manages tolerably well <strong>in</strong><br />
a service situation <strong>in</strong> one<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
attitudes of different cultures<br />
<strong>and</strong> m<strong>in</strong>ority groups<br />
on disabled clients.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge about<br />
entrepreneurship <strong>in</strong> <strong>care</strong> for<br />
the disabled, the productization<br />
of one’s competence<br />
<strong>and</strong> acts accord<strong>in</strong>g to the<br />
pr<strong>in</strong>ciples of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions with<br />
the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective labour<br />
agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/her<br />
work, demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
<strong>in</strong> Swedish <strong>and</strong> <strong>in</strong> one<br />
foreign language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> his/her work, exploits <strong>in</strong><br />
many ways his/her knowledge<br />
of the attitudes of<br />
different cultures <strong>and</strong> m<strong>in</strong>ority<br />
groups on disabled<br />
clients.<br />
his/her work, exploits <strong>in</strong><br />
many ways his/her knowledge<br />
on entrepreneurship<br />
<strong>in</strong> <strong>care</strong> for the disabled,<br />
the productization of one’s<br />
competence <strong>and</strong> acts accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions <strong>in</strong><br />
many ways with the rights<br />
<strong>and</strong> obligations <strong>in</strong> the collective<br />
labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong> <strong>nurse</strong>s.<br />
In his/her work, demonstrates<br />
his/her knowledge<br />
on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> Swedish<br />
<strong>and</strong> one foreign language.<br />
attends to customers <strong>in</strong><br />
Swedish <strong>and</strong> F<strong>in</strong>nish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one foreign language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> manages<br />
service situations fluently<br />
<strong>in</strong> the other domestic language<br />
<strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
160
Mak<strong>in</strong>g use of language<br />
skills <strong>in</strong> customer<br />
service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
attends to clients <strong>in</strong> the<br />
language of <strong>in</strong>struction <strong>and</strong><br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
fluently <strong>in</strong> one other language.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
makes choices <strong>and</strong> decision<br />
related to his/her work <strong>and</strong><br />
solves problems.<br />
works <strong>in</strong> <strong>vocational</strong> <strong>in</strong>teraction<br />
with different people<br />
<strong>and</strong> as a team member.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, operational<br />
practices, statutes <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field<br />
of <strong>care</strong> for the disabled.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her action<br />
on the basis of given feedback<br />
<strong>and</strong> assesses his/her<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
Asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
works <strong>in</strong> <strong>in</strong>teraction <strong>in</strong> a<br />
professional <strong>and</strong> cooperative<br />
manner <strong>and</strong> expresses<br />
his/her op<strong>in</strong>ions clearly.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, operational<br />
practices, statutes <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field<br />
of <strong>care</strong> for the disabled <strong>and</strong><br />
uses them to justify his/her<br />
actions.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
works <strong>in</strong> <strong>in</strong>teraction <strong>in</strong> a<br />
professional <strong>and</strong> cooperative<br />
manner, accord<strong>in</strong>g to<br />
the dem<strong>and</strong>s of the situation<br />
<strong>and</strong> expresses his/her<br />
op<strong>in</strong>ions clearly <strong>and</strong> constructively.<br />
abides with the values,<br />
pr<strong>in</strong>ciples, operational<br />
practices, statutes <strong>and</strong> regulations<br />
concern<strong>in</strong>g the field<br />
of <strong>care</strong> for the disabled <strong>and</strong><br />
uses them <strong>in</strong> many ways to<br />
justify his/her actions.<br />
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Health, safety <strong>and</strong><br />
ability to function<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work, safety as well<br />
as occupational <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g.<br />
regards occupational safety<br />
<strong>in</strong> positive terms <strong>and</strong> abides<br />
with safety <strong>in</strong>structions.<br />
Avoids work-related dangers<br />
<strong>and</strong> <strong>health</strong> hazards.<br />
complies with hygiene<br />
practices <strong>and</strong> aseptic procedures<br />
at work <strong>and</strong> takes<br />
<strong>care</strong> of his/her personal<br />
hygiene.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own ability<br />
to work <strong>and</strong> promotes<br />
his/her work ability <strong>and</strong><br />
<strong>health</strong>.<br />
observes <strong>and</strong> anticipates<br />
work-related dangers <strong>and</strong><br />
<strong>health</strong> hazards <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s<br />
the safety of the client<br />
<strong>and</strong> of him-/herself.<br />
complies with the pr<strong>in</strong>ciples<br />
of aseptics <strong>in</strong> different<br />
operational environments.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
ma<strong>in</strong>ta<strong>in</strong>s his/her own<br />
<strong>health</strong> <strong>and</strong> ability to work<br />
<strong>and</strong> promotes the well-be<strong>in</strong>g<br />
of him-/herself <strong>and</strong> his/<br />
her work community.<br />
observes <strong>and</strong> anticipates<br />
work-related dangers <strong>and</strong><br />
<strong>health</strong> hazards. Develops<br />
occupational safety by remov<strong>in</strong>g<br />
risks to the client,<br />
work community or his/her<br />
own safety.<br />
applies the pr<strong>in</strong>ciples of<br />
aseptic work <strong>in</strong> different<br />
operational environments<br />
<strong>and</strong> gives reasons for his/<br />
her actions.<br />
works <strong>in</strong> an ergonomically<br />
correct way, exploit<strong>in</strong>g the<br />
client’s resources <strong>and</strong> aiddevices<br />
<strong>and</strong> develops the<br />
ergonomic functionality of<br />
the work environment.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> <strong>care</strong> for the disabled<br />
by work<strong>in</strong>g <strong>in</strong> a <strong>care</strong> environment for the disabled. The student or c<strong>and</strong>idate demonstrates<br />
his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: plann<strong>in</strong>g, implement<strong>in</strong>g<br />
<strong>and</strong> assess<strong>in</strong>g the <strong>care</strong>, education <strong>and</strong> rehabilitation of disabled clients; plann<strong>in</strong>g<br />
the productization of competence; <strong>vocational</strong> <strong>in</strong>teraction; support<strong>in</strong>g <strong>and</strong> guid<strong>in</strong>g<br />
disabled clients; tak<strong>in</strong>g <strong>in</strong>to account <strong>health</strong>, security <strong>and</strong> ability to function; <strong>and</strong><br />
pharmacotherapy. In addition, the student or c<strong>and</strong>idate shall master the knowledge<br />
related <strong>care</strong> for the disabled <strong>and</strong> language skills accord<strong>in</strong>g to one of the targets for assessment<br />
<strong>in</strong> the above table as well as the key competences for lifelong learn<strong>in</strong>g. The<br />
work is carried out to an extent that makes it possible to establish that the <strong>vocational</strong><br />
skills meet the requirements.<br />
162
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material, exclud<strong>in</strong>g support <strong>in</strong><br />
receiv<strong>in</strong>g <strong>in</strong>itial <strong>in</strong>formation<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge, exclud<strong>in</strong>g the development, structure <strong>and</strong> functions<br />
of the nervous system<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.10 Study Programme or Specialisation <strong>in</strong> Care for the Elderly<br />
The student shall have completed <strong>and</strong> passed all the compulsory <strong>qualification</strong> modules<br />
(Support <strong>and</strong> guidance of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong> <strong>and</strong> Rehabilitation support)<br />
before embark<strong>in</strong>g on this study programme. The c<strong>and</strong>idate shall have completed<br />
<strong>and</strong> passed all the compulsory <strong>qualification</strong> modules (Support <strong>and</strong> guidance<br />
of growth, Nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>, <strong>and</strong> Rehabilitation support) before enter<strong>in</strong>g the skills<br />
demonstration test <strong>in</strong> this elective specialisation.<br />
4.10.1 Care for the Elderly<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
abides with the ethical pr<strong>in</strong>ciples <strong>and</strong> quality recommendations <strong>in</strong> the <strong>care</strong> for<br />
•<br />
the elderly <strong>and</strong> develops <strong>care</strong> for the elderly<br />
plans, implements <strong>and</strong> assesses the <strong>care</strong> of <strong>and</strong> services to the elderly, tak<strong>in</strong>g<br />
•<br />
their resources <strong>and</strong> participation <strong>in</strong>to account<br />
uses his/her <strong>vocational</strong> <strong>in</strong>teraction skills <strong>in</strong> work<strong>in</strong>g with the elderly <strong>and</strong> their<br />
•<br />
families<br />
guides <strong>and</strong> supports the elderly <strong>in</strong> daily activities, adopt<strong>in</strong>g a rehabilitative<br />
•<br />
approach<br />
motivates <strong>and</strong> guides the elderly to take up physical exercise <strong>and</strong> to ma<strong>in</strong>ta<strong>in</strong><br />
•<br />
muscle strength<br />
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•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
promotes the elder’s life quality, pay<strong>in</strong>g attention to his/her unique situation<br />
<strong>and</strong> history<br />
guides groups of elders with different functional abilities<br />
guides the elderly <strong>and</strong> their families <strong>in</strong> promot<strong>in</strong>g <strong>health</strong> (mak<strong>in</strong>g <strong>health</strong>y lifestyle<br />
possible, prevent<strong>in</strong>g difficulties <strong>and</strong> diseases, <strong>care</strong> <strong>and</strong> rehabilitation) <strong>in</strong><br />
<strong>social</strong> <strong>and</strong> mental problems, <strong>and</strong> <strong>in</strong> apply<strong>in</strong>g for <strong>and</strong> us<strong>in</strong>g different services<br />
carries out pharmacotherapy<br />
exploits the knowledge <strong>in</strong> his/her own field<br />
exploits his/her language skills <strong>in</strong> customer service<br />
plans the productization of his/her competence<br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence<br />
cooperates with other actors <strong>and</strong> networks<br />
promotes his/her own occupational safety <strong>and</strong> well-be<strong>in</strong>g.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Systematic work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
plans his/her work, comply<strong>in</strong>g<br />
with the ethical<br />
pr<strong>in</strong>ciples of the <strong>care</strong> for<br />
the elderly to fit the activities<br />
<strong>in</strong> his/her work unit.<br />
supported by a team, surveys<br />
the client’s functional<br />
abilities, customs <strong>and</strong> habits,<br />
life history <strong>and</strong> potential<br />
<strong>social</strong> problems, as well<br />
as the need for <strong>care</strong> <strong>and</strong><br />
services.<br />
plans his/her work, comply<strong>in</strong>g<br />
with the ethical<br />
pr<strong>in</strong>ciples of the <strong>care</strong> for<br />
the elderly <strong>and</strong> perceives<br />
his/her work as a whole to<br />
fit the activities <strong>in</strong> his/her<br />
work unit.<br />
surveys, <strong>in</strong> a resource-based<br />
manner, the client’s functional<br />
abilities, customs<br />
<strong>and</strong> habits, life history <strong>and</strong><br />
potential <strong>social</strong> problems,<br />
as well as the need for <strong>care</strong><br />
<strong>and</strong> services, exploit<strong>in</strong>g<br />
different functional ability<br />
scales.<br />
plans his/her work, comply<strong>in</strong>g<br />
with the ethical<br />
pr<strong>in</strong>ciples of the <strong>care</strong> for<br />
the elderly, pays attention<br />
to the client’s special<br />
characteristics <strong>and</strong> when<br />
needed, is able to readjust<br />
his/her actions flexibly.<br />
surveys, <strong>in</strong> a resource-based<br />
manner, the client’s functional<br />
abilities, customs<br />
<strong>and</strong> habits, life history <strong>and</strong><br />
potential <strong>social</strong> problems,<br />
as well as the need for <strong>care</strong><br />
<strong>and</strong> services, exploit<strong>in</strong>g<br />
different functional ability<br />
scales, also <strong>in</strong> the case of<br />
dem<strong>and</strong><strong>in</strong>g clients.<br />
164
Plann<strong>in</strong>g the productisation<br />
of competence<br />
supported by a team, draws<br />
up <strong>and</strong> updates, together<br />
with the client <strong>and</strong> the client’s<br />
representative, a plan<br />
which s/he implements <strong>and</strong><br />
assesses with the support of<br />
his/her team.<br />
contributes, supported by<br />
his/her team, to proper oral<br />
<strong>in</strong>formation <strong>and</strong> documentation<br />
of client records, so<br />
as to materialise the quality<br />
of <strong>care</strong> for the elderly as<br />
well as the rights of the client<br />
<strong>and</strong> the employee.<br />
supported by a team, complies<br />
with the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> the quality recommendations<br />
of the work unit.<br />
under <strong>in</strong>struction, plans the<br />
productisation of competence.<br />
works <strong>in</strong> a conscientious<br />
<strong>and</strong> economical manner.<br />
as a team member, draws<br />
up <strong>and</strong> updates, together<br />
with the client <strong>and</strong> the client’s<br />
representative, a plan<br />
which supports the client’s<br />
participation <strong>and</strong> which<br />
the <strong>nurse</strong> implements <strong>and</strong><br />
assesses.<br />
contributes, as a team<br />
member, to proper oral <strong>in</strong>formation<br />
<strong>and</strong> documentation<br />
of client records, so as<br />
to materialise the quality of<br />
<strong>care</strong> for the elderly as well<br />
as the rights of the client<br />
<strong>and</strong> the employee.<br />
complies with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> the quality<br />
recommendations of the<br />
work unit.<br />
plans <strong>and</strong> f<strong>in</strong>ds out <strong>in</strong> his/<br />
her work about the possibilities<br />
to productise one’s<br />
competence.<br />
works <strong>in</strong> an enterpris<strong>in</strong>g,<br />
conscientious, economical<br />
<strong>and</strong> effective manner.<br />
as a team member, draws<br />
up <strong>and</strong> updates, together<br />
with the client <strong>and</strong> the client’s<br />
representative, a plan<br />
which supports the client’s<br />
participation <strong>and</strong> which the<br />
<strong>nurse</strong> implements <strong>and</strong> assesses<br />
critically.<br />
contributes to proper oral<br />
<strong>in</strong>formation <strong>and</strong> documentation<br />
of client records, so<br />
as to materialise the quality<br />
of <strong>care</strong> for the elderly as<br />
well as the rights of the client<br />
<strong>and</strong> the employee.<br />
complies with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> the quality recommendations<br />
of the work<br />
unit <strong>and</strong> assesses <strong>and</strong> aims<br />
at develop<strong>in</strong>g the quality of<br />
<strong>care</strong> for the elderly <strong>in</strong> the<br />
work unit.<br />
plans <strong>and</strong> actively develops<br />
his/her entrepreneurial<br />
skills. Assesses the possibilities<br />
to productise one’s<br />
competence realistically.<br />
works <strong>in</strong> an enterpris<strong>in</strong>g<br />
<strong>and</strong> conscientious, comply<strong>in</strong>g<br />
with the pr<strong>in</strong>ciples of<br />
<strong>in</strong>ner entrepreneurship.<br />
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Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Support<strong>in</strong>g the<br />
functional abilities of<br />
the elderly <strong>and</strong>/or<br />
people with memory<br />
loss<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works professionally <strong>in</strong><br />
<strong>in</strong>teraction with clients.<br />
<strong>in</strong> his/her work, pays attention<br />
to the client’s family<br />
<strong>and</strong> immediate community<br />
<strong>and</strong> cooperates with them<br />
<strong>and</strong> provides support for<br />
family <strong>care</strong>givers.<br />
supported by a team, works<br />
<strong>in</strong> multicultural environments<br />
<strong>and</strong> with clients<br />
from different cultures.<br />
supported by a team, acts as<br />
a client’s primary <strong>nurse</strong>.<br />
supported by a team, supports<br />
the client’s functional<br />
abilities <strong>and</strong> applies a rehabilitative<br />
approach <strong>in</strong> his/<br />
her work.<br />
supported by a team, motivates<br />
<strong>and</strong> guides the client<br />
to take exercise <strong>and</strong> to<br />
boost or ma<strong>in</strong>ta<strong>in</strong> muscle<br />
strength.<br />
uses his/her <strong>vocational</strong><br />
<strong>in</strong>teraction skills <strong>in</strong> a natural<br />
manner <strong>in</strong> work<strong>in</strong>g with<br />
clients.<br />
actively cooperates with the<br />
client’s family <strong>and</strong> immediate<br />
community, regard<strong>in</strong>g<br />
them as a mean<strong>in</strong>gful<br />
resource for the client <strong>and</strong><br />
the <strong>nurse</strong>’s work. Actively<br />
supports the family <strong>care</strong>giver<br />
<strong>in</strong> his/her work.<br />
works <strong>in</strong> multicultural environments<br />
<strong>and</strong> with clients<br />
from different cultures <strong>and</strong><br />
develops his/her cultural<br />
awareness.<br />
acts responsibly as a client’s<br />
primary <strong>nurse</strong>, <strong>in</strong> cooperation<br />
with a team.<br />
applies a rehabilitative approach<br />
<strong>in</strong> daily activities, <strong>in</strong><br />
order to ma<strong>in</strong>ta<strong>in</strong> the client’s<br />
functional abilities.<br />
motivates <strong>and</strong> guides the<br />
client to take exercise <strong>and</strong><br />
to boost or ma<strong>in</strong>ta<strong>in</strong> muscle<br />
strength.<br />
uses his/her <strong>vocational</strong><br />
<strong>in</strong>teraction skills <strong>in</strong> a natural<br />
manner <strong>in</strong> work<strong>in</strong>g with<br />
clients, also <strong>in</strong> challeng<strong>in</strong>g<br />
situations.<br />
works <strong>in</strong> an active <strong>and</strong><br />
resource-based manner <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> his/her family <strong>and</strong> immediate<br />
community. Supports<br />
the family <strong>care</strong>giver<br />
<strong>in</strong> his/her work. Also f<strong>in</strong>ds<br />
positive solutions to challeng<strong>in</strong>g<br />
situations.<br />
works <strong>in</strong> multicultural environments<br />
<strong>and</strong> with clients<br />
from different cultures <strong>and</strong><br />
actively develops his/her<br />
cultural awareness <strong>and</strong> sensitivity<br />
<strong>in</strong> detect<strong>in</strong>g cultural<br />
differences.<br />
works actively <strong>and</strong> responsibly<br />
as a client’s primary<br />
<strong>nurse</strong>, exploit<strong>in</strong>g the competence<br />
<strong>and</strong> support of a<br />
multi-discipl<strong>in</strong>ary team.<br />
applies a rehabilitative<br />
approach flexibly <strong>and</strong> <strong>in</strong><br />
many ways <strong>in</strong> different<br />
daily activities <strong>in</strong> order to<br />
ma<strong>in</strong>ta<strong>in</strong> the client’s functional<br />
abilities.<br />
motivates <strong>and</strong> guides the<br />
client to take exercise<br />
<strong>and</strong> to boost or ma<strong>in</strong>ta<strong>in</strong><br />
muscle strength, f<strong>in</strong>d<strong>in</strong>g<br />
different options depend<strong>in</strong>g<br />
on the client’s <strong>in</strong>dividual<br />
needs.<br />
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Promot<strong>in</strong>g mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g for<br />
the elderly <strong>and</strong>/or<br />
people with memory<br />
loss<br />
Promot<strong>in</strong>g the <strong>health</strong><br />
of the elderly <strong>and</strong>/or<br />
people with memory<br />
loss<br />
supported by a team,<br />
exploits the physical <strong>and</strong><br />
psycho<strong>social</strong> environment<br />
as well as gerotechnology to<br />
promote the client’s functional<br />
abilities <strong>and</strong> safety.<br />
guides the client <strong>in</strong> the use<br />
of aid-devices <strong>and</strong> gerotechnology<br />
<strong>and</strong> acquires them,<br />
supported by a team.<br />
exploits some options to<br />
promote mean<strong>in</strong>gful everyday<br />
liv<strong>in</strong>g <strong>and</strong> the pleasantness<br />
<strong>and</strong> aesthetic aspects<br />
of the environment (e.g.<br />
music, dance, games, go<strong>in</strong>g<br />
out of doors, rem<strong>in</strong>iscence<br />
therapy, literature, art &<br />
crafts, tend<strong>in</strong>g to plants<br />
<strong>and</strong> flowers, bak<strong>in</strong>g <strong>and</strong><br />
household chores).<br />
guides activity groups for<br />
clients of different ages <strong>and</strong><br />
functional abilities.<br />
monitors issues related to<br />
the client’s nutritional status,<br />
fluid balance <strong>and</strong> use<br />
of alcohol, <strong>and</strong> assists <strong>and</strong><br />
guides the client <strong>in</strong> eat<strong>in</strong>g<br />
or prepar<strong>in</strong>g food <strong>and</strong><br />
pay<strong>in</strong>g attention to special<br />
diets.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> tend<strong>in</strong>g to personal hygiene<br />
<strong>and</strong> <strong>in</strong> dress<strong>in</strong>g (oral<br />
& dental <strong>care</strong>, foot <strong>care</strong> <strong>and</strong><br />
sk<strong>in</strong> <strong>care</strong>) <strong>and</strong> pays attention<br />
to special problems.<br />
exploits the physical <strong>and</strong><br />
psycho<strong>social</strong> environment<br />
as well as gerotechnology to<br />
promote the client’s functional<br />
abilities, mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g <strong>and</strong> safety.<br />
guides <strong>and</strong> motivates the<br />
client <strong>in</strong> the acquisition<br />
<strong>and</strong> use of aid-devices <strong>and</strong><br />
gerotechnology.<br />
promotes mean<strong>in</strong>gful everyday<br />
liv<strong>in</strong>g <strong>and</strong> the pleasantness<br />
<strong>and</strong> aesthetic aspects<br />
of the environment as<br />
a natural part of daily <strong>care</strong><br />
<strong>and</strong> nurs<strong>in</strong>g of the client.<br />
guides activity groups for<br />
clients of different ages <strong>and</strong><br />
functional abilities, promot<strong>in</strong>g<br />
<strong>in</strong>teraction between<br />
<strong>and</strong> participation of the<br />
group members.<br />
assesses the client’s nutritional<br />
status, fluid balance<br />
<strong>and</strong> use of alcohol, <strong>and</strong><br />
guides <strong>and</strong> assists the client<br />
<strong>in</strong> eat<strong>in</strong>g or prepar<strong>in</strong>g food<br />
<strong>and</strong> <strong>in</strong> eat<strong>in</strong>g habits, pay<strong>in</strong>g<br />
attention to special diets.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> tend<strong>in</strong>g to personal<br />
hygiene <strong>and</strong> dress<strong>in</strong>g <strong>and</strong><br />
recognises special problems.<br />
exploits the physical <strong>and</strong><br />
psycho<strong>social</strong> environment<br />
as well as gerotechnology,<br />
<strong>in</strong> every respect, to promote<br />
the client’s functional abilities,<br />
mean<strong>in</strong>gful everyday<br />
liv<strong>in</strong>g <strong>and</strong> safety.<br />
guides <strong>and</strong> motivates the<br />
client <strong>in</strong> the acquisition<br />
<strong>and</strong> use of aid-devices<br />
<strong>and</strong> gerotechnology <strong>and</strong><br />
presents different options<br />
depend<strong>in</strong>g on the client’s<br />
<strong>in</strong>dividual needs.<br />
<strong>in</strong>novatively exploits different<br />
options <strong>in</strong> br<strong>in</strong>g<strong>in</strong>g<br />
mean<strong>in</strong>gfulness <strong>in</strong>to the<br />
client’s life, as a natural part<br />
of daily <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g.<br />
guides activity groups for<br />
clients of different ages <strong>and</strong><br />
functional abilities, promot<strong>in</strong>g<br />
<strong>in</strong>teraction between<br />
<strong>and</strong> participation of the<br />
group members naturally<br />
<strong>and</strong> <strong>in</strong> a variety of ways,<br />
also <strong>in</strong> challeng<strong>in</strong>g situations.<br />
assesses the client’s nutritional<br />
status, fluid balance<br />
<strong>and</strong> use of alcohol, <strong>and</strong><br />
guides <strong>and</strong> assists the client<br />
<strong>in</strong> eat<strong>in</strong>g or prepar<strong>in</strong>g food<br />
<strong>and</strong> <strong>in</strong> eat<strong>in</strong>g habits, pay<strong>in</strong>g<br />
attention to special diets.<br />
F<strong>in</strong>ds solutions also to challeng<strong>in</strong>g<br />
situations.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> tend<strong>in</strong>g to personal<br />
hygiene <strong>and</strong> dress<strong>in</strong>g <strong>and</strong><br />
recognises special problems.<br />
F<strong>in</strong>ds solutions also to challeng<strong>in</strong>g<br />
situations.<br />
167
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Pharmacotherapy of<br />
the elderly <strong>and</strong>/or<br />
people with memory<br />
loss<br />
supports the client’s cont<strong>in</strong>ence,<br />
assists <strong>and</strong> supported<br />
by a team, guides <strong>in</strong><br />
problems of <strong>in</strong>cont<strong>in</strong>ence<br />
(pelvic floor exercise,<br />
controlled toilet visits, <strong>in</strong>cont<strong>in</strong>ence<br />
pads as well as<br />
temporary or permanent<br />
catheters).<br />
supported by a team, promotes<br />
<strong>and</strong> monitors the client’s<br />
vital functions as well<br />
as sleep-wake pattern.<br />
supported by a team, attends<br />
to the client’s pa<strong>in</strong><br />
relief.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely to<br />
the client. Supported by a<br />
team, guides the client <strong>and</strong><br />
his/her family <strong>in</strong> the use of<br />
pharmaceuticals, <strong>in</strong> their<br />
storage <strong>and</strong> disposal <strong>and</strong> <strong>in</strong><br />
renew<strong>in</strong>g prescriptions.<br />
supported by a team,<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common adverse<br />
<strong>and</strong> side effects, as well as<br />
the signs of abuse of medication.<br />
supports the client’s cont<strong>in</strong>ence,<br />
assists <strong>and</strong> guides <strong>in</strong><br />
problems of <strong>in</strong>cont<strong>in</strong>ence.<br />
<strong>in</strong>dependently promotes<br />
<strong>and</strong> monitors the client’s<br />
vital functions as well as<br />
sleep-wake pattern. Intervenes<br />
as early as possible <strong>in</strong><br />
the case of decl<strong>in</strong><strong>in</strong>g <strong>health</strong><br />
<strong>and</strong> functional abilities.<br />
attends to the client’s pa<strong>in</strong><br />
relief <strong>in</strong>dependently <strong>and</strong> as<br />
a team member.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely to<br />
the client. Guides the client<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use of pharmaceuticals, <strong>in</strong><br />
their storage <strong>and</strong> disposal<br />
<strong>and</strong> <strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common adverse<br />
<strong>and</strong> side effects, as well as<br />
the signs of abuse of medication.<br />
supports the client’s cont<strong>in</strong>ence,<br />
assists <strong>and</strong> guides <strong>in</strong><br />
problems of <strong>in</strong>cont<strong>in</strong>ence.<br />
F<strong>in</strong>ds different solutions<br />
also to challeng<strong>in</strong>g situations.<br />
<strong>in</strong>dependently promotes<br />
<strong>and</strong> monitors the client’s<br />
vital functions as well as<br />
sleep-wake pattern. Intervenes<br />
as early as possible <strong>in</strong><br />
the case of decl<strong>in</strong><strong>in</strong>g <strong>health</strong><br />
<strong>and</strong> functional abilities.<br />
attends to the client’s pa<strong>in</strong><br />
relief <strong>in</strong>dependently <strong>and</strong> as<br />
a team member, exploit<strong>in</strong>g<br />
different pa<strong>in</strong> relief methods<br />
<strong>in</strong> many ways.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely to the<br />
client. Actively guides the<br />
client <strong>and</strong> his/her family <strong>in</strong><br />
the use of pharmaceuticals,<br />
<strong>in</strong> their storage <strong>and</strong> disposal<br />
<strong>and</strong> <strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
actively monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effects of<br />
pharmaceuticals <strong>and</strong> recognises<br />
the most common<br />
adverse <strong>and</strong> side effects, as<br />
well as the signs of abuse of<br />
medication.<br />
168
Support<strong>in</strong>g the elderly<br />
<strong>and</strong>/or people<br />
with memory loss <strong>in</strong><br />
<strong>social</strong> problems<br />
Fac<strong>in</strong>g death<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the knowledge<br />
related to the<br />
concepts of old age<br />
<strong>and</strong> life history<br />
as a team member, supports<br />
the client’s cop<strong>in</strong>g with<br />
<strong>social</strong> problems (e.g. lonel<strong>in</strong>ess,<br />
marg<strong>in</strong>alisation, neglect<br />
<strong>and</strong> abuse, the threat<br />
of domestic violence <strong>and</strong><br />
substance abuse). Cooperates<br />
with other experts.<br />
supported by a team, accepts<br />
death as part of life<br />
<strong>and</strong> is able to talk about<br />
death <strong>and</strong> related issues<br />
with the elder <strong>and</strong> his/her<br />
family.<br />
supported by a team, participates<br />
<strong>in</strong> the <strong>care</strong> of a<br />
dy<strong>in</strong>g elder.<br />
Assessment criteria<br />
as a team member, supports<br />
the client <strong>and</strong> his/<br />
her family <strong>in</strong> cop<strong>in</strong>g with<br />
different <strong>social</strong> problems<br />
<strong>and</strong> <strong>in</strong>tervenes as early as<br />
possible. Guides the client<br />
to seek required expert help<br />
<strong>in</strong> e.g. substance abuse or<br />
crisis cl<strong>in</strong>ics.<br />
accepts death as part of life<br />
<strong>and</strong> is able to talk about<br />
death <strong>and</strong> related issues<br />
with the elder <strong>and</strong> his/her<br />
family.<br />
as a team member, participates<br />
<strong>in</strong> the <strong>care</strong> of a dy<strong>in</strong>g<br />
elder.<br />
supports the client <strong>and</strong> his/<br />
her family <strong>in</strong> cop<strong>in</strong>g with<br />
different <strong>social</strong> problems<br />
<strong>and</strong> <strong>in</strong>tervenes as early as<br />
possible. Through his/her<br />
actions, strives at prevent<strong>in</strong>g<br />
<strong>social</strong> problems <strong>and</strong><br />
guides the client to use<br />
expert help. Guides <strong>and</strong><br />
motivates the client <strong>in</strong> e.g.<br />
seek<strong>in</strong>g help at substance<br />
abuse or crisis cl<strong>in</strong>ics <strong>and</strong> <strong>in</strong><br />
his/her work, exploits experts<br />
<strong>in</strong> a variety of ways.<br />
accepts death as part of life<br />
<strong>and</strong> is able to talk about<br />
death <strong>and</strong> related issues<br />
naturally with the elder <strong>and</strong><br />
his/her family.<br />
as a team member, participates<br />
<strong>in</strong> the <strong>care</strong> of a dy<strong>in</strong>g<br />
elder <strong>in</strong> every respect.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits <strong>in</strong> his/her work, takes account<br />
<strong>in</strong> his/her work, takes ac-<br />
his/her knowledge of the<br />
of <strong>and</strong> reflects on count of <strong>and</strong> reflects on<br />
different conceptions of the significance of different<br />
his/her own conception<br />
old age <strong>and</strong> their connections<br />
conceptions of old of old age <strong>and</strong> values, <strong>and</strong><br />
with culture <strong>and</strong> reflects<br />
age as well as on his/her justifies his/her actions on<br />
on his/her thoughts, thoughts, attitudes <strong>and</strong> the basis of them.<br />
attitudes <strong>and</strong> values regard<strong>in</strong>g<br />
values regard<strong>in</strong>g his/her<br />
his/her own age<strong>in</strong>g. own<br />
age<strong>in</strong>g.<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the significance<br />
of the client’s life history<br />
for the present situation<br />
<strong>in</strong> life.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of different<br />
cultures <strong>and</strong> multiculturalism.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/<br />
her knowledge of the<br />
significance of the client’s<br />
life history for the present<br />
situation <strong>in</strong> life.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the different cultures <strong>and</strong><br />
multi-culturalism.<br />
justifies his/her decisions<br />
<strong>and</strong> actions <strong>in</strong> many ways<br />
with his/her knowledge<br />
of the significance of the<br />
client’s life history for the<br />
present situation <strong>in</strong> life.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the different<br />
cultures <strong>and</strong> multi-culturalism.<br />
169
4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to physical <strong>and</strong><br />
psycho<strong>social</strong> changes<br />
<strong>in</strong> age<strong>in</strong>g<br />
Master<strong>in</strong>g the knowledge<br />
related to<br />
mean<strong>in</strong>gful everyday<br />
liv<strong>in</strong>g for the elderly<br />
<strong>and</strong>/or people with<br />
memory loss<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to promot<strong>in</strong>g the<br />
<strong>health</strong> of the elderly<br />
<strong>and</strong>/or people with<br />
memory loss<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on<br />
F<strong>in</strong>nish history <strong>and</strong> the<br />
development of <strong>care</strong> for<br />
the elderly.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
impact of physical, mental<br />
<strong>and</strong> <strong>social</strong> age<strong>in</strong>g <strong>and</strong><br />
changes on the elder’s life.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
pr<strong>in</strong>ciples <strong>and</strong> methods<br />
for promot<strong>in</strong>g mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
basics of oral & dental,<br />
sk<strong>in</strong> <strong>and</strong> foot <strong>care</strong>.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
methods of exercise, as<br />
well as physical <strong>and</strong> occupational<br />
therapy for<br />
promot<strong>in</strong>g the <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g of the client.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge on the<br />
significance of the physical<br />
<strong>and</strong> psycho<strong>social</strong> environment<br />
for mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g, safety <strong>and</strong><br />
functional abilities.<br />
<strong>in</strong> his/her work, takes<br />
<strong>in</strong>to account the connection<br />
of F<strong>in</strong>nish history to<br />
the elder’s life history, the<br />
development of <strong>care</strong> for<br />
the elderly <strong>and</strong> the conceptions<br />
of old age.<br />
justifies his/her actions<br />
with his/her knowledge<br />
of the impact of physical,<br />
mental <strong>and</strong> <strong>social</strong> age<strong>in</strong>g<br />
<strong>and</strong> changes on the elder’s<br />
life.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the different options for<br />
promot<strong>in</strong>g mean<strong>in</strong>gful everyday<br />
liv<strong>in</strong>g. Justifies his/<br />
her decisions <strong>and</strong> actions<br />
with his/her knowledge of<br />
the pr<strong>in</strong>ciples <strong>in</strong> guid<strong>in</strong>g<br />
different groups.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of the basics<br />
<strong>and</strong> special problems <strong>in</strong><br />
oral & dental, sk<strong>in</strong> <strong>and</strong><br />
foot <strong>care</strong>.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the methods of exercise,<br />
as well as physical <strong>and</strong><br />
occupational therapy for<br />
promot<strong>in</strong>g the <strong>health</strong> <strong>and</strong><br />
well-be<strong>in</strong>g of the client.<br />
justifies his/her actions<br />
with his/her knowledge<br />
on the significance of the<br />
physical <strong>and</strong> psycho<strong>social</strong><br />
environment for mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g, safety<br />
<strong>and</strong> functional abilities.<br />
actively demonstrates his/<br />
her <strong>in</strong>terest <strong>in</strong> F<strong>in</strong>nish<br />
history <strong>and</strong> takes <strong>in</strong>to account<br />
its connection to<br />
the elder’s life history, the<br />
development of <strong>care</strong> for<br />
the elderly <strong>and</strong> the conceptions<br />
of old age.<br />
justifies his/her decisions<br />
<strong>and</strong> actions <strong>in</strong> many ways<br />
with his/her knowledge<br />
of the impact of physical,<br />
mental <strong>and</strong> <strong>social</strong> age<strong>in</strong>g<br />
<strong>and</strong> changes on the elder’s<br />
life.<br />
justifies his/her actions extensively<br />
<strong>and</strong> <strong>in</strong> a variety of<br />
ways with his/her knowledge<br />
of the different options<br />
for promot<strong>in</strong>g mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g.<br />
Justifies his/her decisions<br />
<strong>and</strong> actions extensively <strong>and</strong><br />
<strong>in</strong> a variety of ways with<br />
his/her knowledge of the<br />
pr<strong>in</strong>ciples <strong>in</strong> guid<strong>in</strong>g different<br />
groups.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively<br />
with his/her knowledge<br />
of the basics <strong>and</strong> special<br />
problems <strong>in</strong> oral & dental,<br />
sk<strong>in</strong> <strong>and</strong> foot <strong>care</strong>.<br />
justifies his/her actions<br />
extensively <strong>and</strong> <strong>in</strong> a variety<br />
of ways with his/her<br />
knowledge of the methods<br />
of exercise, as well as<br />
physical <strong>and</strong> occupational<br />
therapy for promot<strong>in</strong>g the<br />
<strong>health</strong> <strong>and</strong> well-be<strong>in</strong>g of<br />
the client.<br />
justifies his/her actions extensively<br />
<strong>and</strong> <strong>in</strong> many ways<br />
with his/her knowledge<br />
on the significance of the<br />
physical <strong>and</strong> psycho<strong>social</strong><br />
environment for mean<strong>in</strong>gful<br />
everyday liv<strong>in</strong>g, safety<br />
<strong>and</strong> functional abilities.<br />
170
Master<strong>in</strong>g the<br />
societal knowledge<br />
related to the status<br />
<strong>and</strong> rights of the elderly<br />
<strong>and</strong>/or people<br />
with memory loss<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of traditional<br />
eat<strong>in</strong>g habits <strong>and</strong><br />
special nutritional issues<br />
(nutritional recommendations,<br />
malnutrition, diabetes,<br />
cancer, diseases of the<br />
digestive system <strong>and</strong> impact<br />
of substance abuse).<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
elders’ most common<br />
physical <strong>and</strong> mental diseases<br />
<strong>and</strong> their treatment,<br />
as well as of the pr<strong>in</strong>ciples<br />
of pa<strong>in</strong> relief <strong>and</strong> term<strong>in</strong>al<br />
<strong>care</strong>.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of<br />
memory loss <strong>and</strong> the pr<strong>in</strong>ciples<br />
of <strong>care</strong> for people<br />
suffer<strong>in</strong>g from memory<br />
loss.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
elders’ accident risks (<strong>in</strong>cl.<br />
accidents at home <strong>and</strong><br />
fall<strong>in</strong>g) as well as of how to<br />
act <strong>in</strong> first aid cases.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
basics of pharmacotherapy<br />
to the elderly.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of <strong>social</strong><br />
problems (lonel<strong>in</strong>ess, marg<strong>in</strong>alisation,<br />
neglect <strong>and</strong><br />
abuse, threat of domestic<br />
violence <strong>and</strong> substance<br />
abuse problems) as well as<br />
ways to solve them.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
traditional eat<strong>in</strong>g habits<br />
<strong>and</strong> special nutritional<br />
issues.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of the elders’<br />
most common physical<br />
<strong>and</strong> mental diseases <strong>and</strong><br />
their treatment, as well as<br />
of the pr<strong>in</strong>ciples of pa<strong>in</strong><br />
relief <strong>and</strong> term<strong>in</strong>al <strong>care</strong>.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of memory loss<br />
<strong>and</strong> the <strong>care</strong> for people suffer<strong>in</strong>g<br />
from memory loss.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the elders’ accident risks<br />
<strong>and</strong> of how to act <strong>in</strong> first<br />
aid cases.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the basics of pharmacotherapy<br />
to the elderly.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
<strong>social</strong> problems <strong>and</strong> ways<br />
to solve them.<br />
justifies his/her actions extensively<br />
<strong>and</strong> <strong>in</strong> many ways<br />
with his/her knowledge of<br />
traditional eat<strong>in</strong>g habits<br />
<strong>and</strong> special nutritional<br />
issues.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively <strong>and</strong><br />
<strong>in</strong> a client-based manner<br />
with his/her knowledge of<br />
the elders’ most common<br />
physical <strong>and</strong> mental diseases<br />
<strong>and</strong> their treatment,<br />
as well as of the pr<strong>in</strong>ciples<br />
of pa<strong>in</strong> relief <strong>and</strong> term<strong>in</strong>al<br />
<strong>care</strong>.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively<br />
<strong>and</strong> <strong>in</strong> a variety of ways<br />
with his/her knowledge of<br />
memory loss <strong>and</strong> the <strong>care</strong><br />
for people suffer<strong>in</strong>g from<br />
memory loss.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the elders’ accident risks<br />
<strong>and</strong> of how to act <strong>in</strong> first<br />
aid cases <strong>in</strong> chang<strong>in</strong>g situations.<br />
justifies his/her decisions<br />
<strong>and</strong> actions <strong>in</strong> many ways<br />
with his/her knowledge of<br />
the basics of pharmacotherapy<br />
to the elderly.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively<br />
with his/her knowledge of<br />
<strong>social</strong> problems <strong>and</strong> ways<br />
to prevent <strong>and</strong> solve them.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to collective labour<br />
agreements, job<br />
application documents<br />
<strong>and</strong> employment<br />
contracts<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to entrepreneurship<br />
<strong>and</strong> productization<br />
of competence<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
services <strong>and</strong> <strong>social</strong> benefits<br />
available to the elderly<br />
<strong>and</strong>/or people with memory<br />
loss.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of<br />
special legal issues related<br />
to old age <strong>and</strong> memory<br />
loss (e.g. <strong>in</strong> appo<strong>in</strong>t<strong>in</strong>g a<br />
guardian or arrang<strong>in</strong>g the<br />
funeral).<br />
abides with the statutes,<br />
regulations, recommendations<br />
<strong>and</strong> ethical pr<strong>in</strong>ciples<br />
of the <strong>care</strong> for the elderly.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
basics <strong>in</strong> quality work <strong>and</strong><br />
of the quality recommendations<br />
related to the <strong>care</strong><br />
for the elderly.<br />
<strong>in</strong> his/her work, demonstrates<br />
his/her knowledge<br />
of the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective<br />
labour agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s, as well<br />
as on how to draw up job<br />
application documents <strong>and</strong><br />
employment contracts.<br />
under <strong>in</strong>struction, exploits<br />
knowledge about entrepreneurship<br />
<strong>in</strong> <strong>care</strong> for the<br />
elderly, the productization<br />
of one’s competence <strong>and</strong><br />
the significance of <strong>in</strong>ternal<br />
entrepreneurship.<br />
justifies his/her actions<br />
with his/her knowledge<br />
of the services <strong>and</strong> <strong>social</strong><br />
benefits available to the<br />
elderly <strong>and</strong>/or people with<br />
memory loss.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
special legal issues related<br />
to old age <strong>and</strong> memory<br />
loss.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the statutes, regulations,<br />
recommendations <strong>and</strong><br />
ethical pr<strong>in</strong>ciples of the<br />
<strong>care</strong> for the elderly.<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the basics <strong>in</strong> quality work<br />
<strong>and</strong> of the quality recommendations<br />
related to the<br />
<strong>care</strong> for the elderly.<br />
justifies his/her actions<br />
with the rights <strong>and</strong> obligations<br />
<strong>in</strong> the collective<br />
labour agreement concern<strong>in</strong>g<br />
<strong>practical</strong> <strong>nurse</strong>s. In his/<br />
her work, demonstrates<br />
his/her knowledge on how<br />
to draw up job application<br />
documents <strong>and</strong> employment<br />
contracts.<br />
his/her work, exploits his/<br />
her knowledge on entrepreneurship<br />
<strong>in</strong> <strong>care</strong> for the<br />
elderly, the productization<br />
of one’s competence <strong>and</strong><br />
acts accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge of the services<br />
<strong>and</strong> <strong>social</strong> benefits available<br />
to the elderly <strong>and</strong>/or<br />
people with memory loss.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge of special legal<br />
issues related to old age<br />
<strong>and</strong> memory loss.<br />
justifies his/her actions<br />
extensively <strong>and</strong> <strong>in</strong> a variety<br />
of ways with his/her<br />
knowledge of the statutes,<br />
regulations, recommendations<br />
<strong>and</strong> ethical pr<strong>in</strong>ciples,<br />
which govern the <strong>care</strong><br />
for the elderly.<br />
justifies his/her actions<br />
extensively <strong>and</strong> <strong>in</strong> a variety<br />
of ways with his/her<br />
knowledge of the basics<br />
<strong>in</strong> quality work <strong>and</strong> of the<br />
quality recommendations<br />
related to the <strong>care</strong> for the<br />
elderly.<br />
justifies his/her actions<br />
<strong>in</strong> many ways with the<br />
rights <strong>and</strong> obligations <strong>in</strong><br />
the collective labour agreement<br />
concern<strong>in</strong>g <strong>practical</strong><br />
<strong>nurse</strong>s. In his/her work,<br />
demonstrates his/her<br />
knowledge on how to draw<br />
up job application documents<br />
<strong>and</strong> employment<br />
contracts.<br />
his/her work, exploits his/<br />
her knowledge on entrepreneurship<br />
<strong>in</strong> <strong>care</strong> for the<br />
elderly, the productization<br />
of one’s competence <strong>and</strong><br />
acts accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
of <strong>in</strong>ternal entrepreneurship<br />
<strong>in</strong> many ways.<br />
172
Mak<strong>in</strong>g use of<br />
language skills <strong>in</strong><br />
customer service<br />
Sector-specific<br />
language skills<br />
(for F<strong>in</strong>nishspeakers)<br />
Mak<strong>in</strong>g use of<br />
language skills <strong>in</strong><br />
customer service<br />
Sector-specific<br />
language skills<br />
(for Swedishspeakers)<br />
Mak<strong>in</strong>g use of<br />
language skills <strong>in</strong><br />
customer service<br />
Sector-specific<br />
language skills<br />
(for speakers of<br />
other languages)<br />
Mak<strong>in</strong>g use of<br />
language skills <strong>in</strong><br />
customer service<br />
Sector-specific<br />
language skills <strong>in</strong><br />
foreign language<br />
tra<strong>in</strong><strong>in</strong>g<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages tolerably<br />
well <strong>in</strong> a service situation<br />
<strong>in</strong> Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish, <strong>and</strong><br />
manages tolerably well <strong>in</strong><br />
a service situation <strong>in</strong> one<br />
foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish <strong>and</strong><br />
manages service situations<br />
tolerably well <strong>in</strong> one foreign<br />
language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish, <strong>and</strong> helps the<br />
customer onward <strong>in</strong> a service<br />
situation <strong>in</strong> one other<br />
language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations <strong>in</strong> Swedish <strong>and</strong><br />
<strong>in</strong> one foreign language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations <strong>in</strong><br />
one foreign language.<br />
manages service situations<br />
<strong>in</strong> F<strong>in</strong>nish or Swedish<br />
as well as <strong>in</strong> one foreign<br />
language <strong>and</strong> manages<br />
tolerably well <strong>in</strong> the other<br />
domestic language.<br />
<strong>in</strong> addition to the tra<strong>in</strong><strong>in</strong>g<br />
language, manages service<br />
situations <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish <strong>and</strong> <strong>in</strong> one other<br />
language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> manages service<br />
situations fluently <strong>in</strong><br />
Swedish <strong>and</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> Swedish<br />
<strong>and</strong> F<strong>in</strong>nish <strong>and</strong> manages<br />
service situations<br />
fluently <strong>in</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> manages<br />
service situations fluently<br />
<strong>in</strong> the other domestic<br />
language <strong>and</strong> <strong>in</strong> one foreign<br />
language.<br />
attends to clients <strong>in</strong> the<br />
language of <strong>in</strong>struction<br />
<strong>and</strong> <strong>in</strong> F<strong>in</strong>nish or Swedish<br />
<strong>and</strong> manages service situations<br />
fluently <strong>in</strong> one other<br />
language.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/ her own<br />
learn<strong>in</strong>g <strong>and</strong> competence<br />
<strong>and</strong>, when needed, asks for<br />
guidance.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
makes choices <strong>and</strong> decision<br />
related to his/her work <strong>and</strong><br />
solves problems.<br />
cooperates with other employees<br />
<strong>and</strong> service providers.<br />
expresses him-/herself underst<strong>and</strong>ably<br />
<strong>and</strong> <strong>in</strong> a matter-of-fact<br />
manner, both<br />
orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
abides with ethical <strong>in</strong>structions<br />
<strong>and</strong> recognises situations<br />
which pose ethical<br />
problems <strong>in</strong> <strong>care</strong> for the<br />
elderly.<br />
assumes responsibility for<br />
his/her own occupational<br />
safety <strong>and</strong> well-be<strong>in</strong>g as<br />
well as work<strong>in</strong>g ability.<br />
observes aseptics <strong>and</strong><br />
through his/her own actions,<br />
prevents the spread<strong>in</strong>g<br />
of <strong>in</strong>fections.<br />
takes <strong>care</strong> of the electric<br />
<strong>and</strong> fire safety measures<br />
<strong>in</strong> his/her work <strong>and</strong> when<br />
needed, is able to defend<br />
him-/herself.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents,<br />
for his/her own part,<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems<br />
<strong>and</strong> acquires further <strong>in</strong>formation<br />
to back up his/her<br />
decisions.<br />
actively cooperates with<br />
other employees <strong>and</strong> service<br />
providers.<br />
expresses him-/herself professionally,<br />
appropriately<br />
<strong>and</strong> clearly both orally <strong>and</strong><br />
<strong>in</strong> writ<strong>in</strong>g.<br />
abides with ethical <strong>in</strong>structions<br />
<strong>and</strong> recognises <strong>and</strong><br />
reflects on situations which<br />
pose ethical problems <strong>in</strong><br />
<strong>care</strong> for the elderly.<br />
assumes responsibility for<br />
his/her own occupational<br />
well-be<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g<br />
ability <strong>and</strong> the well-be<strong>in</strong>g<br />
of his/her work community<br />
<strong>and</strong> is will<strong>in</strong>g to promote<br />
them with the assistance of<br />
a team.<br />
complies with the pr<strong>in</strong>ciples<br />
of aseptics, us<strong>in</strong>g the<br />
correct work practices, <strong>and</strong><br />
prevents the spread<strong>in</strong>g of<br />
<strong>in</strong>fections.<br />
takes <strong>care</strong> of the electric<br />
<strong>and</strong> fire safety measures<br />
<strong>in</strong> his/her work <strong>and</strong> anticipates<br />
dangers <strong>and</strong>, when<br />
needed, is able to defend<br />
him-/herself.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
makes <strong>in</strong>dependent decisions<br />
related to his/her<br />
work <strong>and</strong> solves problems.<br />
Justifies his/her actions<br />
with <strong>vocational</strong> know-how<br />
<strong>and</strong> acquires more <strong>in</strong>formation<br />
when needed.<br />
actively exploits the opportunities<br />
for multi-discipl<strong>in</strong>ary<br />
cooperation with<br />
other employees <strong>and</strong> service<br />
providers.<br />
expresses him-/herself professionally,<br />
unprompted<br />
<strong>and</strong> naturally, both orally<br />
<strong>and</strong> <strong>in</strong> writ<strong>in</strong>g.<br />
abides with ethical <strong>in</strong>structions<br />
<strong>and</strong> f<strong>in</strong>ds solutions<br />
for situations which pose<br />
ethical problems <strong>in</strong> <strong>care</strong> for<br />
the elderly.<br />
assumes responsibility for<br />
his/her own occupational<br />
well-be<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g<br />
ability <strong>and</strong> the well-be<strong>in</strong>g<br />
of his/her work community<br />
<strong>and</strong> is will<strong>in</strong>g to promote<br />
them with the assistance of<br />
a team.<br />
complies with the pr<strong>in</strong>ciples<br />
of aseptics <strong>and</strong><br />
prevents the spread<strong>in</strong>g of<br />
<strong>in</strong>fections also <strong>in</strong> challeng<strong>in</strong>g<br />
situations.<br />
takes <strong>care</strong> of <strong>and</strong> promotes<br />
the electric <strong>and</strong> fire safety<br />
measures <strong>in</strong> his/her work<br />
<strong>and</strong> when needed, is able to<br />
defend him-/herself.<br />
works <strong>in</strong> an ergonomically<br />
correct way also <strong>in</strong><br />
challeng<strong>in</strong>g situations <strong>and</strong><br />
prevents work-related accidents<br />
<strong>and</strong> <strong>in</strong>juries.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
174
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> the <strong>care</strong> for the elderly<br />
by work<strong>in</strong>g <strong>in</strong> home <strong>care</strong>, day activity centre, service home or centre, dementia<br />
unit, old people’s home or hospital. The student or c<strong>and</strong>idate demonstrates his/her<br />
<strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: systematic work; plann<strong>in</strong>g the productization<br />
of competence; <strong>vocational</strong> <strong>in</strong>teraction; promot<strong>in</strong>g the functional abilities,<br />
<strong>health</strong> <strong>and</strong> mean<strong>in</strong>gful everyday liv<strong>in</strong>g of the elderly <strong>and</strong> people with memory loss;<br />
pharmacotherapy; support <strong>in</strong> <strong>social</strong> problems; <strong>and</strong> fac<strong>in</strong>g death. In addition, the<br />
student or c<strong>and</strong>idate shall master the knowledge related <strong>care</strong> for the elderly <strong>and</strong> language<br />
skills accord<strong>in</strong>g to one of the targets for assessment <strong>in</strong> the above table, as well<br />
as the key competences for lifelong learn<strong>in</strong>g. The work is carried out to an extent<br />
that makes it possible to establish that the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> resuscitation.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.11 Optional modules for all<br />
4.11.1 Modules from Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care<br />
4.11.1.1 Accident <strong>and</strong> emergency nurs<strong>in</strong>g<br />
A Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care may <strong>in</strong>clude Nurs<strong>in</strong>g <strong>in</strong><br />
Emergency Department as an elective module, through the student or c<strong>and</strong>idate’s<br />
personal study plan (cf. module requirements <strong>in</strong> 4.3.2).<br />
The student must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care (20 credits) before<br />
embark<strong>in</strong>g on this elective module.<br />
The c<strong>and</strong>idate must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care (20 credits) <strong>in</strong> a<br />
skills demonstration test before embark<strong>in</strong>g on this elective module.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
The student or c<strong>and</strong>idate may choose Accident <strong>and</strong> Emergency Nurs<strong>in</strong>g Department<br />
as an elective module <strong>in</strong> his/her Vocational Qualification <strong>in</strong> Social <strong>and</strong><br />
Health Care, irrespective of his/her study programme or specialisation.<br />
In <strong>vocational</strong> upper secondary education, the module gives 10 credits.<br />
In competence-based <strong>qualification</strong>s, the education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider shall<br />
have a valid agreement of arrang<strong>in</strong>g the said <strong>vocational</strong> <strong>qualification</strong>, or the education<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider may purchase the competence tests from such an education<br />
provider which has the agreement. The Qualification Committee <strong>in</strong> charge of<br />
the said <strong>vocational</strong> <strong>qualification</strong> shall issue the certificate on the completion of a<br />
module, <strong>and</strong> the Qualification Committee for Vocational Qualification <strong>in</strong> Social<br />
<strong>and</strong> Health Care, <strong>practical</strong> <strong>nurse</strong>, shall accept the said module as part of a Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, by virtue of the certificate.<br />
4.11.1.2 Perioperative nurs<strong>in</strong>g<br />
A Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care may <strong>in</strong>clude Perioperative<br />
Nurs<strong>in</strong>g as an elective module through the student or c<strong>and</strong>idate’s personal study<br />
plan (cf. module requirements <strong>in</strong> 4.3.3).<br />
The student must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care <strong>and</strong> (20 credits) before<br />
embark<strong>in</strong>g on this elective module.<br />
The c<strong>and</strong>idate must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care (20 credits) <strong>in</strong> a<br />
skills demonstration test prior to embark<strong>in</strong>g on this elective module.<br />
The student or c<strong>and</strong>idate may choose Perioperative Nurs<strong>in</strong>g as an elective<br />
module <strong>in</strong> his/her Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care, irrespective<br />
of his/her study programme or specialisation.<br />
In <strong>vocational</strong> upper secondary education, the module gives 10 credits.<br />
In competence-based <strong>qualification</strong>s, the education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider shall<br />
have a valid agreement of arrang<strong>in</strong>g the said <strong>vocational</strong> <strong>qualification</strong>, or the education<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider may purchase the competence tests from such an education<br />
provider which has the agreement. The Qualification Committee <strong>in</strong> charge of<br />
the said <strong>vocational</strong> <strong>qualification</strong> shall issue the certificate on the completion of a<br />
module, <strong>and</strong> the Qualification Committee for Vocational Qualification <strong>in</strong> Social<br />
<strong>and</strong> Health Care, <strong>practical</strong> <strong>nurse</strong>, shall accept the said module as part of a Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, by virtue of the certificate.<br />
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4.11.1.3 Home <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g of the elderly<br />
A Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care may <strong>in</strong>clude Home Care <strong>and</strong><br />
Nurs<strong>in</strong>g of the Elderly as an elective module through the student or c<strong>and</strong>idate’s<br />
personal study plan.<br />
The student must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care (20 credits) prior to<br />
embark<strong>in</strong>g on this elective module.<br />
The c<strong>and</strong>idate must have passed at least Nurs<strong>in</strong>g <strong>and</strong> Care (20 credits) <strong>in</strong> a<br />
skills demonstration test, prior to embark<strong>in</strong>g on this elective module.<br />
The student or c<strong>and</strong>idate may choose Home Care <strong>and</strong> Nurs<strong>in</strong>g of the Elderly<br />
as an elective module <strong>in</strong> his/her Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care<br />
irrespective of his/her study programme or specialisation.<br />
In <strong>vocational</strong> upper secondary education, the module gives 10 credits.<br />
In competence-based <strong>qualification</strong>s, the education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider shall<br />
have a valid agreement of arrang<strong>in</strong>g the said <strong>vocational</strong> <strong>qualification</strong>, or the education<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g provider may purchase the competence tests from such an education<br />
provider which has the agreement. The Qualification Committee <strong>in</strong> charge of<br />
the said <strong>vocational</strong> <strong>qualification</strong> shall issue the certificate on the completion of a<br />
module, <strong>and</strong> the Qualification Committee for Vocational Qualification <strong>in</strong> Social<br />
<strong>and</strong> Health Care, <strong>practical</strong> <strong>nurse</strong>, shall accept the said module as part of a Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, by virtue of the certificate.<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
respects the privacy, habits, customs <strong>and</strong> property of the client who lives <strong>in</strong> his/<br />
•<br />
her own home<br />
plans, implements <strong>and</strong> assesses the <strong>care</strong> of <strong>and</strong> services the clients liv<strong>in</strong>g at<br />
•<br />
home, tak<strong>in</strong>g their resources <strong>and</strong> participation <strong>in</strong>to account<br />
cooperates with the client’s family <strong>care</strong>giver, relatives <strong>and</strong> network<br />
•<br />
uses his/her <strong>vocational</strong> <strong>in</strong>teraction skills <strong>in</strong> work<strong>in</strong>g with the clients <strong>and</strong> their<br />
•<br />
families<br />
guides <strong>and</strong> supports the clients <strong>in</strong> daily activities, consider<strong>in</strong>g their resources<br />
•<br />
monitors changes <strong>in</strong> the client’s physical, mental <strong>and</strong> <strong>social</strong> well-be<strong>in</strong>g <strong>and</strong><br />
•<br />
abilities <strong>and</strong> prevents the factors that have a detrimental effect<br />
guides <strong>and</strong> supports the client <strong>and</strong> his/her family <strong>in</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g <strong>and</strong> promot-<br />
•<br />
<strong>in</strong>g physical, mental <strong>and</strong> <strong>social</strong> well-be<strong>in</strong>g <strong>and</strong> abilities<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
guides <strong>and</strong> supports the clients <strong>and</strong> their families <strong>in</strong> seek<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g different<br />
benefits <strong>and</strong> services<br />
guides <strong>and</strong> supports clients <strong>in</strong> the different phases of the <strong>care</strong> cha<strong>in</strong> (e.g. junction<br />
between <strong>in</strong>stitutional <strong>and</strong> home <strong>care</strong>, memory loss <strong>and</strong> substance abuse<br />
problems)<br />
provides pharmacotherapy to the clients<br />
exploits tools <strong>and</strong> technology related to safety, <strong>social</strong> <strong>in</strong>teraction, <strong>in</strong>formation<br />
<strong>and</strong> statistics <strong>in</strong> the client’s home <strong>and</strong> guides the clients <strong>and</strong> their families <strong>in</strong><br />
their use<br />
helps the client take <strong>care</strong> <strong>and</strong>/or takes <strong>care</strong> of the client’s meals <strong>and</strong> nutrition<br />
helps the client take <strong>care</strong> <strong>and</strong>/or takes <strong>care</strong> of daily tid<strong>in</strong>ess <strong>and</strong>/or clean<strong>in</strong>g <strong>and</strong><br />
laundry <strong>in</strong> the client’s home<br />
runs err<strong>and</strong>s for the client outside their home <strong>and</strong>/or assists the client <strong>in</strong> runn<strong>in</strong>g<br />
err<strong>and</strong>s<br />
works as a part of a team with<strong>in</strong> his/her area of responsibility<br />
exploits the knowledge <strong>in</strong> his/her work <strong>in</strong> home <strong>care</strong><br />
develops his/her action on the basis of given feedback <strong>and</strong> assesses his/her own<br />
competence<br />
solves everyday problems <strong>and</strong> acts <strong>in</strong> surpris<strong>in</strong>g situations <strong>in</strong> the client’s home<br />
abides with the pr<strong>in</strong>ciples, regulations <strong>and</strong> provisions concern<strong>in</strong>g the field of<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>, when work<strong>in</strong>g <strong>in</strong> the client’s home<br />
promotes his/her own occupational safety <strong>and</strong> well-be<strong>in</strong>g when work<strong>in</strong>g <strong>in</strong><br />
home <strong>care</strong><br />
abides with the pr<strong>in</strong>ciples of susta<strong>in</strong>able development <strong>in</strong> work<strong>in</strong>g <strong>in</strong> the client’s<br />
home.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
178
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Systematic work<br />
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
supported by a team, updates,<br />
as a team member, updates, as a team member, draws<br />
together with the together with the client <strong>and</strong> up or updates, together<br />
client <strong>and</strong> his/her family, a his/her family, a <strong>care</strong> <strong>and</strong> with the client <strong>and</strong> his/her<br />
<strong>care</strong> <strong>and</strong> service plan which service plan which she/he family, a <strong>care</strong> <strong>and</strong> service<br />
she/he implements <strong>and</strong> implements <strong>and</strong> assesses. plan which she/he implements<br />
assesses with the support of<br />
<strong>and</strong> assesses <strong>in</strong> a<br />
his/her team.<br />
variety of ways.<br />
supported by a team, plans<br />
his/her visit <strong>in</strong> the client’s<br />
home accord<strong>in</strong>g to the client’s<br />
<strong>care</strong> <strong>and</strong> service plan,<br />
pay<strong>in</strong>g attention to the<br />
client’s wishes.<br />
Assessment criteria<br />
plans his/her visit <strong>in</strong> the<br />
client’s home accord<strong>in</strong>g to<br />
the client’s <strong>care</strong> <strong>and</strong> service<br />
plan, pay<strong>in</strong>g attention to<br />
the client’s habits, customs<br />
<strong>and</strong> privacy. Acts flexibly<br />
<strong>and</strong> assesses his/her actions.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works professionally <strong>in</strong><br />
<strong>in</strong>teraction with clients.<br />
<strong>in</strong> his/her work, pays attention<br />
to the client <strong>and</strong><br />
family <strong>and</strong> cooperates with<br />
them.<br />
supported by a team, supports<br />
the family <strong>care</strong>giver <strong>in</strong><br />
his/her work.<br />
reports on <strong>and</strong> documents<br />
his/her observations <strong>and</strong><br />
actions.<br />
uses his/her <strong>vocational</strong><br />
<strong>in</strong>teraction skills <strong>in</strong> a natural<br />
manner <strong>in</strong> work<strong>in</strong>g with<br />
clients.<br />
actively cooperates with the<br />
client <strong>and</strong> family, regard<strong>in</strong>g<br />
them as a mean<strong>in</strong>gful<br />
resource for the client <strong>and</strong><br />
the <strong>nurse</strong>’s work.<br />
supports the family <strong>care</strong>giver<br />
<strong>in</strong> his/her work <strong>in</strong>dependently<br />
<strong>and</strong> unprompted.<br />
actively reports on <strong>and</strong><br />
documents his/her observations<br />
<strong>and</strong> actions.<br />
plans his/her visit <strong>in</strong> the<br />
client’s home accord<strong>in</strong>g to<br />
the client’s <strong>care</strong> <strong>and</strong> service<br />
plan, pay<strong>in</strong>g extensive<br />
attention to the client’s<br />
habits, customs <strong>and</strong> privacy.<br />
Acts flexibly <strong>and</strong> <strong>in</strong><br />
a client-based manner <strong>in</strong><br />
exceptional situations <strong>and</strong><br />
assesses <strong>and</strong> justifies his/her<br />
actions.<br />
uses his/her <strong>vocational</strong><br />
<strong>in</strong>teraction skills <strong>in</strong> a natural<br />
manner <strong>in</strong> work<strong>in</strong>g with<br />
clients, also <strong>in</strong> challeng<strong>in</strong>g<br />
situations.<br />
works <strong>in</strong> an active <strong>and</strong><br />
resource-based manner <strong>in</strong><br />
cooperation with the client<br />
<strong>and</strong> his/her family. Also<br />
f<strong>in</strong>ds positive solutions to<br />
challeng<strong>in</strong>g situations.<br />
supports the family <strong>care</strong>giver<br />
<strong>in</strong> his/her work actively<br />
<strong>and</strong> <strong>in</strong> a variety of ways.<br />
actively reports on <strong>and</strong><br />
documents his/her observations<br />
<strong>and</strong> actions <strong>in</strong> a variety<br />
of ways.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Home <strong>care</strong> <strong>and</strong><br />
nurs<strong>in</strong>g<br />
takes <strong>care</strong> of the client’s<br />
daily meals or helps the<br />
client take <strong>care</strong> of sufficient<br />
nutrient supply for his/her<br />
age. Guides <strong>and</strong> supports<br />
the client <strong>in</strong> issues related<br />
to nutrition, accord<strong>in</strong>g to<br />
the <strong>care</strong> <strong>and</strong> service plan,<br />
but occasionally needs<br />
guidance from home <strong>care</strong><br />
team members.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong> tend<strong>in</strong>g to personal hygiene<br />
<strong>and</strong> dress<strong>in</strong>g <strong>and</strong> pays<br />
attention to the client’s<br />
special problems.<br />
monitors changes <strong>and</strong> the<br />
need for support <strong>in</strong> the<br />
client’s physical, mental<br />
<strong>and</strong> <strong>social</strong> well-be<strong>in</strong>g, <strong>and</strong><br />
as a team member, seeks for<br />
solutions.<br />
guides the client towards<br />
self-<strong>care</strong> <strong>and</strong> the promotion<br />
of functional abilities (e.g.<br />
rest, sleep, exercise, stimulat<strong>in</strong>g<br />
activities, nutrition,<br />
tend<strong>in</strong>g to illnesses), pay<strong>in</strong>g<br />
attention to the client’s<br />
resources <strong>and</strong> functional<br />
abilities. Applies a rehabilitative<br />
approach <strong>in</strong> his/her<br />
work.<br />
takes <strong>care</strong> of the client’s<br />
daily meals or helps the<br />
client take <strong>care</strong> of wellbalanced<br />
nutrient supply<br />
for his/her age, accord<strong>in</strong>g<br />
to the <strong>care</strong> <strong>and</strong> service plan.<br />
Makes observations <strong>and</strong><br />
guides <strong>and</strong> supports the<br />
client <strong>in</strong>dividually <strong>in</strong> issues<br />
related to nutrition.<br />
assists <strong>and</strong> guides the client,<br />
<strong>in</strong> a resource-based manner,<br />
<strong>in</strong> tend<strong>in</strong>g to personal<br />
hygiene <strong>and</strong> dress<strong>in</strong>g <strong>and</strong><br />
recognises the client’s special<br />
problems.<br />
monitors <strong>and</strong> recognises<br />
changes <strong>and</strong> the need for<br />
support <strong>in</strong> the client’s<br />
physical, mental <strong>and</strong> <strong>social</strong><br />
well-be<strong>in</strong>g, <strong>and</strong> seeks for<br />
solutions together with the<br />
client <strong>and</strong> his/her family.<br />
For his/her part, elim<strong>in</strong>ates<br />
factors which reduce the<br />
client’s well-be<strong>in</strong>g.<br />
unprompted guides <strong>and</strong><br />
motivates the client towards<br />
self-<strong>care</strong> <strong>and</strong> promotion of<br />
functional abilities, pay<strong>in</strong>g<br />
attention to the client’s<br />
resources <strong>and</strong> functional<br />
abilities. Applies a rehabilitative<br />
approach <strong>in</strong> his/her<br />
work.<br />
takes <strong>care</strong> of the client’s<br />
daily meals or helps the<br />
client take <strong>care</strong> of wellbalanced<br />
nutrient supply<br />
for his/her age, accord<strong>in</strong>g<br />
to the <strong>care</strong> <strong>and</strong> service plan.<br />
Makes observations <strong>and</strong><br />
guides <strong>and</strong> supports the<br />
client <strong>in</strong>dividually <strong>in</strong> issues<br />
related to nutrition. Cooperates<br />
with the client, his/<br />
her family <strong>and</strong> home <strong>care</strong><br />
team <strong>in</strong> case of problems.<br />
assists <strong>and</strong> guides the client<br />
<strong>in</strong>dividually <strong>and</strong> <strong>in</strong> a variety<br />
of ways, pay<strong>in</strong>g attention<br />
to the client’s resources, <strong>in</strong><br />
tend<strong>in</strong>g to personal hygiene<br />
<strong>and</strong> dress<strong>in</strong>g <strong>and</strong> recognises<br />
the client’s special problems.<br />
monitors, recognises <strong>and</strong><br />
anticipates changes <strong>and</strong> the<br />
need for support <strong>in</strong> the client’s<br />
physical, mental <strong>and</strong><br />
<strong>social</strong> well-be<strong>in</strong>g <strong>in</strong> many<br />
ways, <strong>and</strong> seeks for solutions<br />
<strong>in</strong> a multi-discipl<strong>in</strong>ary<br />
home <strong>care</strong> team together<br />
with the client <strong>and</strong> his/<br />
her family. Through his/<br />
her actions, prevents factors<br />
which reduce the client’s<br />
well-be<strong>in</strong>g.<br />
actively guides <strong>and</strong> motivates<br />
the client towards<br />
self-<strong>care</strong> <strong>and</strong> promotion<br />
of functional abilities <strong>and</strong><br />
f<strong>in</strong>ds different options<br />
depend<strong>in</strong>g on the client’s<br />
needs <strong>and</strong> functional abilities.<br />
Applies a rehabilitative<br />
approach <strong>in</strong> his/her work.<br />
180
Pharmacotherapy <strong>in</strong><br />
home <strong>care</strong><br />
as a team member, recognises<br />
some need for services<br />
<strong>and</strong> guides the client to use<br />
services.<br />
supported by a team,<br />
guides clients <strong>in</strong> the different<br />
phases of the <strong>care</strong> cha<strong>in</strong><br />
(e.g. the junction between<br />
<strong>in</strong>stitutional <strong>and</strong> home<br />
<strong>care</strong>, memory loss <strong>and</strong> substance<br />
abuse problems).<br />
recognises the client’s resources<br />
<strong>and</strong> <strong>in</strong>terests.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely to<br />
the client. Supported by<br />
a team, guides the client<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use of pharmaceuticals, <strong>in</strong><br />
their storage <strong>and</strong> disposal<br />
<strong>and</strong> <strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
(M<strong>in</strong>istry of Social<br />
Affairs <strong>and</strong> Health , Safe<br />
Pharmacotherapy 2005:32)<br />
(Published <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
Swedish).<br />
supported by a team,<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common adverse<br />
<strong>and</strong> side effect as well as<br />
signs of abuse of medication.<br />
(M<strong>in</strong>istry of Social<br />
Affairs <strong>and</strong> Health , Safe<br />
Pharmacotherapy 2005:32)<br />
(Published <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
Swedish).<br />
surveys the client’s needs<br />
for changes <strong>in</strong> his/her <strong>social</strong><br />
benefits, services, aid-devices<br />
<strong>and</strong> hous<strong>in</strong>g conditions.<br />
Guides the client <strong>and</strong> his/<br />
her family <strong>in</strong> seek<strong>in</strong>g <strong>and</strong><br />
us<strong>in</strong>g different benefits,<br />
services <strong>and</strong> aid-devices.<br />
Exploits the assistance of a<br />
team, when needed.<br />
guides <strong>and</strong> supports the<br />
client who lives at home, <strong>in</strong><br />
the different phases of the<br />
<strong>care</strong> cha<strong>in</strong>.<br />
guides the client to f<strong>in</strong>d<br />
his/her own resources <strong>and</strong><br />
<strong>in</strong>terests <strong>and</strong> supports the<br />
client towards community<br />
spirit.<br />
h<strong>and</strong>les, dispenses <strong>and</strong><br />
adm<strong>in</strong>isters pharmaceuticals<br />
correctly <strong>and</strong> safely to<br />
the client. Guides the client<br />
<strong>and</strong> his/her family <strong>in</strong> the<br />
use of pharmaceuticals, <strong>in</strong><br />
their storage <strong>and</strong> disposal<br />
<strong>and</strong> <strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
monitors the effects <strong>and</strong><br />
comb<strong>in</strong>ed effects of pharmaceuticals<br />
<strong>and</strong> recognises<br />
the most common adverse<br />
<strong>and</strong> side effect as well as<br />
signs of abuse of medication.<br />
surveys the client’s needs<br />
for changes <strong>in</strong> his/her <strong>social</strong><br />
benefits, services, aiddevices<br />
<strong>and</strong> hous<strong>in</strong>g conditions<br />
<strong>in</strong> a variety of ways.<br />
Guides the client <strong>and</strong> his/<br />
her family <strong>in</strong> seek<strong>in</strong>g <strong>and</strong><br />
us<strong>in</strong>g different benefits,<br />
services <strong>and</strong> aid-devices,<br />
cooperat<strong>in</strong>g with experts.<br />
guides <strong>and</strong> supports the<br />
client who lives at home, <strong>in</strong><br />
the different phases of the<br />
<strong>care</strong> cha<strong>in</strong>, pay<strong>in</strong>g attention<br />
to the client’s <strong>in</strong>dividual<br />
needs.<br />
guides the client <strong>in</strong>dividually<br />
to f<strong>in</strong>d his/her own<br />
resources <strong>and</strong> <strong>in</strong>terests <strong>and</strong><br />
encourages him/her towards<br />
active participation.<br />
h<strong>and</strong>les, dispenses <strong>and</strong> adm<strong>in</strong>isters<br />
pharmaceuticals<br />
correctly <strong>and</strong> safely to the<br />
client. Actively guides the<br />
client <strong>and</strong> his/her family <strong>in</strong><br />
the use of pharmaceuticals,<br />
<strong>in</strong> their storage <strong>and</strong> disposal<br />
<strong>and</strong> <strong>in</strong> renew<strong>in</strong>g prescriptions.<br />
actively monitors the effects<br />
<strong>and</strong> comb<strong>in</strong>ed effects<br />
of pharmaceuticals <strong>and</strong><br />
recognises the most common<br />
adverse <strong>and</strong> side effect<br />
as well as signs of abuse of<br />
medication.<br />
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Household management<br />
<strong>and</strong> err<strong>and</strong>s<br />
Exploit<strong>in</strong>g tools, methods<br />
<strong>and</strong> technology<br />
<strong>in</strong> home <strong>care</strong><br />
takes <strong>care</strong> of the daily tid<strong>in</strong>ess<br />
<strong>and</strong>/or clean<strong>in</strong>g of the<br />
client’s home, abid<strong>in</strong>g with<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development.<br />
takes <strong>care</strong> of the laundry,<br />
abid<strong>in</strong>g with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
helps the client run err<strong>and</strong>s<br />
or runs some err<strong>and</strong>s for<br />
the client outside their<br />
home.<br />
supported by a team, exploits<br />
tools <strong>and</strong> methods as<br />
well as technology related<br />
to safety, <strong>social</strong> <strong>in</strong>teraction,<br />
<strong>in</strong>formation <strong>and</strong> statistics<br />
<strong>in</strong> the client’s home.<br />
supported by a team,<br />
guides clients <strong>and</strong> their<br />
families <strong>in</strong> the use of technology<br />
related to safety,<br />
<strong>social</strong> <strong>in</strong>teraction <strong>and</strong> <strong>in</strong>formation.<br />
helps the client take <strong>care</strong> or<br />
takes <strong>care</strong> of the daily tid<strong>in</strong>ess<br />
<strong>and</strong>/or clean<strong>in</strong>g of the<br />
client’s home, abid<strong>in</strong>g with<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development.<br />
helps the client take <strong>care</strong> of<br />
or takes <strong>care</strong> of the laundry,<br />
abid<strong>in</strong>g with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development.<br />
helps the client run err<strong>and</strong>s<br />
<strong>and</strong>/or runs err<strong>and</strong>s for the<br />
client outside their home,<br />
tak<strong>in</strong>g <strong>in</strong>to account the<br />
requirements.<br />
exploits tools <strong>and</strong> methods<br />
as well as technology<br />
related to safety, <strong>social</strong><br />
<strong>in</strong>teraction, <strong>in</strong>formation<br />
<strong>and</strong> statistics <strong>in</strong> the client’s<br />
home.<br />
guides clients <strong>and</strong> their<br />
families <strong>in</strong> the use of technology<br />
related to safety,<br />
<strong>social</strong> <strong>in</strong>teraction <strong>and</strong> <strong>in</strong>formation.<br />
helps the client take <strong>care</strong> or<br />
takes <strong>care</strong> of the daily tid<strong>in</strong>ess<br />
<strong>and</strong>/or clean<strong>in</strong>g of the<br />
client’s home, accord<strong>in</strong>g to<br />
<strong>in</strong>dividual needs <strong>and</strong> respect<strong>in</strong>g<br />
the client’s wishes.<br />
Abides with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
helps the client take <strong>care</strong> of<br />
or takes <strong>care</strong> of the laundry,<br />
accord<strong>in</strong>g to <strong>in</strong>dividual<br />
needs <strong>and</strong> respect<strong>in</strong>g the<br />
client’s wishes. Abides with<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development.<br />
helps <strong>and</strong> motivates the client<br />
run err<strong>and</strong>s <strong>and</strong>/or runs<br />
err<strong>and</strong>s for the client outside<br />
their home, tak<strong>in</strong>g <strong>in</strong>to<br />
account the requirements.<br />
actively exploits tools <strong>and</strong><br />
methods as well as technology<br />
related to safety, <strong>social</strong><br />
<strong>in</strong>teraction, <strong>in</strong>formation<br />
<strong>and</strong> statistics <strong>in</strong> the client’s<br />
home.<br />
actively guides clients <strong>and</strong><br />
their families <strong>in</strong> the use of<br />
technology related to safety,<br />
<strong>social</strong> <strong>in</strong>teraction <strong>and</strong> <strong>in</strong>formation.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong><br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
basics of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
basics of nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge of the basics of<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>. Actively<br />
searches for further <strong>in</strong>formation.<br />
182
Master<strong>in</strong>g the<br />
knowledge related to<br />
nutrition<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
physical <strong>and</strong> mental<br />
changes <strong>and</strong> illnesses<br />
<strong>in</strong> age<strong>in</strong>g<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to <strong>social</strong> <strong>and</strong> welfare<br />
changes<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to <strong>social</strong> services <strong>and</strong><br />
supply of services<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
self-<strong>care</strong><br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
pharmacotherapy<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of wellbalanced<br />
nutrition, relevant<br />
to the client’s age, <strong>and</strong> of<br />
meal services, but occasionally<br />
needs guidance from<br />
the home <strong>care</strong> team.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of physical<br />
<strong>and</strong> mental changes<br />
related to age<strong>in</strong>g, the most<br />
common physical <strong>and</strong> mental<br />
diseases of home <strong>care</strong><br />
clients <strong>and</strong> their treatment.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of <strong>social</strong><br />
changes related to age<strong>in</strong>g,<br />
<strong>and</strong> of the most common<br />
changes <strong>in</strong> the <strong>social</strong> welfare<br />
of home <strong>care</strong> clients<br />
<strong>and</strong> of the need for support.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
services <strong>and</strong> <strong>social</strong> benefits<br />
available to home <strong>care</strong> clients<br />
<strong>and</strong> family <strong>care</strong>givers.<br />
is familiar with the concept<br />
<strong>and</strong> pr<strong>in</strong>ciples of self-<strong>care</strong><br />
<strong>and</strong> takes them <strong>in</strong>to account<br />
<strong>in</strong> his/her work.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of pharmacotherapy<br />
to home <strong>care</strong><br />
clients, as well as related<br />
special issues.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of wellbalanced<br />
nutrition, relevant<br />
to the client’s age, <strong>and</strong> of<br />
meal services. Gives this<br />
<strong>in</strong>formation to the client<br />
<strong>and</strong> his/her family.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of physical <strong>and</strong><br />
mental changes related to<br />
age<strong>in</strong>g, the most common<br />
physical <strong>and</strong> mental diseases<br />
of home <strong>care</strong> clients<br />
<strong>and</strong> their treatment.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of <strong>social</strong> changes<br />
related to age<strong>in</strong>g, <strong>and</strong> of the<br />
most common changes <strong>in</strong><br />
the <strong>social</strong> welfare of home<br />
<strong>care</strong> clients <strong>and</strong> of the need<br />
for support.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
services <strong>and</strong> <strong>social</strong> benefits<br />
available to home <strong>care</strong> clients<br />
<strong>and</strong> family <strong>care</strong>givers.<br />
justifies his/her actions with<br />
his/her knowledge of the<br />
pr<strong>in</strong>ciples of self-<strong>care</strong>.<br />
justifies his/her decisions<br />
<strong>and</strong> actions with his/her<br />
knowledge of pharmacotherapy<br />
to home <strong>care</strong><br />
clients, as well as related<br />
special issues.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of wellbalanced<br />
nutrition, relevant<br />
to the client’s age, <strong>and</strong> of<br />
meal services <strong>and</strong> acts flexibly<br />
depend<strong>in</strong>g on the client’s<br />
situation. Gives <strong>and</strong><br />
applies this <strong>in</strong>formation<br />
<strong>in</strong>dividually to the client<br />
<strong>and</strong> his/her family.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively <strong>and</strong><br />
<strong>in</strong> a client-based manner<br />
with his/her knowledge<br />
of physical <strong>and</strong> mental<br />
changes related to age<strong>in</strong>g,<br />
the most common physical<br />
<strong>and</strong> mental diseases of<br />
home <strong>care</strong> clients <strong>and</strong> their<br />
treatment.<br />
justifies his/her decisions<br />
<strong>and</strong> actions extensively <strong>and</strong><br />
<strong>in</strong> a client-based manner<br />
with his/her knowledge of<br />
<strong>social</strong> changes related to<br />
age<strong>in</strong>g, <strong>and</strong> of the most<br />
common changes <strong>in</strong> the<br />
<strong>social</strong> welfare of home <strong>care</strong><br />
clients <strong>and</strong> of the need for<br />
support.<br />
justifies his/her actions<br />
extensively with his/her<br />
knowledge of the services<br />
<strong>and</strong> <strong>social</strong> benefits available<br />
to home <strong>care</strong> clients <strong>and</strong><br />
family <strong>care</strong>givers.<br />
justifies his/her actions<br />
extensively <strong>and</strong> <strong>in</strong> a variety<br />
of ways with his/her knowledge<br />
of the pr<strong>in</strong>ciples of<br />
self-<strong>care</strong>.<br />
justifies his/her decisions<br />
<strong>and</strong> actions <strong>in</strong> many ways<br />
with his/her knowledge of<br />
pharmacotherapy to home<br />
<strong>care</strong> clients, as well as related<br />
special issues.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to household management<br />
Master<strong>in</strong>g the<br />
knowledge related to<br />
tools, methods <strong>and</strong><br />
technology <strong>in</strong> home<br />
<strong>care</strong><br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of<br />
household management<br />
(clean<strong>in</strong>g, laundry).<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of tools<br />
<strong>and</strong> methods, as well as of<br />
technology related to safety,<br />
<strong>social</strong> <strong>in</strong>teraction, <strong>in</strong>formation<br />
<strong>and</strong> statistics.<br />
Assessment criteria<br />
justifies his/her actions<br />
with his/her knowledge of<br />
the basics <strong>in</strong> clean<strong>in</strong>g <strong>and</strong><br />
laundry.<br />
justifies his/her work with<br />
his/her knowledge of tools<br />
<strong>and</strong> methods, as well as of<br />
technology related to safety,<br />
<strong>social</strong> <strong>in</strong>teraction, <strong>in</strong>formation<br />
<strong>and</strong> statistics.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/ her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
<strong>in</strong> his/her work, makes<br />
choices <strong>and</strong> decisions related<br />
to home <strong>care</strong> <strong>and</strong> solves<br />
everyday problems but occasionally<br />
needs guidance.<br />
cooperates with the other<br />
members <strong>in</strong> his/her team.<br />
<strong>in</strong> his/her work, abides with<br />
the ethical <strong>in</strong>structions<br />
<strong>in</strong> the field of <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong>. Works ethically<br />
<strong>and</strong> recognises situations<br />
which pose problems <strong>in</strong><br />
home <strong>care</strong>.<br />
looks after his/her own<br />
ability to work, occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/ her own<br />
learn<strong>in</strong>g <strong>and</strong> competence<br />
<strong>and</strong>, when needed, asks for<br />
guidance.<br />
makes <strong>in</strong>dependent choices<br />
<strong>in</strong> home <strong>care</strong> <strong>and</strong> solves<br />
problems <strong>and</strong> f<strong>in</strong>ds further<br />
<strong>in</strong>formation to back up his/<br />
her decisions.<br />
cooperates with the other<br />
members <strong>in</strong> his/her team<br />
<strong>and</strong> with other service providers.<br />
abides with the ethical<br />
<strong>in</strong>structions <strong>in</strong> the field<br />
of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong>.<br />
Works ethically <strong>and</strong> recognises<br />
<strong>and</strong> reflects on situations<br />
which pose problems<br />
<strong>in</strong> home <strong>care</strong>.<br />
looks after his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>.<br />
justifies his/her actions <strong>in</strong><br />
many ways with his/her<br />
knowledge of the basics <strong>in</strong><br />
clean<strong>in</strong>g <strong>and</strong> laundry.<br />
justifies his/her work extensively<br />
with his/her knowledge<br />
of tools <strong>and</strong> methods,<br />
as well as of technology<br />
related to safety, <strong>social</strong> <strong>in</strong>teraction,<br />
<strong>in</strong>formation <strong>and</strong><br />
statistics.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge <strong>in</strong><br />
chang<strong>in</strong>g situations, recognises<br />
his/her own strengths<br />
<strong>and</strong> development needs.<br />
Gives feedback <strong>and</strong> presents<br />
constructive alternative<br />
solutions <strong>and</strong> asks for guidance<br />
when needed.<br />
makes <strong>in</strong>dependent decisions<br />
<strong>in</strong> home <strong>care</strong> <strong>and</strong><br />
solves problems. Justifies<br />
his/her actions with <strong>vocational</strong><br />
knowledge <strong>and</strong> gets<br />
further <strong>in</strong>formation when<br />
needed.<br />
actively cooperates with the<br />
other members <strong>in</strong> his/her<br />
team <strong>and</strong> with other service<br />
providers.<br />
abides with the ethical <strong>in</strong>structions<br />
<strong>in</strong> the field of <strong>social</strong><br />
<strong>and</strong> <strong>health</strong> <strong>care</strong>. Works<br />
ethically <strong>and</strong> f<strong>in</strong>ds solutions<br />
for situations which pose<br />
problems <strong>in</strong> home <strong>care</strong>.<br />
looks after his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>. Justifies<br />
their importance.<br />
184
for his/her own part, takes<br />
<strong>care</strong> of electric <strong>and</strong> fire<br />
safety <strong>in</strong> the client’s home<br />
<strong>and</strong> recognises safety risks<br />
<strong>and</strong> <strong>in</strong>forms the client <strong>and</strong><br />
the team thereof.<br />
applies ergonomically<br />
correct work practices.<br />
Uses safe methods <strong>and</strong><br />
techniques of mov<strong>in</strong>g <strong>and</strong><br />
lift<strong>in</strong>g the client. Pays attention<br />
to client safety <strong>and</strong><br />
prevents work-related accidents<br />
<strong>and</strong> <strong>in</strong>juries.<br />
pays attention to the risks<br />
of <strong>in</strong>fection <strong>in</strong> nurs<strong>in</strong>g,<br />
protects him-/herself <strong>and</strong><br />
the client from <strong>in</strong>fections<br />
(personal hygiene, h<strong>and</strong><br />
hygiene, wear<strong>in</strong>g protective<br />
gloves, aseptic work<br />
practices <strong>and</strong> deal<strong>in</strong>g with<br />
equipment which have<br />
been used).<br />
complies with safety <strong>in</strong>struction<br />
when encounter<strong>in</strong>g<br />
a violent client <strong>and</strong><br />
protects him-/herself when<br />
needed.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
for his/her own part, takes for his/her own part, takes<br />
<strong>care</strong> of the electric <strong>and</strong> fire <strong>care</strong> of the electric <strong>and</strong> fire<br />
safety <strong>in</strong> the client’s home safety <strong>in</strong> the client’s home<br />
<strong>and</strong> prevents other situations<br />
which may pose safety his/her actions. Actively<br />
<strong>and</strong> promotes safety with<br />
risks. Informs the client <strong>in</strong>forms the client <strong>and</strong> his/<br />
<strong>and</strong> his/her family of safety her family of safety risks.<br />
risks unprompted.<br />
uses safe methods <strong>and</strong><br />
techniques of mov<strong>in</strong>g <strong>and</strong><br />
lift<strong>in</strong>g the client. Applies<br />
ergonomically correct work<br />
practices. Pays attention to<br />
client safety <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
pays attention to the risk<br />
of <strong>in</strong>fection <strong>in</strong> nurs<strong>in</strong>g,<br />
protects him-/herself <strong>and</strong><br />
the client from <strong>in</strong>fections<br />
appropriately.<br />
complies with safety <strong>in</strong>struction<br />
<strong>and</strong> the work unit<br />
practices when encounter<strong>in</strong>g<br />
a violent client <strong>and</strong><br />
protects him-/herself when<br />
needed.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
uses safe methods <strong>and</strong><br />
techniques of mov<strong>in</strong>g <strong>and</strong><br />
lift<strong>in</strong>g the client. Applies<br />
ergonomically correct work<br />
practices also <strong>in</strong> challeng<strong>in</strong>g<br />
situations. Pays attention<br />
to client safety, his/her own<br />
occupational safety <strong>and</strong><br />
develops the ergonomic<br />
functionality of his/her<br />
work environment.<br />
protects him-/herself <strong>and</strong><br />
the client from <strong>in</strong>fections<br />
appropriately. Guides <strong>and</strong><br />
justifies the importance of<br />
protection.<br />
as a team member, prevents<br />
threaten<strong>in</strong>g <strong>and</strong> violent<br />
situations. Complies with<br />
<strong>in</strong>structions <strong>and</strong> protects<br />
him-/herself <strong>and</strong> others<br />
when needed <strong>and</strong> asks for<br />
back-up.<br />
provides first aid <strong>and</strong> basic<br />
resuscitation.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> the home <strong>care</strong> <strong>and</strong><br />
nurs<strong>in</strong>g <strong>in</strong> a home <strong>care</strong> sett<strong>in</strong>g or <strong>in</strong> a service home. The student or c<strong>and</strong>idate demonstrates<br />
his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: systematic work; <strong>vocational</strong><br />
<strong>in</strong>teraction <strong>in</strong> home <strong>care</strong>; home <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g; pharmacotherapy <strong>in</strong> home<br />
<strong>care</strong>; home <strong>care</strong> <strong>and</strong> err<strong>and</strong>s; <strong>and</strong> exploit<strong>in</strong>g tools, methods <strong>and</strong> technology <strong>in</strong> home<br />
185
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
<strong>care</strong>. In addition, the student or c<strong>and</strong>idate shall master the knowledge related to<br />
home <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g <strong>and</strong> the key competences for lifelong learn<strong>in</strong>g.<br />
The work is carried out to an extent that makes it possible to establish that the<br />
<strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• the key competences for lifelong learn<strong>in</strong>g, exclud<strong>in</strong>g first aid <strong>and</strong> basic resuscitation<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.11.2 Modules from <strong>vocational</strong> upper secondary <strong>qualification</strong>s<br />
One or several modules <strong>vocational</strong> upper secondary <strong>qualification</strong>s can be <strong>in</strong>cluded<br />
<strong>in</strong> the Vocational Qualification Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s<br />
or c<strong>and</strong>idate’s <strong>in</strong>dividual study plan:<br />
• Vocational Qualification <strong>in</strong> Beauty Care<br />
• Vocational Qualification <strong>in</strong> Hairdress<strong>in</strong>g<br />
• Vocational Qualification <strong>in</strong> Pharmaceutics<br />
• Vocational Qualification <strong>in</strong> Dental Technology<br />
• Vocational Qualification <strong>in</strong> Physical Education<br />
• Vocational Qualification <strong>in</strong> Child Care <strong>and</strong> Education <strong>and</strong> Family Welfare<br />
• Vocational Qualification <strong>in</strong> Youth <strong>and</strong> Leisure Instruction<br />
• Vocational Qualification <strong>in</strong> Sign Language Instruction<br />
• Vocational Qualification <strong>in</strong> Household <strong>and</strong> Clean<strong>in</strong>g Services<br />
• Vocational Qualification <strong>in</strong> Bus<strong>in</strong>ess Adm<strong>in</strong>istration<br />
• Vocational Qualification <strong>in</strong> Crafts <strong>and</strong> Design<br />
• Vocational Qualification <strong>in</strong> Wood Process<strong>in</strong>g<br />
• Vocational Qualification <strong>in</strong> Horticulture<br />
• Vocational Qualification <strong>in</strong> Music<br />
• Vocational Qualification <strong>in</strong> Circus Arts<br />
• Vocational Qualification <strong>in</strong> Safety <strong>and</strong> Security<br />
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In a competence-based <strong>qualification</strong> system, the education provider must have a<br />
valid contract for arrang<strong>in</strong>g the <strong>vocational</strong> <strong>qualification</strong> <strong>in</strong> question or the education<br />
provider can purchase the competence tests from an education provider with such a<br />
contract for arrang<strong>in</strong>g <strong>qualification</strong>s. A certificate is always issued by the <strong>qualification</strong><br />
committee <strong>in</strong> charge of the <strong>qualification</strong> <strong>in</strong> question <strong>and</strong> the <strong>qualification</strong> committee<br />
of Social <strong>and</strong> Health Care approves the module <strong>in</strong> question as a part of the<br />
Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care on the basis of the certificate.<br />
4.11.3 Module from further <strong>vocational</strong> <strong>qualification</strong>s<br />
One module from further <strong>qualification</strong>s can be <strong>in</strong>cluded <strong>in</strong> the Vocational Qualification<br />
<strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s or c<strong>and</strong>idate’s<br />
<strong>in</strong>dividual study plan.<br />
• Further Qualification for Chiropodists<br />
• Further Qualification for Masseurs/Masseuses<br />
• Further Qualification <strong>in</strong> Physical Education<br />
• Further Qualification <strong>in</strong> Intellectual Disability Services<br />
• Further Qualification for Autopsy Assistants<br />
• Further Qualification <strong>in</strong> Substance Abuse Welfare Work<br />
• Further Qualification <strong>in</strong> Equipment Ma<strong>in</strong>tenance<br />
• Further Qualification <strong>in</strong> Special Needs Instruction for Children <strong>and</strong> Young<br />
People<br />
• Further Qualification for Child M<strong>in</strong>ders<br />
• Further Qualification <strong>in</strong> Morn<strong>in</strong>g <strong>and</strong> Afternoon Activity Instruction for<br />
Schoolchildren<br />
The education provider must have a valid contract for arrang<strong>in</strong>g the further <strong>vocational</strong><br />
<strong>qualification</strong><br />
<strong>in</strong> question or the education provider can purchase the competence tests from an<br />
education provider with such a contract for arrang<strong>in</strong>g <strong>qualification</strong>s.<br />
In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, a certificate of a completed<br />
module from further <strong>vocational</strong> <strong>qualification</strong>s is always issued by the <strong>qualification</strong><br />
committee <strong>in</strong> charge of the <strong>qualification</strong> <strong>in</strong> question <strong>and</strong> the education<br />
provider accepts the further <strong>vocational</strong> <strong>qualification</strong> module <strong>in</strong>to the <strong>qualification</strong><br />
certificate of the student.<br />
In a competence-based <strong>qualification</strong> system, a certificate of a completed module<br />
from further <strong>vocational</strong> <strong>qualification</strong>s is always issued by the <strong>qualification</strong> com-<br />
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mittee <strong>in</strong> charge of the <strong>qualification</strong> <strong>in</strong> question <strong>and</strong> the <strong>qualification</strong> committee of<br />
Social <strong>and</strong> Health Care approves the module <strong>in</strong> question as a part of the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care on the basis of a certificate.<br />
4.11.4 Module from specialist <strong>vocational</strong> <strong>qualification</strong>s<br />
One module from specialist <strong>vocational</strong> <strong>qualification</strong>s can be <strong>in</strong>cluded <strong>in</strong> the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s or<br />
c<strong>and</strong>idate’s <strong>in</strong>dividual study plan.<br />
• Specialist Qualification for Special Needs Assistants <strong>in</strong> Educational Institutions<br />
• Specialist Qualification <strong>in</strong> Orthopaedic Cast<strong>in</strong>g<br />
• Specialist Qualification <strong>in</strong> Psychiatric Care<br />
• Specialist Qualification <strong>in</strong> Intellectual Disability Services<br />
• Specialist Qualification <strong>in</strong> Interpret<strong>in</strong>g Services for People with Speech Defects<br />
• Specialist Qualification <strong>in</strong> Care for the Elderly<br />
• Specialist Qualification for Masseurs/Masseuses<br />
• Specialist Qualification <strong>in</strong> Equipment Ma<strong>in</strong>tenance<br />
The education provider must have a valid contract for arrang<strong>in</strong>g the specialist <strong>vocational</strong><br />
<strong>qualification</strong> <strong>in</strong> question or the education provider can purchase the competence<br />
tests from an education provider with such a contract for arrang<strong>in</strong>g <strong>qualification</strong>s.<br />
In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, a certificate for a completed<br />
module from specialist <strong>vocational</strong> <strong>qualification</strong>s is always issued by the <strong>qualification</strong><br />
committee <strong>in</strong> charge of the <strong>qualification</strong> <strong>in</strong> question <strong>and</strong> the education<br />
provider accepts the specialist <strong>vocational</strong> <strong>qualification</strong> module <strong>in</strong>to the <strong>qualification</strong><br />
certificate of the student.<br />
In a competence-based <strong>qualification</strong> system, a certificate of a completed module<br />
from specialist <strong>vocational</strong> <strong>qualification</strong>s is always issued by the <strong>qualification</strong> committee<br />
<strong>in</strong> charge of the <strong>qualification</strong> <strong>in</strong> question <strong>and</strong> the <strong>qualification</strong> committee of<br />
Social <strong>and</strong> Health Care approves the module <strong>in</strong> question as a part of the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care on the basis of a certificate.<br />
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4.11.5 Module from polytechnic degrees<br />
One module from the follow<strong>in</strong>g polytechnic degrees can be <strong>in</strong>cluded <strong>in</strong> the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the studentís or<br />
c<strong>and</strong>idateís <strong>in</strong>dividual study plan.<br />
• Bachelor of Health Care, Registered Nurse<br />
• Bachelor of Health Care , Physiotherapist<br />
• Bachelor of Health Care, Chiropodist<br />
• Bachelor of Health Care, Dental Hygienist<br />
• Bachelor of Health Care, Paramedic<br />
• Bachelor of Health Care, Public Health Nurse<br />
• Bachelor of Health Care, Midwife<br />
• Bachelor of Social Services, Socionom<br />
• Bachelor of Elderly Care, Geriatric Nurse<br />
• Bachelor of Health Care, Dental Technician<br />
• Bachelor of Health Care, Naprapath<br />
• Bachelor of Health Care, Occupational Therapist<br />
• Bachelor of Health Care, Optometrist<br />
• Bachelor of Health Care, Radiographer<br />
• Bachelor of Health Care, Biomedical Laboratory Technologist<br />
• Bachelor of Beauty <strong>and</strong> Cosmetics<br />
• Bachelor of Sports Studies, Sports Instructor<br />
The <strong>qualification</strong> committee of Social <strong>and</strong> Health Care approves the module <strong>in</strong><br />
question as a part of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care. No<br />
<strong>vocational</strong> skills demonstration is required for polytechnic studies.<br />
4.11.6 Locally offered modules<br />
In its approved curriculum, the education provider offers modules that <strong>in</strong>clude <strong>vocational</strong><br />
skills requirements based on the needs of local <strong>and</strong> regional work<strong>in</strong>g life.<br />
The module names must reflect the <strong>in</strong>tegrated activities <strong>in</strong> work<strong>in</strong>g life. Skills requirements<br />
<strong>and</strong> assessment criteria must be drawn up for them as well as ways to<br />
demonstrate <strong>vocational</strong> skills <strong>in</strong> l<strong>in</strong>e with Chapter 9.3 <strong>in</strong> the appendices under “Vocational<br />
skills requirements, targets of assessment <strong>and</strong> general assessment criteria”.<br />
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4.12 Other optional modules <strong>in</strong> <strong>vocational</strong> upper secondary<br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
In its approved curriculum, the education provider offers optional modules, which<br />
can be advanced or enhanc<strong>in</strong>g optional modules, core subjects or general upper secondary<br />
studies. Advanced or enhanc<strong>in</strong>g <strong>vocational</strong> modules may <strong>in</strong>clude modules<br />
with contents based on needs of local or regional work<strong>in</strong>g life, modules from other<br />
<strong>vocational</strong> <strong>qualification</strong>s as well as competence acquired at work. The modules must<br />
have a name <strong>and</strong> their skills requirements, objectives <strong>and</strong> assessment criteria listed,<br />
as well as the ways of demonstrat<strong>in</strong>g the skills described for <strong>vocational</strong> modules.<br />
As to offer<strong>in</strong>g other optional modules, the education provider may work together<br />
with work<strong>in</strong>g life <strong>and</strong> other education providers. The student can also choose<br />
these modules from modules offered by other education providers.<br />
The scope of core subjects <strong>and</strong> general upper secondary studies must not exceed<br />
10 credits <strong>in</strong> optional modules.<br />
4.12.1 Entrepreneurship<br />
Skills requirements<br />
As part of a team, a student will be able to<br />
• assess productization opportunities<br />
• assess the operat<strong>in</strong>g opportunities of a planned bus<strong>in</strong>ess<br />
• specify a f<strong>in</strong>ancially profitable bus<strong>in</strong>ess idea <strong>and</strong> develop a mission statement<br />
• f<strong>in</strong>d a work<strong>in</strong>g partner company<br />
• draw up a prelim<strong>in</strong>ary bus<strong>in</strong>ess <strong>and</strong> f<strong>in</strong>ancial plan<br />
• present the bus<strong>in</strong>ess <strong>and</strong> f<strong>in</strong>ancial plans to bus<strong>in</strong>ess consultants <strong>and</strong> f<strong>in</strong>anciers<br />
• negotiate on the company’s operat<strong>in</strong>g opportunities <strong>and</strong> f<strong>in</strong>anc<strong>in</strong>g required to<br />
set it up<br />
• set up a bus<strong>in</strong>ess<br />
• plan <strong>and</strong> start bus<strong>in</strong>ess operations<br />
• work <strong>in</strong> the bus<strong>in</strong>ess <strong>and</strong> carry out its core tasks<br />
• work with providers of bus<strong>in</strong>ess support services<br />
• term<strong>in</strong>ate the bus<strong>in</strong>ess activities on completion of studies or cont<strong>in</strong>ue them as<br />
part of his/her Bus<strong>in</strong>ess Operations studies (10 credits) aim<strong>in</strong>g at sett<strong>in</strong>g up a<br />
bus<strong>in</strong>ess of his/her own.<br />
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Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. The targets of assessment also constitute the core<br />
contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g one’s own<br />
work<br />
Master<strong>in</strong>g the work<br />
entity<br />
High-quality operations<br />
TARGETS OF<br />
ASSESSMENT<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
contributes to plann<strong>in</strong>g<br />
bus<strong>in</strong>ess operations <strong>and</strong><br />
works as a team member<br />
assumes responsibility for<br />
his/her work as agreed<br />
proceeds systematically <strong>in</strong><br />
his/her work under <strong>in</strong>structions<br />
participates <strong>in</strong> agreed<br />
meet<strong>in</strong>gs with the partner<br />
networks<br />
works <strong>in</strong> accordance with<br />
quality objectives set for<br />
his/her work <strong>and</strong> changes<br />
his/her own activities based<br />
on given feedback<br />
works <strong>in</strong> a service oriented<br />
manner.<br />
Assessment criteria<br />
plans bus<strong>in</strong>ess operations<br />
<strong>and</strong> works spontaneously<br />
<strong>and</strong> responsibly as a team<br />
member<br />
assumes jo<strong>in</strong>t responsibility<br />
for the tasks agreed<br />
proceeds systematically <strong>and</strong><br />
fluently <strong>in</strong> his/her work<br />
acquires partners <strong>and</strong> acts<br />
<strong>in</strong> partner networks<br />
works <strong>in</strong> accordance with<br />
the quality objectives set<br />
together <strong>and</strong> assesses his/<br />
her own activities <strong>in</strong> reach<strong>in</strong>g<br />
them<br />
works <strong>in</strong> a service oriented<br />
manner <strong>and</strong> promotes customer<br />
satisfaction.<br />
plans bus<strong>in</strong>ess operations<br />
<strong>in</strong>novatively <strong>and</strong> works<br />
spontaneously, responsibly<br />
<strong>and</strong> supportively as a team<br />
member<br />
assumes responsibility for<br />
the activities of the whole<br />
team for complet<strong>in</strong>g the<br />
tasks agreed under jo<strong>in</strong>t<br />
responsibility<br />
advances systematically <strong>and</strong><br />
fluently <strong>in</strong> his/her work<br />
adjust<strong>in</strong>g it to the activities<br />
of the team<br />
acquires partners <strong>and</strong><br />
makes use of partner networks<br />
to develop operations<br />
works <strong>in</strong> accordance with<br />
the quality objectives set<br />
together <strong>and</strong> develops his/<br />
her activities to reach them<br />
works <strong>in</strong> a service oriented<br />
manner <strong>and</strong> promotes customer<br />
satisfaction.<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
uses the most common uses company tools, such as uses the company tools,<br />
company tools, such as<br />
equipment <strong>and</strong> mach<strong>in</strong>ery,<br />
computers <strong>and</strong> applications<br />
equipment <strong>and</strong> mach<strong>in</strong>ery,<br />
computers <strong>and</strong> applications<br />
such as equipment <strong>and</strong><br />
mach<strong>in</strong>ery, computers <strong>and</strong><br />
applications <strong>in</strong>dependently<br />
observes the pr<strong>in</strong>ciples of<br />
<strong>in</strong>formation security.<br />
observes the pr<strong>in</strong>ciples of<br />
<strong>in</strong>formation security.<br />
observes the pr<strong>in</strong>ciples of<br />
<strong>in</strong>formation security.<br />
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TARGETS OF<br />
ASSESSMENT<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Assess<strong>in</strong>g productiz<strong>in</strong>g<br />
<strong>and</strong> operat<strong>in</strong>g<br />
opportunities<br />
Ref<strong>in</strong><strong>in</strong>g the bus<strong>in</strong>ess<br />
plan<br />
Plann<strong>in</strong>g bus<strong>in</strong>ess<br />
operations <strong>and</strong> work<strong>in</strong>g<br />
<strong>in</strong> the company<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
makes use of the bus<strong>in</strong>ess makes use of the bus<strong>in</strong>ess makes use of the bus<strong>in</strong>ess<br />
opportunities <strong>in</strong> productiz<strong>in</strong>g<br />
opportunities <strong>in</strong> productiz-<br />
opportunities <strong>in</strong> productiz-<br />
offered by his/or her <strong>in</strong>g, offered by his/or her <strong>in</strong>g, offered by his/or her<br />
own field or other fields <strong>in</strong> own field or other fields <strong>in</strong> own field or other fields <strong>in</strong><br />
cooperation with the team cooperation with the team cooperation with the team<br />
surveys bus<strong>in</strong>esses operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as an<br />
entrepreneur <strong>in</strong> the field,<br />
work<strong>in</strong>g under <strong>in</strong>structions<br />
<strong>in</strong> a team<br />
follows development <strong>in</strong> the<br />
field from bus<strong>in</strong>ess po<strong>in</strong>t<br />
of view, work<strong>in</strong>g under<br />
<strong>in</strong>structions <strong>in</strong> a team<br />
assesses his/her own possibilities<br />
as an entrepreneur,<br />
work<strong>in</strong>g under guidance <strong>in</strong><br />
a team<br />
f<strong>in</strong>ds out about the operat<strong>in</strong>g<br />
opportunities of the<br />
enterprise to be set up,<br />
work<strong>in</strong>g under guidance <strong>in</strong><br />
a team<br />
selects form of enterprise<br />
<strong>and</strong> draws up the documents<br />
needed for sett<strong>in</strong>g up<br />
a bus<strong>in</strong>ess, work<strong>in</strong>g under<br />
<strong>in</strong>structions <strong>in</strong> a team<br />
takes part <strong>in</strong> search for<br />
<strong>in</strong>formation needed when<br />
plann<strong>in</strong>g operations, e.g.<br />
how a product or service is<br />
produced <strong>and</strong> sold <strong>and</strong> how<br />
f<strong>in</strong>ances are taken <strong>care</strong> of,<br />
work<strong>in</strong>g under <strong>in</strong>structions<br />
<strong>in</strong> a team<br />
searches <strong>in</strong>formation available<br />
<strong>in</strong> different networks<br />
surveys bus<strong>in</strong>esses operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as an<br />
entrepreneur <strong>in</strong> the field,<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
follows development <strong>in</strong> the<br />
field from bus<strong>in</strong>ess po<strong>in</strong>t of<br />
view work<strong>in</strong>g <strong>in</strong> a team<br />
assesses his/her own possibilities<br />
as an entrepreneur<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
f<strong>in</strong>ds out about <strong>and</strong> reports<br />
on the operat<strong>in</strong>g opportunities<br />
of the enterprise to be<br />
set up <strong>in</strong> cooperation with<br />
the team<br />
selects form of enterprise<br />
<strong>and</strong> draws up the documents<br />
needed for sett<strong>in</strong>g<br />
up a bus<strong>in</strong>ess, work<strong>in</strong>g <strong>in</strong><br />
a team<br />
takes part <strong>in</strong> acquir<strong>in</strong>g<br />
<strong>in</strong>formation from key authorities<br />
takes part <strong>in</strong> search for<br />
<strong>in</strong>formation needed when<br />
plann<strong>in</strong>g operations, e.g.<br />
how a product or service is<br />
produced <strong>and</strong> sold <strong>and</strong> how<br />
f<strong>in</strong>ances are taken <strong>care</strong> of,<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
makes use of <strong>in</strong>formation<br />
available <strong>in</strong> different networks<br />
surveys bus<strong>in</strong>esses operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as an<br />
entrepreneur <strong>in</strong> the field,<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
follows development <strong>and</strong><br />
outlook <strong>in</strong> the field from<br />
bus<strong>in</strong>ess po<strong>in</strong>t of view<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
assesses <strong>in</strong>dependently his/<br />
her possibilities as an entrepreneur<br />
<strong>and</strong> sets personal<br />
development objectives<br />
f<strong>in</strong>ds out about <strong>and</strong> reports<br />
on the operat<strong>in</strong>g opportunities<br />
of the enterprise to be<br />
set up <strong>in</strong> cooperation with<br />
the team<br />
selects form of enterprise<br />
<strong>and</strong> draws up the documents<br />
needed for sett<strong>in</strong>g<br />
up a bus<strong>in</strong>ess, work<strong>in</strong>g <strong>in</strong><br />
a team<br />
acquires <strong>in</strong>formation from<br />
key authorities <strong>in</strong>dependently<br />
makes use of <strong>in</strong>formation<br />
needed when plann<strong>in</strong>g<br />
operations on how a product<br />
or service is produced<br />
<strong>and</strong> sold <strong>and</strong> how f<strong>in</strong>ances<br />
are taken <strong>care</strong> of, work<strong>in</strong>g<br />
<strong>in</strong> a team<br />
192
takes part <strong>in</strong> search for<br />
<strong>in</strong>formation needed when<br />
plann<strong>in</strong>g company logistics<br />
work<strong>in</strong>g under guidance <strong>in</strong><br />
a team<br />
work<strong>in</strong>g <strong>in</strong> a team, acquires<br />
<strong>in</strong>formation on support<br />
services available when<br />
sett<strong>in</strong>g up a bus<strong>in</strong>ess <strong>and</strong><br />
runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
applies the underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge needed to complete<br />
agreed tasks, work<strong>in</strong>g<br />
under <strong>in</strong>structions<br />
f<strong>in</strong>ds out under guidance<br />
what legislation requires<br />
bookkeep<strong>in</strong>g<br />
keeps the receipts <strong>and</strong><br />
vouchers needed for bookkeep<strong>in</strong>g,<br />
work<strong>in</strong>g under<br />
<strong>in</strong>structions.<br />
takes part <strong>in</strong> search for<br />
<strong>in</strong>formation needed when<br />
plann<strong>in</strong>g company logistics,<br />
work<strong>in</strong>g <strong>in</strong> a team<br />
work<strong>in</strong>g <strong>in</strong> a team, acquires<br />
<strong>in</strong>formation on support<br />
services available when<br />
sett<strong>in</strong>g up a bus<strong>in</strong>ess <strong>and</strong><br />
runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
applies the underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge needed to run<br />
the bus<strong>in</strong>ess<br />
f<strong>in</strong>ds out what legislation<br />
requires bookkeep<strong>in</strong>g<br />
keeps the receipts <strong>and</strong><br />
vouchers needed for bookkeep<strong>in</strong>g<br />
<strong>in</strong>terprets the bus<strong>in</strong>ess’s<br />
profit <strong>and</strong> loss account <strong>and</strong><br />
balance sheet e.g. with the<br />
help of an account<strong>in</strong>g firm.<br />
makes use of <strong>in</strong>formation<br />
needed when plann<strong>in</strong>g<br />
company logistics, work<strong>in</strong>g<br />
<strong>in</strong> a team<br />
work<strong>in</strong>g <strong>in</strong> a team, acquires<br />
<strong>in</strong>formation on support<br />
services available when<br />
sett<strong>in</strong>g up a bus<strong>in</strong>ess <strong>and</strong><br />
runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
<strong>in</strong>dependently applies the<br />
underp<strong>in</strong>n<strong>in</strong>g knowledge<br />
needed to run the bus<strong>in</strong>ess<br />
f<strong>in</strong>ds out what legislation<br />
requires bookkeep<strong>in</strong>g <strong>and</strong><br />
why<br />
keeps the receipts <strong>and</strong><br />
vouchers needed for bookkeep<strong>in</strong>g<br />
<strong>in</strong>terprets bus<strong>in</strong>ess’s profit<br />
<strong>and</strong> loss account <strong>and</strong> balance<br />
sheet e.g. with the<br />
help of an account<strong>in</strong>g firm.<br />
TARGETS OF<br />
ASSESSMENT<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation on key regulations<br />
related to products,<br />
services <strong>and</strong> contracts<br />
participates <strong>in</strong> prepar<strong>in</strong>g<br />
choices <strong>and</strong> decisions <strong>in</strong> the<br />
team<br />
assesses his/her own activities<br />
<strong>and</strong> progress made<br />
under guidance<br />
participates <strong>in</strong> cooperation<br />
negotiations with team<br />
members <strong>and</strong> stakeholders<br />
f<strong>in</strong>ds <strong>in</strong>formation on key<br />
legislation <strong>and</strong> other statutes<br />
concern<strong>in</strong>g products,<br />
services <strong>and</strong> contracts<br />
makes proposals, choices<br />
<strong>and</strong> decisions <strong>in</strong> the team<br />
assesses his/her own activities<br />
<strong>and</strong> progress made<br />
negotiates on cooperation<br />
with team members <strong>and</strong><br />
participates <strong>in</strong> negotiations<br />
with stakeholders<br />
applies key legislation <strong>and</strong><br />
other statutes concern<strong>in</strong>g<br />
products, services <strong>and</strong> contracts<br />
makes justified proposals,<br />
choices <strong>and</strong> decisions <strong>in</strong> the<br />
team to develop bus<strong>in</strong>ess<br />
operations<br />
assesses his/her own activities<br />
<strong>and</strong> progress made <strong>in</strong><br />
his/her work <strong>and</strong> bus<strong>in</strong>ess<br />
operations<br />
negotiates on cooperation<br />
with team members <strong>and</strong><br />
stakeholders<br />
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Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
observes f<strong>in</strong>ancial, <strong>social</strong><br />
<strong>and</strong> susta<strong>in</strong>able development<br />
related values <strong>in</strong><br />
bus<strong>in</strong>ess operations under<br />
<strong>in</strong>structions<br />
follows occupational safety<br />
regulations <strong>in</strong> the field <strong>in</strong><br />
his/her activities <strong>and</strong> customer<br />
service situations<br />
protects him-/herself from<br />
work <strong>and</strong> work<strong>in</strong>g environment<br />
related dangers under<br />
guidance<br />
ensures his/her own safety<br />
<strong>and</strong> that of the colleagues<br />
<strong>and</strong> customers <strong>in</strong> familiar<br />
situations under guidance.<br />
observes f<strong>in</strong>ancial, <strong>social</strong><br />
<strong>and</strong> susta<strong>in</strong>able development<br />
related values <strong>in</strong> bus<strong>in</strong>ess<br />
operations<br />
follows occupational safety<br />
regulations <strong>in</strong> the field <strong>in</strong><br />
his/her activities <strong>and</strong> customer<br />
service situations<br />
protects him-/herself from<br />
work <strong>and</strong> work<strong>in</strong>g environment<br />
related dangers<br />
ensures his/her own safety<br />
<strong>and</strong> that of the colleagues<br />
<strong>and</strong> customers <strong>in</strong> different<br />
situations as <strong>in</strong>structed.<br />
observes f<strong>in</strong>ancial, <strong>social</strong><br />
<strong>and</strong> susta<strong>in</strong>able development<br />
related values <strong>in</strong> bus<strong>in</strong>ess<br />
operations<br />
follows occupational safety<br />
regulations <strong>in</strong> the field <strong>in</strong><br />
his/her activities <strong>and</strong> customer<br />
service situations<br />
protects him-/herself from<br />
work <strong>and</strong> work<strong>in</strong>g environment<br />
related dangers<br />
ensures his/her own safety<br />
<strong>and</strong> that of the colleagues<br />
<strong>and</strong> customers <strong>in</strong> different<br />
situations<br />
develops the safety of his/<br />
her team <strong>and</strong> ability to<br />
work by develop<strong>in</strong>g own<br />
work<strong>in</strong>g practices <strong>and</strong> environment<br />
<strong>in</strong>structs others<br />
to act <strong>in</strong> a <strong>health</strong>y <strong>and</strong> safe<br />
way when work<strong>in</strong>g as a<br />
team member.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
Student demonstrates his/her <strong>vocational</strong> skills by work<strong>in</strong>g <strong>in</strong> cooperation with team<br />
members, representatives of partner companies, stakeholders or other parties <strong>in</strong><br />
practice enterprises <strong>and</strong> the like.<br />
A skills demonstration must cover completely<br />
• master<strong>in</strong>g the work processes<br />
• master<strong>in</strong>g the work methods, equipment <strong>and</strong> material<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge<br />
• master<strong>in</strong>g key competences for lifelong learn<strong>in</strong>g.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
<strong>in</strong> full, it is completed with such other assessment of competence as <strong>in</strong>terviews,<br />
assignments <strong>and</strong> other reliable methods.<br />
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4.12.2 Workplace Instructor Tra<strong>in</strong><strong>in</strong>g<br />
Skills requirements<br />
Student is able to<br />
• recognise the tasks at the workplace suited to on-the-job learn<strong>in</strong>g or skills<br />
demonstrations <strong>and</strong> f<strong>in</strong>ds out about their targets of assessment <strong>and</strong> assessment<br />
criteria<br />
• negotiate on implementation of on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstrations<br />
<strong>in</strong> the work community<br />
• prepare on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstration plans <strong>in</strong> cooperation<br />
with the teacher <strong>and</strong> workplace <strong>in</strong>structor<br />
• <strong>in</strong>struct other students on the work<strong>in</strong>g tasks, customs <strong>and</strong> rules at the workplace<br />
or at school<br />
• present the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> work<strong>in</strong>g opportunities <strong>in</strong> the field e.g. to students <strong>in</strong><br />
an <strong>in</strong>troductory period<br />
• have guidance discussions, develop own activities based on feedback <strong>and</strong> arbitrate<br />
differences of op<strong>in</strong>ion<br />
• work with different learners <strong>and</strong> colleagues<br />
• receive <strong>and</strong> give constructive feedback<br />
• self-assess on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstration <strong>in</strong> accordance with the<br />
targets of assessment <strong>and</strong> assessment criteria agreed earlier<br />
• assess occupational safety risks <strong>in</strong> his/her work <strong>and</strong> know how to act <strong>and</strong> also<br />
<strong>in</strong>struct others to act <strong>in</strong> accordance with the occupational safety <strong>in</strong>structions.<br />
Assessment<br />
The table comprises the targets of assessment <strong>and</strong> assessment criteria for three levels<br />
of competence together with the targets of assessment. In <strong>vocational</strong> upper secondary<br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, the targets of assessment also constitute the core contents<br />
of the module.<br />
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TARGETS OF<br />
ASSESSMENT<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g one’s own<br />
work <strong>and</strong> draw<strong>in</strong>g<br />
up plans<br />
Master<strong>in</strong>g the work<br />
entity<br />
TARGETS OF<br />
ASSESSMENT<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Guid<strong>in</strong>g a student<br />
Assess<strong>in</strong>g a student<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
prepares on-the-job learn<strong>in</strong>g<br />
prepares on-the-job learn-<br />
prepares on-the-job learntion<br />
<strong>and</strong> skills demonstra<strong>in</strong>g<br />
<strong>and</strong> skills demonstra<strong>in</strong>g<br />
<strong>and</strong> skills demonstra-<br />
plans under <strong>in</strong>structions<br />
tion plans as <strong>in</strong>structed tion plans <strong>in</strong>dependently<br />
<strong>and</strong><br />
proactively<br />
needs <strong>in</strong>structions at times.<br />
Assessment criteria<br />
completes given tasks <strong>in</strong>dependently.<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
guides other students under<br />
<strong>in</strong>structions<br />
accepts <strong>and</strong> gives feedback<br />
on a tasks under <strong>in</strong>structions<br />
as well as, under<br />
<strong>in</strong>structions, self-assesses<br />
on-the-job learn<strong>in</strong>g <strong>and</strong><br />
skills demonstrations based<br />
on targets of assessment<br />
<strong>and</strong> assessment criteria<br />
agreed beforeh<strong>and</strong>.<br />
guides other students as<br />
<strong>in</strong>structed <strong>and</strong> holds guidance<br />
discussions<br />
accepts <strong>and</strong> gives feedback<br />
on a task as well as selfassesses<br />
on-the-job learn<strong>in</strong>g<br />
<strong>and</strong> skills demonstrations<br />
based on targets of assessment<br />
<strong>and</strong> assessment criteria<br />
agreed beforeh<strong>and</strong>.<br />
proceeds fluently <strong>in</strong> his/<br />
her work adjust<strong>in</strong>g it to the<br />
activities of the work<strong>in</strong>g<br />
environment.<br />
<strong>in</strong>structs other students,<br />
acts flexibly with different<br />
people <strong>and</strong> arbitrates differences<br />
of op<strong>in</strong>ion<br />
holds constructive feedback<br />
discussions <strong>and</strong> self-assesses<br />
on-the-job learn<strong>in</strong>g <strong>and</strong><br />
skills demonstrations based<br />
on targets of assessment<br />
<strong>and</strong> assessment criteria<br />
agreed beforeh<strong>and</strong>.<br />
TARGETS OF<br />
ASSESSMENT<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Knowledge of work<strong>in</strong>g<br />
life <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
opportunities <strong>in</strong> one’s<br />
own field<br />
Knowledge of<br />
curricula<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
presents some of the work<strong>in</strong>g<br />
presents work<strong>in</strong>g <strong>and</strong> tra<strong>in</strong>ties<br />
<strong>and</strong> tra<strong>in</strong><strong>in</strong>g opportuni<strong>in</strong>g<br />
opportunities <strong>in</strong> the<br />
<strong>in</strong> the field<br />
field<br />
recognises, under <strong>in</strong>structions,<br />
the subject matter to<br />
be learnt dur<strong>in</strong>g on-the-job<br />
learn<strong>in</strong>g <strong>and</strong> the competence<br />
to be assessed <strong>in</strong> skills<br />
demonstration.<br />
recognizes, as <strong>in</strong>structed,<br />
the subject matter to be<br />
learnt dur<strong>in</strong>g on-the-job<br />
learn<strong>in</strong>g <strong>and</strong> the competence<br />
to be assessed <strong>in</strong> skills<br />
demonstration.<br />
presents <strong>in</strong>dependently<br />
<strong>and</strong> variedly work<strong>in</strong>g <strong>and</strong><br />
tra<strong>in</strong><strong>in</strong>g opportunities <strong>in</strong><br />
the field<br />
recognizes <strong>in</strong>dependently<br />
the subject matter to be<br />
learnt dur<strong>in</strong>g on-the-job<br />
learn<strong>in</strong>g <strong>and</strong> the competence<br />
to be assessed <strong>in</strong> skills<br />
demonstration.<br />
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TARGETS OF<br />
ASSESSMENT<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
assesses occupational safety assesses occupational safety<br />
risks <strong>in</strong>volved <strong>and</strong> follows risks <strong>in</strong>volved <strong>and</strong> follows<br />
the occupational safety the occupational safety<br />
<strong>in</strong>structions given. <strong>in</strong>structions given.<br />
assesses occupational safety<br />
risks <strong>in</strong>volved, follows <strong>and</strong><br />
also <strong>in</strong>structs others to follow<br />
the occupational safety<br />
<strong>in</strong>structions given.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
Student demonstrates his/her <strong>vocational</strong> skills by prepar<strong>in</strong>g an on-the-job learn<strong>in</strong>g<br />
or skills demonstration plan. He/She studies the activities, tasks, work<strong>in</strong>g culture<br />
<strong>and</strong> rules of the work community <strong>and</strong> assesses the occupational safety risks <strong>and</strong><br />
ergonomics issues <strong>in</strong>volved from his/her own work po<strong>in</strong>t of view. Student exam<strong>in</strong>es<br />
the opportunities of arrang<strong>in</strong>g his/her on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstration<br />
assessments at the workplace.<br />
The skills demonstration is ma<strong>in</strong>ly given <strong>in</strong> connection with another skills<br />
demonstration.<br />
A skills demonstration is to comprise at least<br />
• master<strong>in</strong>g the work process<br />
• master<strong>in</strong>g the work methods, equipment <strong>and</strong> materials: the guidance of the<br />
student, the assessment of learn<strong>in</strong>g <strong>and</strong> competence<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge: the knowledge of the requirements of <strong>vocational</strong><br />
<strong>qualification</strong>s<br />
• master<strong>in</strong>g the key competences for lifelong learn<strong>in</strong>g: <strong>health</strong>, safety <strong>and</strong> ability<br />
to function.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
<strong>in</strong> full, it is completed with such other assessment of competence as <strong>in</strong>terviews,<br />
assignments <strong>and</strong> other reliable methods.<br />
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4.12.3 In-depth <strong>and</strong> enhanc<strong>in</strong>g <strong>vocational</strong> modules<br />
In its approved curriculum, the education provider offers advanced or enhanc<strong>in</strong>g<br />
<strong>vocational</strong> modules the contents of which are based on the needs of local or regional<br />
work<strong>in</strong>g life. The module names must reflect the <strong>in</strong>tegrated activities <strong>in</strong> work<strong>in</strong>g life<br />
<strong>and</strong> their skills requirements, objectives <strong>and</strong> assessment criteria must be drawn up as<br />
well as the ways of demonstrat<strong>in</strong>g the skills <strong>in</strong> l<strong>in</strong>e with what is said <strong>in</strong> Chapter 9.3<br />
<strong>in</strong> the appendices under “Vocational skills requirements, targets of assessment <strong>and</strong><br />
general assessment criteria”. As to offer<strong>in</strong>g other optional modules, the education<br />
provider can work together with work<strong>in</strong>g life <strong>and</strong> other education providers.<br />
4.12.4 Core subjects<br />
In its curriculum, the education provider offers core subjects which <strong>in</strong>crease the student’s<br />
opportunities of choos<strong>in</strong>g core subjects listed <strong>in</strong> Chapter 5. The modules can<br />
be optional supplements to the compulsory ones (see the <strong>qualification</strong> requirements<br />
Chapter 5.2.1). The education provider determ<strong>in</strong>es the objectives, core contents<br />
<strong>and</strong> assessment for these modules. The modules may also be optional modules from<br />
core subjects presented <strong>in</strong> the <strong>qualification</strong> requirements <strong>in</strong> Chapters 5.2.2–5.2.7.<br />
The education provider may also offer them <strong>in</strong> cooperation with other education<br />
providers. The student can also choose these studies from modules offered by other<br />
education providers.<br />
4.12.5 General upper secondary studies<br />
In its curriculum, the education provider offers a student an opportunity to <strong>in</strong>clude<br />
<strong>in</strong> his/her <strong>qualification</strong> general upper secondary studies arranged by general upper<br />
secondary schools <strong>in</strong> accordance with the general upper secondary school curriculum<br />
<strong>and</strong> for which the general upper secondary school awards a certificate. The<br />
education provider may also offer them <strong>in</strong> cooperation with other education providers.<br />
The education provider can also decide that a student can choose general upper<br />
secondary studies (e.g. e-learn<strong>in</strong>g) from the spectrum offered by different general<br />
upper secondary education providers.<br />
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4.13 Modules provid<strong>in</strong>g <strong>in</strong>dividual <strong>in</strong>-depth <strong>vocational</strong> competence<br />
(modules that exp<strong>and</strong> the scope of a <strong>vocational</strong> upper secondary<br />
<strong>qualification</strong>)<br />
The student or c<strong>and</strong>idate may <strong>in</strong>dividually <strong>in</strong>clude <strong>in</strong> his/her <strong>vocational</strong> upper secondary<br />
<strong>qualification</strong> more modules, when it is necessary from the po<strong>in</strong>t of view of<br />
field-specific or local skills requirements or strengthen<strong>in</strong>g the <strong>vocational</strong> skills of the<br />
c<strong>and</strong>idate. Modules provid<strong>in</strong>g advanced <strong>in</strong>dividual <strong>vocational</strong> competence should<br />
be implemented as widely as possible <strong>in</strong> workplaces with work<strong>in</strong>g life.<br />
4.13.1 Bus<strong>in</strong>ess Operations<br />
Skills requirements<br />
The student or c<strong>and</strong>idate is able to<br />
• assess the possibilities of productization of his/her own competence (product<br />
or service)<br />
• study the bus<strong>in</strong>ess operations environment of the company to be established<br />
• identify <strong>and</strong> acquire cooperation bus<strong>in</strong>esses <strong>and</strong> partners<br />
• f<strong>in</strong>d, recognise <strong>and</strong> assess the company’s operat<strong>in</strong>g potential<br />
• select a f<strong>in</strong>ancially profitable bus<strong>in</strong>ess idea <strong>and</strong> develop a mission statement<br />
• draw up a bus<strong>in</strong>ess plan for the enterprise<br />
• make a management plan for the company’s accounts <strong>and</strong> f<strong>in</strong>ance <strong>and</strong> f<strong>in</strong>d out<br />
about the resources required to run it<br />
• present the bus<strong>in</strong>ess <strong>and</strong> f<strong>in</strong>ancial plans to bus<strong>in</strong>ess consultants <strong>and</strong> f<strong>in</strong>anciers<br />
• negotiate on company’s operat<strong>in</strong>g potential <strong>and</strong> f<strong>in</strong>anc<strong>in</strong>g<br />
• plan the manufactur<strong>in</strong>g of the company’s products <strong>and</strong> provision of its services<br />
• prepare a market<strong>in</strong>g plan <strong>and</strong> report on it as well as decide on market<strong>in</strong>g activities<br />
• make the logistics decisions needed<br />
• prepare a company risk analysis<br />
• plan the implementation <strong>and</strong> key tasks of profitable bus<strong>in</strong>ess operations<br />
• select the form of enterprise, establish a bus<strong>in</strong>ess <strong>and</strong> close it down.<br />
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Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g,<br />
the targets of assessment also constitute the core contents of the module.<br />
TARGETS OF<br />
ASSESSMENT<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g one’s own<br />
work <strong>and</strong> draw<strong>in</strong>g<br />
up plans<br />
Manag<strong>in</strong>g the work<br />
entity<br />
High-quality operations<br />
TARGETS OF<br />
ASSESSMENT<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Technology <strong>and</strong> <strong>in</strong>formation<br />
technology<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
plans bus<strong>in</strong>ess operations<br />
under guidance<br />
proceeds systematically <strong>in</strong><br />
his/her work under guidance<br />
acquires a partner company<br />
under guidance<br />
works <strong>in</strong> accordance with<br />
quality objectives set for<br />
his/her work <strong>and</strong> changes<br />
own activities based on<br />
given feedback<br />
works <strong>in</strong> a service oriented<br />
manner.<br />
Assessment criteria<br />
plans the operations of<br />
his/her enterprise <strong>and</strong> acts<br />
<strong>in</strong>dependently <strong>and</strong> responsibly<br />
proceeds systematically <strong>and</strong><br />
fluently <strong>in</strong> his/her work<br />
acquires partners <strong>and</strong> acts<br />
<strong>in</strong> partner networks<br />
acts <strong>in</strong> accordance with<br />
quality objectives set <strong>and</strong><br />
assesses own activities <strong>in</strong><br />
reach<strong>in</strong>g them<br />
works <strong>in</strong> a service oriented<br />
manner <strong>and</strong> promotes customer<br />
satisfaction.<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
uses customary tools such<br />
as equipment <strong>and</strong> mach<strong>in</strong>ery,<br />
computer <strong>and</strong> software<br />
needed when sett<strong>in</strong>g up<br />
his/her bus<strong>in</strong>ess<br />
acts <strong>in</strong> accordance with the<br />
pr<strong>in</strong>ciples of <strong>in</strong>formation<br />
security.<br />
uses tools such as equipment<br />
<strong>and</strong> mach<strong>in</strong>ery, computer<br />
<strong>and</strong> software needed<br />
when sett<strong>in</strong>g up his/her<br />
bus<strong>in</strong>ess<br />
acts <strong>in</strong> accordance with the<br />
pr<strong>in</strong>ciples of <strong>in</strong>formation<br />
security.<br />
plans the operations of his/<br />
her enterprise <strong>in</strong>novatively<br />
<strong>and</strong> acts <strong>in</strong>dependently, responsibly<br />
<strong>and</strong> supportively<br />
proceeds systematically <strong>and</strong><br />
fluently <strong>in</strong> his/her work<br />
acquires partners, makes<br />
use of partner networks to<br />
develop operations<br />
acts <strong>in</strong> accordance with<br />
quality objectives set <strong>and</strong><br />
develops own activities to<br />
reach them<br />
works <strong>in</strong> a service oriented<br />
manner <strong>and</strong> promotes customer<br />
satisfaction.<br />
uses <strong>in</strong>dependently tools<br />
such as equipment <strong>and</strong><br />
mach<strong>in</strong>ery, computer <strong>and</strong><br />
software needed when sett<strong>in</strong>g<br />
up his/her bus<strong>in</strong>ess<br />
acts <strong>in</strong> accordance with the<br />
pr<strong>in</strong>ciples of <strong>in</strong>formation<br />
security.<br />
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TARGETS OF<br />
ASSESSMENT<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Assessment of<br />
productization opportunities<br />
Look<strong>in</strong>g <strong>in</strong>to the<br />
bus<strong>in</strong>ess environment<br />
Choos<strong>in</strong>g bus<strong>in</strong>ess<br />
idea<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
makes use, under guidance, makes use of the bus<strong>in</strong>ess<br />
of the bus<strong>in</strong>ess opportunities<br />
opportunities <strong>in</strong> productization<br />
<strong>in</strong> productization zation<br />
searches <strong>in</strong>formation available<br />
<strong>in</strong> different networks<br />
under guidance<br />
identifies companies operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as<br />
an entrepreneur <strong>in</strong> the field<br />
under <strong>in</strong>structions<br />
follows, under <strong>in</strong>structions,<br />
development <strong>in</strong> the field<br />
from the po<strong>in</strong>t of view of<br />
start<strong>in</strong>g bus<strong>in</strong>ess operations<br />
assesses his/her chances<br />
as an entrepreneur under<br />
guidance<br />
f<strong>in</strong>ds out about the bus<strong>in</strong>ess<br />
opportunities of the<br />
enterprise to be established<br />
under guidance<br />
acquires <strong>in</strong>formation from<br />
key authorities under <strong>in</strong>structions<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation needed <strong>in</strong><br />
plann<strong>in</strong>g bus<strong>in</strong>ess operations<br />
like how a product is<br />
made or service provided,<br />
sold <strong>and</strong> how account<strong>in</strong>g<br />
<strong>and</strong> f<strong>in</strong>ances are taken <strong>care</strong><br />
of<br />
searches <strong>in</strong>formation available<br />
<strong>in</strong> different networks<br />
identifies companies operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as an<br />
entrepreneur <strong>in</strong> the field<br />
follows development <strong>in</strong> the<br />
field from the po<strong>in</strong>t of view<br />
of start<strong>in</strong>g bus<strong>in</strong>ess operations<br />
assesses his/her chances as<br />
an entrepreneur<br />
f<strong>in</strong>ds out about <strong>and</strong> reports<br />
on the bus<strong>in</strong>ess opportunities<br />
of the enterprise to be<br />
established<br />
acquires <strong>in</strong>formation from<br />
key authorities<br />
acquires <strong>in</strong>formation needed<br />
<strong>in</strong> plann<strong>in</strong>g his/her bus<strong>in</strong>ess<br />
operations like how a<br />
product is made or service<br />
provided, sold <strong>and</strong> how<br />
account<strong>in</strong>g <strong>and</strong> f<strong>in</strong>ances are<br />
taken <strong>care</strong> of<br />
makes use of the bus<strong>in</strong>ess<br />
opportunities <strong>in</strong> producti-<br />
makes use of <strong>in</strong>formation<br />
available <strong>in</strong> different networks<br />
identifies companies operat<strong>in</strong>g<br />
<strong>in</strong> the field <strong>and</strong> f<strong>in</strong>ds<br />
<strong>in</strong>formation on act<strong>in</strong>g as an<br />
entrepreneur <strong>in</strong> the field<br />
follows development <strong>and</strong><br />
outlook <strong>in</strong> the field from<br />
the po<strong>in</strong>t of view of start<strong>in</strong>g<br />
bus<strong>in</strong>ess operations<br />
assesses <strong>in</strong>dependently his/<br />
her chances as an entrepreneur<br />
<strong>and</strong> sets personal<br />
development objectives<br />
f<strong>in</strong>ds out about <strong>and</strong> reports<br />
on the bus<strong>in</strong>ess opportunities<br />
of the enterprise to be<br />
established<br />
acquires <strong>in</strong>formation from<br />
key authorities <strong>in</strong>dependently<br />
makes use of <strong>in</strong>formation<br />
needed <strong>in</strong> plann<strong>in</strong>g his/<br />
her bus<strong>in</strong>ess operations like<br />
how a product is made or<br />
service provided, sold <strong>and</strong><br />
how account<strong>in</strong>g <strong>and</strong> f<strong>in</strong>ances<br />
are taken <strong>care</strong> of<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Draw<strong>in</strong>g up a bus<strong>in</strong>ess<br />
plan<br />
Choos<strong>in</strong>g form of<br />
enterprise, sett<strong>in</strong>g<br />
it up <strong>and</strong> clos<strong>in</strong>g it<br />
down<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation needed <strong>in</strong><br />
plann<strong>in</strong>g company logistics<br />
uses under <strong>in</strong>structions<br />
<strong>in</strong>formation needed <strong>in</strong><br />
company risk analysis<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation on support<br />
services available when<br />
sett<strong>in</strong>g up a bus<strong>in</strong>ess <strong>and</strong><br />
runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation on the<br />
entrepreneur’s role <strong>in</strong> bookkeep<strong>in</strong>g<br />
<strong>and</strong> profit <strong>and</strong> loss<br />
analysis<br />
acquires under <strong>in</strong>structions<br />
<strong>in</strong>formation on key statutes<br />
related to products, services<br />
<strong>and</strong> contracts<br />
chooses under <strong>in</strong>structions<br />
form of enterprise <strong>and</strong><br />
draws up the documents<br />
needed when sett<strong>in</strong>g up<br />
<strong>and</strong> clos<strong>in</strong>g down a bus<strong>in</strong>ess.<br />
acquires <strong>in</strong>formation needed<br />
<strong>in</strong> plann<strong>in</strong>g company<br />
logistics<br />
uses <strong>in</strong>formation needed <strong>in</strong><br />
company risk analysis<br />
acquires <strong>in</strong>formation on<br />
support services available<br />
when sett<strong>in</strong>g up a bus<strong>in</strong>ess<br />
<strong>and</strong> runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
acquires <strong>in</strong>formation on the<br />
entrepreneur’s role <strong>in</strong> bookkeep<strong>in</strong>g<br />
<strong>and</strong> profit <strong>and</strong> loss<br />
analysis<br />
acquires <strong>in</strong>formation on<br />
key legislation <strong>and</strong> statutes<br />
concern<strong>in</strong>g products, services<br />
<strong>and</strong> contracts<br />
chooses form of enterprise<br />
<strong>and</strong> draws up the documents<br />
needed when sett<strong>in</strong>g<br />
up <strong>and</strong> clos<strong>in</strong>g down a<br />
bus<strong>in</strong>ess.<br />
makes use of <strong>in</strong>formation<br />
needed <strong>in</strong> plann<strong>in</strong>g company<br />
logistics<br />
applies <strong>in</strong>formation needed<br />
<strong>in</strong> company risk analysis<br />
acquires <strong>in</strong>formation on<br />
support services available<br />
when sett<strong>in</strong>g up a bus<strong>in</strong>ess<br />
<strong>and</strong> runn<strong>in</strong>g it, e.g. account<strong>in</strong>g<br />
office services<br />
acquires <strong>in</strong>formation on the<br />
entrepreneur’s role <strong>in</strong> bookkeep<strong>in</strong>g<br />
<strong>and</strong> analys<strong>in</strong>g the<br />
profit <strong>and</strong> loss account <strong>and</strong><br />
balance sheet<br />
applies key legislation <strong>and</strong><br />
other statutes concern<strong>in</strong>g<br />
products, services <strong>and</strong> contracts<br />
chooses form of enterprise<br />
<strong>and</strong> draws up the documents<br />
needed when sett<strong>in</strong>g<br />
up <strong>and</strong> clos<strong>in</strong>g down a<br />
bus<strong>in</strong>ess.<br />
TARGETS OF<br />
ASSESSMENT<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Vocational ethics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
makes decisions under <strong>in</strong>structions<br />
makes choices <strong>and</strong> decisions<br />
assesses his/her own activities<br />
<strong>and</strong> progress made<br />
under guidance<br />
negotiates under guidance<br />
on cooperation with stakeholders<br />
observes under <strong>in</strong>structions<br />
the f<strong>in</strong>ancial, <strong>social</strong> <strong>and</strong><br />
susta<strong>in</strong>able development<br />
values agreed when plann<strong>in</strong>g<br />
bus<strong>in</strong>ess operations<br />
assesses his/her own activities<br />
<strong>and</strong> progress made<br />
negotiates on cooperation<br />
with stakeholders<br />
observes the f<strong>in</strong>ancial,<br />
<strong>social</strong> <strong>and</strong> susta<strong>in</strong>able development<br />
values agreed<br />
when plann<strong>in</strong>g bus<strong>in</strong>ess<br />
operations<br />
makes valid proposals,<br />
choices <strong>and</strong> decisions to develop<br />
company operations<br />
assesses his/her own activities<br />
<strong>in</strong>dependently <strong>and</strong><br />
progress <strong>in</strong> his/her work<br />
<strong>and</strong> company operations<br />
negotiates <strong>in</strong>novatively on<br />
cooperation with stakeholders<br />
observes the f<strong>in</strong>ancial, <strong>social</strong><br />
<strong>and</strong> susta<strong>in</strong>able development<br />
values when plann<strong>in</strong>g<br />
bus<strong>in</strong>ess operations<br />
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Health, safety <strong>and</strong><br />
ability to function<br />
prepares under <strong>in</strong>structions<br />
plans on observance of<br />
occupational safety regulations<br />
<strong>in</strong> his/her bus<strong>in</strong>ess<br />
prepares under <strong>in</strong>structions<br />
plans on how to protect<br />
oneself aga<strong>in</strong>st work <strong>and</strong><br />
work<strong>in</strong>g environment related<br />
dangers.<br />
prepares plans on observance<br />
of occupational safety<br />
regulations <strong>in</strong> his/her bus<strong>in</strong>ess<br />
prepares plans on how<br />
to protect oneself aga<strong>in</strong>st<br />
dangers related to the work<br />
done <strong>and</strong> the work<strong>in</strong>g environment.<br />
prepares <strong>in</strong>dependently<br />
plans on observance of<br />
occupational safety regulations<br />
<strong>in</strong> his/her bus<strong>in</strong>ess<br />
prepares spontaneously<br />
plans on how to prepare<br />
aga<strong>in</strong>st dangers related to<br />
the work done <strong>and</strong> the<br />
work<strong>in</strong>g environment.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates his/her <strong>vocational</strong> skills by plann<strong>in</strong>g the<br />
operations of his/her own enterprise <strong>and</strong> act<strong>in</strong>g <strong>in</strong> cooperation with different stakeholders.<br />
Skills demonstration is to cover completely<br />
• master<strong>in</strong>g the work processes<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge<br />
• key competences for lifelong learn<strong>in</strong>g.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
<strong>in</strong> full, it is to be completed with such other assessment of competence as<br />
<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
4.13.2 Modules from <strong>vocational</strong> <strong>qualification</strong>s (<strong>vocational</strong> upper secondary<br />
<strong>qualification</strong>s, further <strong>vocational</strong> <strong>qualification</strong>s <strong>and</strong> specialist <strong>vocational</strong><br />
<strong>qualification</strong>s)<br />
1. Modules from <strong>vocational</strong> upper secondary <strong>qualification</strong>s<br />
Modules from <strong>vocational</strong> upper secondary <strong>qualification</strong>s can be <strong>in</strong>cluded <strong>in</strong> the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s<br />
or c<strong>and</strong>idate’s <strong>in</strong>dividual study plan.<br />
In the competence-based <strong>qualification</strong> system, a certificate of a completed upper<br />
secondary module is always awarded by the committee <strong>in</strong> charge of the upper<br />
secondary <strong>qualification</strong> concerned. The Qualification Committee responsible for<br />
the specialisation of the <strong>qualification</strong> concerned accepts the module <strong>in</strong> question as<br />
part of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care based on the certificate.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
2. Modules from further <strong>vocational</strong> <strong>qualification</strong>s<br />
Modules from further <strong>qualification</strong>s can be <strong>in</strong>cluded <strong>in</strong> the Vocational Qualification<br />
<strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s or c<strong>and</strong>idate’s <strong>in</strong>dividual<br />
study plan.<br />
The education provider must have a valid contract for arrang<strong>in</strong>g competencebased<br />
<strong>qualification</strong> <strong>in</strong> question or the education provider can buy the competence<br />
tests from an education provider with a contract.<br />
In <strong>vocational</strong> upper secondary education, a certificate of a completed further<br />
<strong>qualification</strong> module is always awarded by the committee <strong>in</strong> charge of the further<br />
<strong>qualification</strong> concerned <strong>and</strong> education provider accepts the module <strong>in</strong>to student’s<br />
<strong>qualification</strong> certificate.<br />
In the competence-based <strong>qualification</strong> system, a certificate of a completed further<br />
<strong>qualification</strong> module is always awarded by the Qualification Committee <strong>in</strong><br />
charge of the further <strong>qualification</strong> concerned. The Qualification Committee of the<br />
Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care accepts the module <strong>in</strong> question<br />
as part of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care based on the certificate.<br />
3. Modules from specialist <strong>vocational</strong> <strong>qualification</strong>s<br />
One module from specialist <strong>vocational</strong> <strong>qualification</strong>s can be <strong>in</strong>cluded <strong>in</strong> the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s or<br />
c<strong>and</strong>idate’s <strong>in</strong>dividual study plan.<br />
The education provider must have a valid contract for arrang<strong>in</strong>g competencebased<br />
<strong>qualification</strong> <strong>in</strong> question or the education provider can buy the competence<br />
tests from an education provider with a contract.<br />
In <strong>vocational</strong> upper secondary education, a certificate of a completed specialist<br />
<strong>qualification</strong> module is always awarded by the Qualification Committee of the<br />
specialist <strong>qualification</strong> concerned <strong>and</strong> education provider accepts the module <strong>in</strong>to<br />
student’s <strong>qualification</strong> certificate.<br />
In the competence-based <strong>qualification</strong> system, a certificate of the completed<br />
module of specialist <strong>qualification</strong> is always awarded by the committee <strong>in</strong> charge<br />
of the specialist <strong>qualification</strong> concerned. The Qualification Committee of the Vocational<br />
Qualification <strong>in</strong> Social <strong>and</strong> Health Care accepts the module of specialist<br />
<strong>qualification</strong> <strong>in</strong> question as part of the Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health<br />
Care based on the certificate.<br />
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4.13.3 Locally offered modules provid<strong>in</strong>g <strong>in</strong>-depth <strong>vocational</strong> competence <strong>in</strong><br />
curriculum-based <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
The education provider can provide <strong>in</strong> its approved curriculum the student with<br />
a chance to take <strong>in</strong>dividually <strong>vocational</strong> <strong>in</strong>-depth modules that correspond with<br />
local or regional work<strong>in</strong>g life skills requirements together with the student’s need<br />
for deeper <strong>vocational</strong> skills. The modules must be named <strong>and</strong> their skills requirements,<br />
assessment criteria <strong>and</strong> ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills must be determ<strong>in</strong>ed.<br />
4.13.4 Another study programme or specialisation <strong>in</strong> the Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care<br />
Another study programme or specialisation from the Vocational Qualification <strong>in</strong><br />
Social <strong>and</strong> Health Care can be <strong>in</strong>cluded <strong>in</strong> the Vocational Qualification <strong>in</strong> Social<br />
<strong>and</strong> Health Care, <strong>in</strong> accordance with the student’s or c<strong>and</strong>idate’s <strong>in</strong>dividual study<br />
plan.<br />
In the competence-based <strong>qualification</strong> system, a certificate of the completion<br />
of such a module of an upper secondary <strong>qualification</strong> is always awarded by the committee<br />
<strong>in</strong> charge of the upper secondary <strong>qualification</strong> concerned <strong>and</strong> the Qualification<br />
Committee for Social <strong>and</strong> Health Care accepts the module <strong>in</strong> question <strong>in</strong>to<br />
a student’s Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care on the basis of the<br />
certificate.<br />
4.13.5 Plaster casts <strong>and</strong> different support techniques <strong>in</strong> immobilisation<br />
A Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care may <strong>in</strong>clude Plaster Casts <strong>and</strong><br />
Different Support Techniques <strong>in</strong> Immobilisation, as an elective module through the<br />
student or c<strong>and</strong>idate’s personal study plan.<br />
The Qualification Committee <strong>in</strong> charge of the said <strong>vocational</strong> <strong>qualification</strong><br />
shall issue the certificate on the completion of a module. The Qualification Committee<br />
for Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care, <strong>practical</strong> <strong>nurse</strong>, shall<br />
accept the said module as part of a Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health<br />
Care, by virtue of the certificate.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Vocational skills requirements<br />
The student or c<strong>and</strong>idate<br />
• works with<strong>in</strong> his/her area of responsibility <strong>in</strong> the <strong>care</strong> cha<strong>in</strong> of an immobilisation<br />
patient <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> service system<br />
• plans, implements <strong>and</strong> assesses the <strong>care</strong> process of an immobilisation patient,<br />
as a member of a multi-discipl<strong>in</strong>ary team<br />
• ensures an optimal position for the <strong>in</strong>jured area, support<strong>in</strong>g the patient’s anatomic<br />
<strong>and</strong> physiological heal<strong>in</strong>g <strong>and</strong> rehabilitation process<br />
• monitors <strong>and</strong> guides the patient dur<strong>in</strong>g the different stages of the procedure<br />
• guides the patient <strong>in</strong> a manner ensur<strong>in</strong>g that she /he gets <strong>in</strong>formation for self<strong>care</strong><br />
(prevention of complications, rehabilitation, functional ability)<br />
• takes <strong>care</strong> of the nurs<strong>in</strong>g environment, gathers the required equipment <strong>and</strong><br />
ensures their proper function<strong>in</strong>g<br />
• complies with aseptics <strong>in</strong> tend<strong>in</strong>g to the sk<strong>in</strong> <strong>and</strong> wounds <strong>in</strong> the fractured<br />
area<br />
• h<strong>and</strong>les different b<strong>and</strong>ages <strong>and</strong> accessories required <strong>in</strong> patient <strong>care</strong><br />
• assists <strong>in</strong> the reposition<strong>in</strong>g of the luxations <strong>and</strong> fractures of the patient’s metacarpals<br />
<strong>and</strong> f<strong>in</strong>gers <strong>and</strong> makes the required immobilisation slabs<br />
• makes immobilisation slabs for typical fractures of radius <strong>and</strong> assists <strong>in</strong> the<br />
reposition<strong>in</strong>g of Smith’s fracture <strong>and</strong> fracture of the humerus<br />
• assists <strong>in</strong> the treatment <strong>and</strong> reposition<strong>in</strong>g of fibula & tibia fractures<br />
• performs the immobilisation of the follow<strong>in</strong>g non-displaced fractures:<br />
–– scafoideum <strong>and</strong> other fractures <strong>in</strong> the wrist<br />
–– antebrachium<br />
–– metacarpals<br />
–– f<strong>in</strong>gers <strong>and</strong> thumb<br />
–– ankle <strong>and</strong> heel<br />
–– tibia, fibula & knee<br />
–– metatarsus & toes<br />
• splits traditional plaster casts <strong>and</strong> makes w<strong>in</strong>dows <strong>in</strong> circular casts<br />
• uses <strong>and</strong> services various equipment <strong>and</strong> <strong>in</strong>struments related to the removal of<br />
plaster casts<br />
• makes a cast shoe related to the immobilisation treatment of a patient with<br />
pressure sores on lower extremities (diabetes mellitus or iscemic disease), <strong>and</strong><br />
guides the patient <strong>in</strong> its use<br />
• reserves <strong>and</strong> adjusts mobility aids for the patient <strong>and</strong> guides him/her <strong>in</strong> their<br />
use<br />
206
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
uses imag<strong>in</strong>g devices <strong>in</strong> immobilisation treatment <strong>and</strong> saves the images <strong>in</strong>to<br />
the patient data system<br />
<strong>in</strong> his/her work, exploits his/her knowledge of human anatomy <strong>and</strong> physiology;<br />
<strong>in</strong>juries, diagnostics, fracture types <strong>and</strong> their treatment, heal<strong>in</strong>g <strong>and</strong> risk<br />
of complications related to fractures <strong>in</strong> the locomotor system; <strong>and</strong> uses the<br />
term<strong>in</strong>ology of the field <strong>in</strong> his/her work (the most common fractures, also <strong>in</strong><br />
Lat<strong>in</strong>)<br />
<strong>in</strong> his/her work, exploits his/her knowledge of b<strong>and</strong>ages, padd<strong>in</strong>gs, support<br />
materials (orthoses) <strong>and</strong> rest<strong>in</strong>g spl<strong>in</strong>ts, as well as of devices <strong>in</strong> plaster cast<strong>in</strong>g<br />
<strong>and</strong> different support techniques, <strong>and</strong> guides the patient <strong>in</strong> their use<br />
complies with <strong>vocational</strong> ethics<br />
<strong>in</strong> his/her work, promotes <strong>health</strong>, security, functional ability <strong>and</strong> occupational<br />
well-be<strong>in</strong>g<br />
masters ergonomic work practices.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education the targets<br />
of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Work<strong>in</strong>g <strong>in</strong> the<br />
treatment <strong>and</strong> service<br />
system of immobilisation<br />
patients<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
works with<strong>in</strong> his/her area works with<strong>in</strong> his/her area<br />
of responsibility <strong>and</strong> <strong>in</strong> a of responsibility <strong>and</strong> <strong>in</strong> a<br />
patient-based manner <strong>in</strong> patient-based manner <strong>in</strong><br />
the service system, but occasionally<br />
the service system.<br />
needs<br />
guidance.<br />
works actively <strong>and</strong> <strong>in</strong> a patient-based<br />
manner with<strong>in</strong><br />
his/her area of responsibility,<br />
exploit<strong>in</strong>g the expertise<br />
of the multi-discipl<strong>in</strong>ary<br />
team <strong>and</strong> service system.<br />
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Plans, implements,<br />
assesses <strong>and</strong> guides<br />
the <strong>care</strong> process of<br />
an immobilisation<br />
patient, with<strong>in</strong> the<br />
area of responsibility<br />
of a <strong>practical</strong> <strong>nurse</strong><br />
Effective <strong>and</strong> highquality<br />
work <strong>and</strong><br />
pay<strong>in</strong>g attention to<br />
susta<strong>in</strong>able development<br />
makes observations on the<br />
patient’s condition dur<strong>in</strong>g<br />
admission, notes the<br />
need for treatment <strong>and</strong><br />
prepares for a procedure.<br />
Sets the patient <strong>and</strong> the<br />
<strong>in</strong>jured area <strong>in</strong> an optimal<br />
position. Gathers the<br />
equipment required <strong>in</strong> the<br />
procedure, but occasionally<br />
needs guidance. As a team<br />
member, monitors, treats<br />
<strong>and</strong> guides the patient <strong>and</strong><br />
records the treatment data.<br />
pays attention to the quantity<br />
<strong>and</strong> quality of treatment<br />
materials. Abides with<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development, but occasionally<br />
needs guidance.<br />
makes observations on the<br />
patient’s condition dur<strong>in</strong>g<br />
admission, notes the need<br />
for treatment <strong>and</strong> prepares<br />
for a procedure. Sets the<br />
patient <strong>and</strong> the <strong>in</strong>jured<br />
area <strong>in</strong> an optimal position.<br />
Gathers the materials <strong>and</strong><br />
equipment required <strong>in</strong> the<br />
procedure. Monitors, treats<br />
<strong>and</strong> guides the patient <strong>and</strong><br />
records the treatment data<br />
with<strong>in</strong> the area of responsibility<br />
of a <strong>practical</strong> <strong>nurse</strong>.<br />
pays attention to the <strong>in</strong>tended<br />
use, durability,<br />
quantity <strong>and</strong> quality of<br />
treatment materials, <strong>in</strong><br />
a patient-based manner.<br />
Complies with the pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>and</strong> is aware of the<br />
cost-efficiency <strong>and</strong> quality<br />
criteria of the procedure.<br />
makes observations on the<br />
patient’s condition dur<strong>in</strong>g<br />
admission, notes the need<br />
for treatment <strong>and</strong> prepares<br />
for a procedure tak<strong>in</strong>g <strong>in</strong>to<br />
account changes <strong>in</strong> the<br />
patient’s condition, as well<br />
as <strong>in</strong>dividual needs. Sets<br />
the patient <strong>and</strong> the <strong>in</strong>jured<br />
area <strong>in</strong> an optimal position,<br />
avoid<strong>in</strong>g additional <strong>in</strong>juries.<br />
Gathers the materials<br />
<strong>and</strong> equipment required<br />
<strong>in</strong> the procedure so that<br />
they can be used flexibly.<br />
Monitors, treats <strong>and</strong> guides<br />
the patient <strong>and</strong> records the<br />
treatment data with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong>.<br />
pays attention to the <strong>in</strong>tended<br />
use, durability,<br />
quantity <strong>and</strong> quality of<br />
treatment materials, <strong>in</strong> a<br />
patient-based manner.<br />
Through his/her actions,<br />
promotes the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> justifies his/her actions.<br />
Works <strong>in</strong>dependently, <strong>in</strong><br />
accordance with quality<br />
criteria, <strong>and</strong> pays attention<br />
to economic factors <strong>in</strong> his/<br />
her work.<br />
208
Targets of<br />
assessment<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Vocational <strong>in</strong>teraction<br />
Check<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
the work<strong>in</strong>g<br />
order of the work<br />
environment<br />
Implement<strong>in</strong>g <strong>and</strong>/<br />
or assess<strong>in</strong>g different<br />
immobilisation treatments,<br />
with<strong>in</strong> the<br />
area of responsibility<br />
of a <strong>practical</strong> <strong>nurse</strong><br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong>teracts with the patient<br />
<strong>in</strong> a friendly <strong>and</strong> matterof-fact<br />
manner <strong>and</strong> guides<br />
him/her through the various<br />
stages of the procedure<br />
<strong>and</strong> <strong>in</strong> home <strong>care</strong> <strong>and</strong><br />
further treatment (the prevention<br />
of complications,<br />
rehabilitation, ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
one’s functional abilities).<br />
services the equipment<br />
needed <strong>in</strong> immobilisation<br />
<strong>and</strong> checks the nurs<strong>in</strong>g<br />
environment, but occasionally<br />
needs guidance.<br />
assists <strong>in</strong> the reposition<strong>in</strong>g<br />
of the luxations <strong>and</strong><br />
fractures of the patient’s<br />
metacarpals <strong>and</strong> f<strong>in</strong>gers <strong>and</strong><br />
makes the required immobilisation<br />
b<strong>and</strong>ages. Works<br />
as a team member, but occasionally<br />
needs guidance.<br />
makes the immobilisation<br />
b<strong>and</strong>ages for a typical fracture<br />
of radius <strong>and</strong> assists <strong>in</strong><br />
the reposition<strong>in</strong>g of Smith’s<br />
fracture <strong>and</strong> a fracture of<br />
the humerus. Works as a<br />
team member, but occasionally<br />
needs guidance.<br />
<strong>in</strong>teracts with the patient<br />
<strong>and</strong> guides him/<br />
her through the various<br />
stages of the procedure <strong>in</strong><br />
a matter-of-fact, <strong>in</strong>dividual<br />
<strong>and</strong> encourag<strong>in</strong>g manner.<br />
Guides the patient <strong>in</strong> a<br />
manner promot<strong>in</strong>g self-<strong>care</strong><br />
(the prevention of complications,<br />
rehabilitation,<br />
functional ability) <strong>in</strong> home<br />
<strong>care</strong> <strong>and</strong> further treatment.<br />
checks, fills <strong>in</strong>, cleans <strong>and</strong><br />
services the equipment<br />
needed <strong>in</strong> immobilisation<br />
<strong>and</strong> checks the nurs<strong>in</strong>g environment<br />
<strong>in</strong>dependently.<br />
assists <strong>in</strong> the reposition<strong>in</strong>g<br />
of the luxations <strong>and</strong><br />
fractures of the patient’s<br />
metacarpals <strong>and</strong> f<strong>in</strong>gers <strong>and</strong><br />
makes the required immobilisation<br />
b<strong>and</strong>ages, but occasionally<br />
needs guidance.<br />
makes the immobilisation<br />
b<strong>and</strong>ages for a typical fracture<br />
of radius <strong>and</strong> assists <strong>in</strong><br />
the reposition<strong>in</strong>g of Smith’s<br />
fracture <strong>and</strong> a fracture of<br />
the humerus, but occasionally<br />
needs guidance.<br />
<strong>in</strong>teracts with the patient<br />
<strong>and</strong> guides him/<br />
her through the various<br />
stages of the procedure <strong>in</strong><br />
a matter-of-fact, <strong>in</strong>dividual<br />
<strong>and</strong> encourag<strong>in</strong>g manner,<br />
<strong>in</strong>vok<strong>in</strong>g a sense of security.<br />
Guides the patient <strong>in</strong> a<br />
manner promot<strong>in</strong>g self-<strong>care</strong><br />
(the prevention of complications,<br />
rehabilitation,<br />
ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g functional<br />
ability). Guides <strong>in</strong> home<br />
<strong>care</strong> <strong>and</strong> ensures the cont<strong>in</strong>uity<br />
of treatment.<br />
takes <strong>care</strong> of fill<strong>in</strong>g <strong>in</strong>,<br />
clean<strong>in</strong>g <strong>and</strong> servic<strong>in</strong>g the<br />
equipment needed <strong>in</strong> immobilisation<br />
<strong>and</strong> of the<br />
nurs<strong>in</strong>g environment <strong>in</strong> a<br />
responsible manner, consistent<br />
with the dem<strong>and</strong>s of<br />
the situation, <strong>and</strong> assesses<br />
the need for clean<strong>in</strong>g after<br />
special situations.<br />
assists <strong>in</strong> the reposition<strong>in</strong>g<br />
of the luxations <strong>and</strong><br />
fractures of the patient’s<br />
metacarpals <strong>and</strong> f<strong>in</strong>gers<br />
<strong>and</strong> makes the required<br />
immobilisation b<strong>and</strong>ages<br />
<strong>in</strong>dependently.<br />
makes the immobilisation<br />
b<strong>and</strong>ages for a typical fracture<br />
of radius <strong>and</strong> assists <strong>in</strong><br />
the reposition<strong>in</strong>g of Smith’s<br />
fracture <strong>and</strong> a fracture of<br />
the humerus <strong>in</strong>dependently.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
assists <strong>in</strong> the immobilisation<br />
<strong>and</strong> reposition<strong>in</strong>g of<br />
tibia & fibula fractures, but<br />
occasionally needs guidance.<br />
performs the immobilisation<br />
of the follow<strong>in</strong>g nondisplaced<br />
fractures: scafoideum<br />
<strong>and</strong> other fractures<br />
<strong>in</strong> the wrist, antebrachium,<br />
humerus, metacarpals,<br />
f<strong>in</strong>gers <strong>and</strong> thumb, ankle,<br />
tibia & fibula <strong>and</strong> knee,<br />
heel, metatarsus <strong>and</strong> toes.<br />
Works as a team member,<br />
but occasionally needs<br />
guidance.<br />
splits traditional plaster<br />
casts <strong>and</strong> makes w<strong>in</strong>dows <strong>in</strong><br />
circular casts <strong>and</strong> complies<br />
with aseptics <strong>in</strong> wound<br />
<strong>care</strong>, but occasionally needs<br />
guidance. Uses <strong>and</strong> services<br />
various equipment, devices<br />
<strong>and</strong> <strong>in</strong>struments related to<br />
removal of plaster casts, accord<strong>in</strong>g<br />
to <strong>in</strong>structions.<br />
makes an <strong>in</strong>dividual <strong>and</strong><br />
functional cast shoe, accord<strong>in</strong>g<br />
to <strong>in</strong>structions,<br />
related to immobilisation<br />
treatment of a patient with<br />
pressure sores on lower<br />
extremity (diabetes mellitus<br />
or iscemic disease), <strong>and</strong><br />
guides the patient <strong>in</strong> its use,<br />
but occasionally needs support<br />
<strong>in</strong> provid<strong>in</strong>g guidance<br />
for the use of the cast shoe.<br />
assists <strong>in</strong> the immobilisation<br />
<strong>and</strong> reposition<strong>in</strong>g of<br />
tibia & fibula fractures, but<br />
occasionally needs guidance.<br />
performs the immobilisation<br />
of the follow<strong>in</strong>g nondisplaced<br />
fractures: scafoideum<br />
<strong>and</strong> other fractures<br />
<strong>in</strong> the wrist, antebrachium,<br />
humerus, metacarpals,<br />
f<strong>in</strong>gers <strong>and</strong> thumb, ankle,<br />
tibia & fibula <strong>and</strong> knee,<br />
heel, metatarsus <strong>and</strong> toes,<br />
but occasionally needs<br />
guidance.<br />
splits traditional plaster<br />
casts <strong>and</strong> makes w<strong>in</strong>dows <strong>in</strong><br />
circular casts <strong>and</strong> complies<br />
with aseptics <strong>in</strong> wound<br />
<strong>care</strong>. Uses <strong>and</strong> services<br />
various equipment, devices<br />
<strong>and</strong> <strong>in</strong>struments related<br />
to removal of plaster casts<br />
unprompted, accord<strong>in</strong>g to<br />
<strong>in</strong>structions.<br />
makes an <strong>in</strong>dividual <strong>and</strong><br />
functional cast shoe related<br />
to immobilisation treatment<br />
of a patient with pressure<br />
sores on lower extremity<br />
(diabetes mellitus or<br />
iscemic disease), <strong>and</strong> guides<br />
patient <strong>in</strong> its use.<br />
assists <strong>in</strong> the immobilisation<br />
<strong>and</strong> reposition<strong>in</strong>g of<br />
tibia & fibula fractures<br />
<strong>in</strong>dependently.<br />
performs the immobilisation<br />
of the follow<strong>in</strong>g nondisplaced<br />
fractures: scafoideum<br />
<strong>and</strong> other fractures<br />
<strong>in</strong> the wrist, antebrachium,<br />
humerus, metacarpals,<br />
f<strong>in</strong>gers <strong>and</strong> thumb, ankle,<br />
tibia & fibula <strong>and</strong> knee,<br />
heel, metatarsus <strong>and</strong> toes,<br />
<strong>in</strong>dependently.<br />
splits traditional plaster<br />
casts <strong>and</strong> makes w<strong>in</strong>dows<br />
<strong>in</strong> circular casts, <strong>in</strong>dependently<br />
<strong>and</strong> comply<strong>in</strong>g with<br />
aseptics. Uses <strong>and</strong> services<br />
various equipment, devices<br />
<strong>and</strong> <strong>in</strong>struments related<br />
to removal of plaster casts<br />
unprompted <strong>and</strong> <strong>in</strong>dependently,<br />
accord<strong>in</strong>g to<br />
<strong>in</strong>structions.<br />
<strong>in</strong>dependently makes an<br />
<strong>in</strong>dividual <strong>and</strong> functional<br />
cast shoe related to immobilisation<br />
treatment of a<br />
patient with pressure sores<br />
on lower extremity (diabetes<br />
mellitus or iscemic<br />
disease), <strong>and</strong> guides patient<br />
<strong>in</strong>dependently <strong>in</strong> its use.<br />
210
Monitor<strong>in</strong>g the<br />
patient after immobilisation<br />
Choos<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g<br />
treatment materials<br />
<strong>and</strong> <strong>in</strong>struments <strong>in</strong><br />
immobilisation<br />
Servic<strong>in</strong>g the<br />
equipment <strong>and</strong><br />
devices<br />
Pay<strong>in</strong>g attention to<br />
<strong>health</strong>, safety <strong>and</strong><br />
ability to function<br />
Reserv<strong>in</strong>g <strong>and</strong> adjust<strong>in</strong>g<br />
mobility<br />
aids <strong>and</strong> guid<strong>in</strong>g<br />
their use<br />
monitors the patient’s condition<br />
after the procedure<br />
(general condition, colour<br />
of the extremity, temperature,<br />
numbness, swell<strong>in</strong>g,<br />
pa<strong>in</strong>, changes <strong>in</strong> material),<br />
records the observations<br />
<strong>in</strong> patient data with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong> <strong>and</strong> <strong>in</strong>forms<br />
the team, but occasionally<br />
needs guidance.<br />
monitors <strong>and</strong> tends to the<br />
patient’s pa<strong>in</strong>, with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong>. Records the<br />
pa<strong>in</strong> relief data <strong>and</strong> monitors<br />
the effectiveness of<br />
pa<strong>in</strong> relief.<br />
chooses the most common<br />
materials <strong>and</strong> <strong>in</strong>struments<br />
<strong>in</strong> immobilisation <strong>and</strong> can<br />
use, h<strong>and</strong>le <strong>and</strong> service<br />
them correctly <strong>and</strong> safely,<br />
but occasionally needs<br />
guidance. Uses the castcutter<br />
safely.<br />
exploits aid service centres<br />
<strong>in</strong> his/her work, <strong>and</strong> guides<br />
the patient to use their<br />
services.<br />
monitors the patient’s condition<br />
after the procedure<br />
(general condition, colour<br />
of the extremity, temperature,<br />
numbness, swell<strong>in</strong>g,<br />
pa<strong>in</strong>, changes <strong>in</strong> material),<br />
<strong>and</strong> responds to the chang<strong>in</strong>g<br />
needs of the patient.<br />
Records the observations <strong>in</strong><br />
the patient data with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong> <strong>and</strong> ensures<br />
the cont<strong>in</strong>uity of treatment<br />
monitors <strong>and</strong> tends to the<br />
patient’s pa<strong>in</strong>, with<strong>in</strong> the<br />
area of responsibility of a<br />
<strong>practical</strong> <strong>nurse</strong>. Records the<br />
pa<strong>in</strong> relief data <strong>and</strong> monitors<br />
the effectiveness of<br />
pa<strong>in</strong> relief.<br />
chooses the most common<br />
materials <strong>in</strong> immobilisation,<br />
pay<strong>in</strong>g attention to<br />
their properties. Uses,<br />
h<strong>and</strong>les <strong>and</strong> services <strong>in</strong>struments<br />
correctly <strong>and</strong> safely.<br />
Uses the cast-cutter safely<br />
<strong>and</strong> is aware of the risks<br />
related to its use.<br />
exploits aid service centres<br />
<strong>in</strong> his/her work, <strong>and</strong> guides<br />
the patient to use their<br />
services.<br />
monitors the patient’s condition<br />
after the procedure<br />
(general condition, colour<br />
of the extremity, temperature,<br />
numbness, swell<strong>in</strong>g,<br />
pa<strong>in</strong>, changes <strong>in</strong> material),<br />
<strong>and</strong> responds to the chang<strong>in</strong>g<br />
needs of the patient.<br />
Independently records the<br />
observations <strong>in</strong> the patient<br />
data with<strong>in</strong> the area of<br />
responsibility of a <strong>practical</strong><br />
<strong>nurse</strong> <strong>and</strong> ensures the cont<strong>in</strong>uity<br />
of treatment.<br />
monitors <strong>and</strong> tends to the<br />
patient’s pa<strong>in</strong> <strong>in</strong>dividually,<br />
with<strong>in</strong> the area of responsibility<br />
of a <strong>practical</strong> <strong>nurse</strong>.<br />
Records the pa<strong>in</strong> relief data<br />
<strong>and</strong> monitors the effectiveness<br />
of pa<strong>in</strong> relief.<br />
chooses the materials <strong>in</strong><br />
plaster casts <strong>and</strong> support<br />
techniques, pay<strong>in</strong>g attention<br />
to their properties <strong>and</strong><br />
chooses the most appropriate<br />
material <strong>in</strong> view of the<br />
heal<strong>in</strong>g of the fracture.<br />
Uses materials correctly <strong>and</strong><br />
safely <strong>and</strong> services the used<br />
<strong>in</strong>struments <strong>and</strong> devices<br />
<strong>in</strong>dependently.<br />
Uses the cast-cutter safely<br />
<strong>and</strong> masters its periodical<br />
servic<strong>in</strong>g: clean<strong>in</strong>g <strong>and</strong><br />
replac<strong>in</strong>g the blade <strong>and</strong> the<br />
dust bag.<br />
exploits aid service centres<br />
<strong>in</strong> his/her work, <strong>and</strong><br />
guides the patient to use<br />
the services of local aiddevice<br />
companies, central<br />
hospitals <strong>and</strong> private service<br />
providers.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
The use of orthoses<br />
<strong>and</strong> rest<strong>in</strong>g spl<strong>in</strong>ts<br />
<strong>and</strong> guid<strong>in</strong>g the<br />
patient<br />
Imag<strong>in</strong>g <strong>and</strong> <strong>in</strong>formation<br />
technology<br />
Record<strong>in</strong>g of data<br />
adjusts the patient’s crutches<br />
to the correct height <strong>and</strong><br />
guides the patient <strong>in</strong> their<br />
use, pay<strong>in</strong>g attention to the<br />
allowed weight bear<strong>in</strong>g <strong>in</strong><br />
leg casts.<br />
<strong>in</strong> his/her work, uses different<br />
orthoses <strong>and</strong> rest<strong>in</strong>g<br />
spl<strong>in</strong>ts <strong>and</strong> guides the patient<br />
<strong>in</strong> their usage, but occasionally<br />
needs guidance.<br />
<strong>in</strong> his/her work, exploits<br />
<strong>in</strong>formation technology<br />
<strong>and</strong> uses digital cameras,<br />
but occasionally needs<br />
guidance.<br />
records data, us<strong>in</strong>g the<br />
correct concepts (fractures<br />
also <strong>in</strong> Lat<strong>in</strong>) <strong>in</strong> patient<br />
documents but occasionally<br />
needs guidance.<br />
adjusts the patient’s crutches<br />
to the correct height <strong>and</strong><br />
guides the patient <strong>in</strong> their<br />
use, pay<strong>in</strong>g attention to the<br />
allowed weight bear<strong>in</strong>g <strong>in</strong><br />
leg casts <strong>and</strong> recognises the<br />
need for other aids related<br />
to immobilisation.<br />
<strong>in</strong> his/her work, uses different<br />
orthoses <strong>and</strong> rest<strong>in</strong>g<br />
spl<strong>in</strong>ts <strong>and</strong> guides the patient<br />
<strong>in</strong> their usage, pay<strong>in</strong>g<br />
attention to their proper<br />
application.<br />
<strong>in</strong> his/her work, uses <strong>in</strong>formation<br />
technology <strong>and</strong><br />
digital cameras. Master the<br />
photography technique.<br />
records data, us<strong>in</strong>g the<br />
correct concepts (fractures<br />
also <strong>in</strong> Lat<strong>in</strong>) <strong>in</strong> patient<br />
documents, promot<strong>in</strong>g the<br />
cont<strong>in</strong>uity <strong>and</strong> safety of the<br />
patient’s treatment.<br />
adjusts the patient’s crutches<br />
to the correct height <strong>and</strong><br />
guides the patient <strong>in</strong> their<br />
use, pay<strong>in</strong>g attention to the<br />
allowed weight bear<strong>in</strong>g <strong>in</strong><br />
leg casts. Recognises the<br />
need for other aids related<br />
to immobilisation. Guides<br />
the patient to an expert to<br />
<strong>in</strong>dividually determ<strong>in</strong>e the<br />
aids.<br />
<strong>in</strong> his/her work, uses different<br />
orthoses <strong>and</strong> rest<strong>in</strong>g<br />
spl<strong>in</strong>ts, pay<strong>in</strong>g attention<br />
to their proper application<br />
<strong>and</strong> properties. Motivates<br />
<strong>and</strong> guides the patient <strong>in</strong><br />
their usage.<br />
<strong>in</strong> his/her work, uses <strong>in</strong>formation<br />
technology <strong>and</strong><br />
digital cameras. Master the<br />
photography technique <strong>and</strong><br />
uses image process<strong>in</strong>g software<br />
without problems.<br />
<strong>in</strong>dependently records data,<br />
us<strong>in</strong>g the correct concepts<br />
(fractures also <strong>in</strong> Lat<strong>in</strong>) <strong>in</strong><br />
patient documents, promot<strong>in</strong>g<br />
the cont<strong>in</strong>uity <strong>and</strong><br />
safety f the patient’s treatment.<br />
Targets of<br />
assessment<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Master<strong>in</strong>g the<br />
knowledge related<br />
to the locomotor<br />
structure, functions,<br />
diagnostics, <strong>in</strong>juries<br />
<strong>and</strong> types of fractures,<br />
as well as their<br />
treatment <strong>and</strong> related<br />
complications <strong>and</strong><br />
their prevention<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
<strong>in</strong> his/her work, exploits <strong>in</strong> his/her work, exploits<br />
his/her knowledge of the his/her knowledge of the<br />
changes caused by different<br />
changes caused by differ-<br />
<strong>in</strong>juries or diseases on ent <strong>in</strong>juries or diseases on<br />
the human body structure, the human body structure,<br />
functions, heal<strong>in</strong>g process functions, heal<strong>in</strong>g process<br />
<strong>and</strong> treatment. Complies <strong>and</strong> treatment. Complies<br />
with the agreed upon <strong>care</strong> with the agreed upon <strong>care</strong><br />
pr<strong>in</strong>ciples, but occasionally pr<strong>in</strong>ciples <strong>and</strong> pays attention<br />
needs guidance.<br />
to <strong>in</strong>dividual charac-<br />
teristics.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge of the<br />
changes caused by different<br />
<strong>in</strong>juries or diseases on<br />
the human body structure,<br />
functions, heal<strong>in</strong>g process<br />
<strong>and</strong> treatment. Complies<br />
with the agreed upon <strong>care</strong><br />
pr<strong>in</strong>ciples <strong>and</strong> acts appropriately,<br />
tak<strong>in</strong>g <strong>in</strong>to<br />
account <strong>in</strong>dividual characteristics.<br />
Actively searches<br />
for further <strong>in</strong>formation.<br />
212
Master<strong>in</strong>g the<br />
knowledge related<br />
to the materials <strong>and</strong><br />
devices, as well as<br />
their properties <strong>and</strong><br />
use <strong>in</strong> plaster casts<br />
<strong>and</strong> different support<br />
techniques<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge related<br />
to the materials <strong>and</strong><br />
devices, as well as their<br />
properties <strong>in</strong> plaster casts<br />
<strong>and</strong> different support techniques.<br />
<strong>in</strong> his/her work, exploits<br />
his/her knowledge related<br />
to the materials <strong>and</strong> devices<br />
as well as their properties <strong>in</strong><br />
plaster casts <strong>and</strong> different<br />
support techniques.<br />
In his/her work, takes account<br />
of the potential<br />
safety risks caused to the<br />
patient <strong>and</strong> the <strong>nurse</strong>.<br />
<strong>in</strong> his/her work, exploits <strong>in</strong><br />
many ways his/her knowledge<br />
related to the materials<br />
<strong>and</strong> devices as well as<br />
their properties <strong>in</strong> plaster<br />
casts <strong>and</strong> different support<br />
techniques.<br />
In work<strong>in</strong>g, takes account<br />
of the safety aspects without<br />
endanger<strong>in</strong>g his/her<br />
own safety or that of the<br />
patient.<br />
Targets of<br />
assessment<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Interaction <strong>and</strong><br />
cooperation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
The student or c<strong>and</strong>idate<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> competence.<br />
works as a member of a<br />
multi-discipl<strong>in</strong>ary team<br />
accord<strong>in</strong>g to the pr<strong>in</strong>ciples<br />
accepted <strong>in</strong> the work community.<br />
as a team member, uses the<br />
data <strong>and</strong> communications<br />
equipment of his/her work<br />
unit with<strong>in</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility,<br />
accord<strong>in</strong>g to the <strong>in</strong>structions<br />
of the work unit, <strong>and</strong><br />
observes privacy protection<br />
<strong>in</strong> communication.<br />
accepts <strong>and</strong> gives feedback<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>and</strong> develops his/her actions<br />
on the basis of feedback.<br />
Assesses his/her own<br />
learn<strong>in</strong>g <strong>and</strong> competence<br />
<strong>and</strong>, when needed, asks for<br />
guidance.<br />
works actively <strong>and</strong> responsibly<br />
as a member of<br />
a multi-discipl<strong>in</strong>ary team<br />
<strong>and</strong> knows some tasks <strong>and</strong><br />
areas of responsibility of the<br />
team members.<br />
uses the data <strong>and</strong> communications<br />
equipment of his/<br />
her work unit appropriately<br />
with<strong>in</strong> the <strong>practical</strong> <strong>nurse</strong>’s<br />
area of responsibility, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions<br />
of the work unit, <strong>and</strong> observes<br />
privacy protection <strong>in</strong><br />
communication.<br />
acquires, analyses <strong>and</strong> assesses<br />
<strong>in</strong>formation <strong>and</strong><br />
applies earlier knowledge<br />
<strong>in</strong> chang<strong>in</strong>g situations at<br />
work, recognises his/her<br />
own strengths <strong>and</strong> development<br />
needs. Gives feedback<br />
<strong>and</strong> presents constructive<br />
alternative solutions <strong>and</strong><br />
asks for guidance when<br />
needed.<br />
works actively <strong>and</strong> responsibly<br />
as a member of a<br />
multi-discipl<strong>in</strong>ary team <strong>and</strong><br />
with <strong>in</strong>terest groups. Acts<br />
<strong>in</strong> a matter-of-fact manner<br />
<strong>in</strong> conflict situations <strong>and</strong><br />
knows the tasks <strong>and</strong> areas<br />
of responsibility of the<br />
team members.<br />
underst<strong>and</strong>s the significance<br />
of data <strong>and</strong> communications<br />
equipment<br />
<strong>in</strong> patient <strong>care</strong>. Uses the<br />
data <strong>and</strong> communications<br />
equipment of his/her work<br />
unit with<strong>in</strong> the <strong>practical</strong><br />
<strong>nurse</strong>’s area of responsibility,<br />
appropriately <strong>and</strong> accord<strong>in</strong>g<br />
to <strong>in</strong>structions, <strong>and</strong><br />
observes privacy protection<br />
<strong>in</strong> communication.<br />
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
Vocational ethics<br />
Health, safety <strong>and</strong><br />
ability to function<br />
knows his/her area of<br />
responsibility <strong>and</strong> works<br />
accord<strong>in</strong>g to given nurs<strong>in</strong>g<br />
<strong>in</strong>structions as a team<br />
member.<br />
abides with the statutes<br />
<strong>and</strong> regulations concern<strong>in</strong>g<br />
nurs<strong>in</strong>g <strong>and</strong> <strong>care</strong>.<br />
Wears appropriate work<strong>in</strong>g<br />
clothes <strong>and</strong> required protective<br />
gear <strong>and</strong> recognises<br />
the risks related to his/<br />
her work. Abides with the<br />
occupational <strong>health</strong> <strong>and</strong><br />
safety <strong>in</strong>structions of his/<br />
her workplace (e.g. gas,<br />
electricity, radiation <strong>and</strong><br />
fire safety) as well as other<br />
<strong>in</strong>structions concern<strong>in</strong>g<br />
risky situations.<br />
looks after his/her own<br />
ability to work, occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>.<br />
uses medical exam<strong>in</strong>ation<br />
<strong>and</strong> treatment tables<br />
as well as mobility aids <strong>in</strong><br />
an ergonomically correct<br />
way Uses ergonomically<br />
correct <strong>and</strong> safe methods<br />
<strong>and</strong> techniques of mov<strong>in</strong>g<br />
<strong>and</strong> lift<strong>in</strong>g the patient. Pays<br />
attention to patient safety<br />
<strong>and</strong> prevents work-related<br />
accidents <strong>and</strong> <strong>in</strong>juries.<br />
takes the risk of <strong>in</strong>fection<br />
<strong>in</strong>to account <strong>in</strong> a nurs<strong>in</strong>g<br />
situation, protects him-/<br />
herself <strong>and</strong> the patient<br />
from <strong>in</strong>fections (personal<br />
hygiene, h<strong>and</strong> hygiene <strong>and</strong><br />
use of protective gloves,<br />
aseptic work process <strong>and</strong><br />
deal<strong>in</strong>g with the equipment<br />
used <strong>in</strong> treatment).<br />
<strong>in</strong> his/her work, takes <strong>in</strong>to<br />
account the values, aspirations<br />
<strong>and</strong> ethical pr<strong>in</strong>ciples<br />
of his/her work community,<br />
<strong>and</strong> acts responsibly<br />
without tak<strong>in</strong>g risks.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity,<br />
radiation <strong>and</strong> fire safety<br />
regulations). Wears appropriate<br />
work<strong>in</strong>g clothes <strong>and</strong><br />
required protective gear,<br />
<strong>and</strong> prevents occupational<br />
<strong>health</strong> hazards <strong>and</strong> risks<br />
(physical, chemical <strong>and</strong><br />
biological).<br />
looks after his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>.<br />
uses safe <strong>and</strong> ergonomically<br />
correct lift<strong>in</strong>g <strong>and</strong> mov<strong>in</strong>g<br />
techniques <strong>and</strong> equipment,<br />
exam<strong>in</strong>ation <strong>and</strong> treatment<br />
tables <strong>and</strong> mobility aids.<br />
Applies ergonomic work<br />
practices. Pays attention to<br />
patient safety <strong>and</strong> prevents<br />
work-related accidents <strong>and</strong><br />
<strong>in</strong>juries.<br />
takes <strong>in</strong>to account the risks<br />
of <strong>in</strong>fection <strong>in</strong> nurs<strong>in</strong>g<br />
situations, protects him-/<br />
herself <strong>and</strong> the patient from<br />
<strong>in</strong>fections <strong>in</strong> an appropriate<br />
manner.<br />
<strong>in</strong> his/her work, takes the<br />
values, aspirations <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples of the work<br />
community <strong>in</strong>to account.<br />
Shoulders his/her share of<br />
responsibility <strong>in</strong> good patient<br />
<strong>care</strong> <strong>and</strong> avoids risks.<br />
complies with the occupational<br />
<strong>health</strong> <strong>and</strong> safety<br />
regulations (gas, electricity,<br />
radiation <strong>and</strong> fire safety<br />
regulations) <strong>and</strong> justifies<br />
his/her actions. Wears appropriate<br />
work<strong>in</strong>g clothes<br />
<strong>and</strong> required protective<br />
gear, prevents occupational<br />
<strong>health</strong> hazards <strong>and</strong> risks<br />
(physical, chemical <strong>and</strong><br />
biological).<br />
looks after his/her own<br />
ability to work <strong>and</strong> promotes<br />
his/her occupational<br />
well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>. Justifies<br />
their importance.<br />
works <strong>in</strong> an ergonomically<br />
correct way <strong>and</strong> lifts <strong>and</strong><br />
moves the patient safely,<br />
systematically <strong>and</strong> appropriately.<br />
Uses exam<strong>in</strong>ation<br />
<strong>and</strong> treatment tables <strong>and</strong><br />
aids to assist mov<strong>in</strong>g <strong>in</strong> a<br />
controlled manner. Pays<br />
attention to patient safety<br />
<strong>and</strong> develops the ergonomic<br />
functionality of the work<br />
environment.<br />
protects him-/herself <strong>and</strong><br />
the patient from <strong>in</strong>fections<br />
<strong>in</strong> an appropriate manner.<br />
Guides <strong>and</strong> justifies the<br />
importance of protection.<br />
214
complies with the safety <strong>in</strong>structions<br />
of his/her workplace<br />
<strong>in</strong> meet<strong>in</strong>g a violent<br />
client <strong>and</strong> protects him-/<br />
herself when needed.<br />
complies with the safety<br />
<strong>in</strong>structions of his/her<br />
workplace <strong>and</strong> the work<br />
unit practices <strong>in</strong> meet<strong>in</strong>g a<br />
violent client <strong>and</strong> protects<br />
him-/herself when needed.<br />
as a team member, prevents<br />
threaten<strong>in</strong>g <strong>and</strong> violent<br />
situations. Complies with<br />
<strong>in</strong>structions <strong>and</strong> protects<br />
him-/herself <strong>and</strong> others<br />
when needed <strong>and</strong> asks for<br />
back-up.<br />
Ways of demonstrat<strong>in</strong>g <strong>vocational</strong> skills<br />
The student or c<strong>and</strong>idate demonstrates their <strong>vocational</strong> skills <strong>in</strong> plaster casts <strong>and</strong> use<br />
of different support techniques at an emergency department of a hospital or <strong>health</strong><br />
<strong>care</strong> centre or <strong>in</strong> a hospital outpatient cl<strong>in</strong>ic or operat<strong>in</strong>g room. The student or c<strong>and</strong>idate<br />
demonstrates his/her <strong>vocational</strong> skills <strong>in</strong> the follow<strong>in</strong>g doma<strong>in</strong>s: work<strong>in</strong>g <strong>in</strong><br />
the <strong>care</strong> <strong>and</strong> service cha<strong>in</strong> of an immobilisation patient; plann<strong>in</strong>g, implement<strong>in</strong>g,<br />
assess<strong>in</strong>g <strong>and</strong> guid<strong>in</strong>g the <strong>care</strong> process of an immobilisation patient; effective <strong>and</strong><br />
high-quality work <strong>and</strong> pay<strong>in</strong>g attention to susta<strong>in</strong>able development; <strong>vocational</strong> <strong>in</strong>teraction;<br />
monitor<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the work<strong>in</strong>g order of the work environment;<br />
implement<strong>in</strong>g <strong>and</strong>/or assist<strong>in</strong>g <strong>in</strong> different immobilisation treatments; monitor<strong>in</strong>g<br />
<strong>and</strong> guid<strong>in</strong>g the patient after immobilisation; choos<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g treatment materials<br />
<strong>and</strong> <strong>in</strong>struments; servic<strong>in</strong>g of equipment <strong>and</strong> devices; reserv<strong>in</strong>g <strong>and</strong> adjust<strong>in</strong>g<br />
mobility aids <strong>and</strong> guid<strong>in</strong>g the patient <strong>in</strong> their use; us<strong>in</strong>g orthoses <strong>and</strong> rest<strong>in</strong>g spl<strong>in</strong>ts<br />
<strong>and</strong> guid<strong>in</strong>g the patient <strong>in</strong> their use; exploit<strong>in</strong>g <strong>in</strong>formation technology <strong>and</strong> imag<strong>in</strong>g;<br />
<strong>and</strong> record<strong>in</strong>g of data. In addition, the student or c<strong>and</strong>idate shall master the<br />
knowledge that the work is based on as well as the key competences for lifelong<br />
learn<strong>in</strong>g. The work is carried out to an extent that makes it possible to establish that<br />
the <strong>vocational</strong> skills meet the requirements.<br />
A skills demonstration is to comprise at least:<br />
• master<strong>in</strong>g the work process <strong>in</strong> its entirety<br />
• master<strong>in</strong>g the work method, equipment <strong>and</strong> material <strong>in</strong> their entirety (carried<br />
out as simulation, when needed)<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge <strong>in</strong> its entirety<br />
• the key competences for lifelong learn<strong>in</strong>g.<br />
If the <strong>vocational</strong> skills required <strong>in</strong> the module cannot be shown <strong>in</strong> a skills demonstration<br />
or a competence test, it is to be completed with such other assessment of<br />
competence as<strong>in</strong>terviews, assignments <strong>and</strong> other reliable methods.<br />
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4<br />
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE<br />
4.14 F<strong>in</strong>al Project <strong>in</strong> curriculum-based <strong>vocational</strong><br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
The student will plan <strong>and</strong> complete a F<strong>in</strong>al Project that will demonstrate his/her<br />
competence. It can be, for example, a product, demonstration of skill, portfolio or<br />
performance. The student recognises his/her <strong>vocational</strong> key strengths <strong>and</strong> develops<br />
his/her creativity, <strong>in</strong>novativeness <strong>and</strong> promotes personal professional growth while<br />
complet<strong>in</strong>g the F<strong>in</strong>al Project. He/she presents <strong>and</strong> assesses his/her F<strong>in</strong>al Project as<br />
well as its plann<strong>in</strong>g process <strong>and</strong> realisation. With the F<strong>in</strong>al Project, the student promotes<br />
his/her own employment. With the F<strong>in</strong>al Project, the student promotes his/<br />
her own employment.<br />
The education provider decides how the F<strong>in</strong>al Project is carried out.<br />
216
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN<br />
CURRICULUM-BASED VOCATIONAL EDUCATION AND<br />
TRAINING, 20 CREDITS<br />
5.1 Compulsory Modules<br />
5.1.1 Mother tongue, 4 credits<br />
5.1.1.1 Mother tongue, F<strong>in</strong>nish<br />
Objectives<br />
Student<br />
• communicates <strong>and</strong> acts <strong>in</strong> an <strong>in</strong>teractive situation so that he/she can practice<br />
the profession, contribute to work<strong>in</strong>g life, be an active citizen <strong>and</strong> pursue further<br />
studies<br />
• possesses the text skills needed <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• knows how to act <strong>in</strong> a multi-cultural <strong>and</strong> l<strong>in</strong>gual environment<br />
• underst<strong>and</strong>s the key concepts, contents <strong>and</strong> mean<strong>in</strong>g of texts related to the<br />
<strong>vocational</strong> sector, such as products <strong>and</strong> devices, guidebooks, manuals <strong>and</strong> articles<br />
• acquires <strong>in</strong>formation from different sources <strong>in</strong> different ways <strong>and</strong> conveys it <strong>in</strong><br />
speech <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g<br />
• <strong>in</strong>terprets different text types <strong>and</strong> fiction<br />
• assesses his/her skills <strong>in</strong> mother tongue <strong>and</strong> develops them cont<strong>in</strong>uously<br />
• knows how to act <strong>in</strong> different <strong>in</strong>teraction situations <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> sector<br />
• masters the various spoken communication situations <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> sector e.g. present<strong>in</strong>g a work related situation <strong>and</strong> present<strong>in</strong>g his/her f<strong>in</strong>al<br />
project<br />
• knows how to draw up the most common written documents <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector<br />
• knows how to behave <strong>in</strong> a job hunt<strong>in</strong>g situation <strong>and</strong> how to draw up related<br />
documents<br />
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
•<br />
•<br />
•<br />
makes use of professional papers for the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector <strong>and</strong> other<br />
media<br />
is critical <strong>in</strong> his/her use of media <strong>and</strong> knows the pr<strong>in</strong>ciples of the use of sources<br />
develops his/her communication <strong>and</strong> <strong>in</strong>teraction skills <strong>and</strong> contributes to the<br />
development of communication at work.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
texts<br />
Written communications<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
acquires <strong>in</strong>formation essential<br />
to his/her <strong>vocational</strong><br />
field from clear texts under<br />
<strong>in</strong>struction<br />
underst<strong>and</strong>s the core<br />
mean<strong>in</strong>g of the text from<br />
vocation po<strong>in</strong>t of view <strong>and</strong><br />
knows how to comb<strong>in</strong>e its<br />
<strong>in</strong>formation to his/her own<br />
experiences <strong>and</strong> knowledge<br />
writes under <strong>in</strong>struction<br />
texts that are vital to <strong>vocational</strong><br />
skills<br />
acquires <strong>in</strong>formation related<br />
to his/her <strong>vocational</strong><br />
field from different sources<br />
<strong>and</strong> uses reliable texts<br />
underst<strong>and</strong>s the mean<strong>in</strong>g<br />
<strong>and</strong> ma<strong>in</strong> contents of the<br />
text <strong>and</strong> also knows how to<br />
comb<strong>in</strong>e <strong>and</strong> compare its<br />
details to his/her own experiences<br />
<strong>and</strong> knowledge<br />
writes texts that are vital to<br />
one’s <strong>vocational</strong> skills<br />
knows the basics of spell<strong>in</strong>g uses fluent phrase <strong>and</strong> sentence<br />
structure <strong>and</strong> breaks<br />
text <strong>in</strong>to paragraphs<br />
compiles documents under<br />
guidance follow<strong>in</strong>g a model<br />
observes the requirements<br />
of the text type follow<strong>in</strong>g a<br />
model<br />
draws up appropriate documents<br />
observes the requirements<br />
of the text <strong>and</strong> uses his/<br />
her knowledge of other text<br />
types<br />
acquires <strong>in</strong>formation from<br />
different sources <strong>and</strong> from<br />
even difficult texts <strong>and</strong> assesses<br />
their reliability<br />
underst<strong>and</strong>s both the<br />
mean<strong>in</strong>g <strong>and</strong> message<br />
of the text as well as the<br />
mean<strong>in</strong>g of the details,<br />
draws conclusions <strong>and</strong><br />
evaluates the contents <strong>and</strong><br />
the way of expression used<br />
<strong>in</strong> the text<br />
writes target oriented <strong>and</strong><br />
processes his/her texts based<br />
his/her own evaluation <strong>and</strong><br />
feedback<br />
masters the basic norms<br />
of language use <strong>and</strong> also<br />
improves the word<strong>in</strong>g <strong>and</strong><br />
layout of the written text<br />
draws up appropriate documents<br />
<strong>and</strong> knows how to<br />
use document templates<br />
applies text type requirements<br />
<strong>in</strong> his/her own texts<br />
218
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Media competence<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
acts appropriately <strong>in</strong> <strong>in</strong>teractive<br />
situations, like when<br />
apply<strong>in</strong>g for a job<br />
participates <strong>in</strong> conversation<br />
mak<strong>in</strong>g statements<br />
validates his/her own op<strong>in</strong>ions<br />
knows how to give a short<br />
presentation<br />
knows the central media <strong>in</strong><br />
the <strong>vocational</strong> field<br />
observes copyrights under<br />
guidance<br />
recognizes the mean<strong>in</strong>g<br />
of his/her own language<br />
<strong>and</strong> the mean<strong>in</strong>g of crosscultural<br />
communication<br />
uses literature <strong>and</strong> other<br />
art forms to acquire experiences<br />
acts appropriately <strong>and</strong><br />
politely <strong>in</strong> <strong>in</strong>teractive situations,<br />
like when apply<strong>in</strong>g<br />
for a job<br />
participates <strong>in</strong> a conversation<br />
<strong>and</strong> takes it forward<br />
towards the target<br />
gives a variety of grounds<br />
for his/her op<strong>in</strong>ions <strong>and</strong><br />
claims<br />
creates contact to his/her<br />
listeners as he/she speaks<br />
<strong>and</strong> knows how to construct<br />
his/her statement<br />
<strong>in</strong> a way that it is easy to<br />
follow<br />
uses key communication<br />
tools <strong>and</strong> assesses media<br />
texts<br />
sees copyrights as rights<br />
<strong>and</strong> obligations <strong>and</strong> observes<br />
them by cit<strong>in</strong>g his/<br />
her sources<br />
takes <strong>in</strong>to account the<br />
cross-cultural communication<br />
<strong>in</strong> his/her own <strong>in</strong>teractive<br />
situations<br />
knows how to construe literature<br />
<strong>and</strong> other art forms<br />
is customer-orientated, flexible<br />
<strong>and</strong> conv<strong>in</strong>c<strong>in</strong>g <strong>in</strong> different<br />
<strong>in</strong>teractive situations<br />
participates <strong>in</strong> the conversation<br />
<strong>in</strong> an active <strong>and</strong> constructive<br />
way <strong>and</strong> is partly<br />
responsible for the communication<br />
atmosphere<br />
gives a variety of grounds<br />
for his/her own views <strong>and</strong><br />
also assesses the po<strong>in</strong>ts<br />
made<br />
can ma<strong>in</strong>ta<strong>in</strong> <strong>in</strong>teraction<br />
while speak<strong>in</strong>g, knows how<br />
to exemplify his/her presentation<br />
<strong>and</strong> how to construct<br />
its contents logically<br />
makes versatile use of communication<br />
tools <strong>and</strong> assesses<br />
media texts critically<br />
knows how to cite the<br />
sources used <strong>and</strong> asks<br />
permission to use them if<br />
necessary<br />
applies cross-cultural communications<br />
<strong>and</strong> his/her<br />
own cultural skills <strong>and</strong> acts<br />
liberally<br />
knows how to analyze <strong>and</strong><br />
<strong>in</strong>terpret literature <strong>and</strong><br />
other art forms<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 7. Aesthetics, 8. Communications <strong>and</strong> media skills, 10. Technology<br />
<strong>and</strong> <strong>in</strong>formation technology, 11. Active citizenship <strong>and</strong> different cultures<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Language,<br />
texts <strong>and</strong> <strong>in</strong>teraction (ÄIS1), Structures <strong>and</strong> mean<strong>in</strong>gs of texts (ÄIS2) Means of<br />
<strong>in</strong>fluence (ÄIS4) <strong>and</strong> one of the follow<strong>in</strong>g Literary texts (ÄIS3), Text, style <strong>and</strong> context<br />
(ÄIS5), Language, literature <strong>and</strong> identity (ÄIS6) or Oral communication (ÄIS7) compensate<br />
for Mother tongue, F<strong>in</strong>nish studies <strong>in</strong> core subjects.<br />
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5.1.1.2 Mother tongue, Swedish<br />
In education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provided <strong>in</strong> Swedish, the objectives <strong>and</strong> assessment criteria<br />
for mother tongue studies are the same as when the studies are <strong>in</strong> F<strong>in</strong>nish.<br />
5.1.1.3 Mother tongue, Saami<br />
Objectives<br />
Student<br />
• acquires versatile experiences <strong>in</strong> Saami both oral <strong>and</strong> literal<br />
• underst<strong>and</strong>s his/her l<strong>in</strong>gual roots <strong>and</strong> the development of his/her own l<strong>in</strong>gual<br />
identity<br />
• recognizes the mean<strong>in</strong>g of language <strong>and</strong> culture to the work community<br />
• familiarizes him/herself with Saami story tell<strong>in</strong>g tradition <strong>and</strong> its mean<strong>in</strong>g to<br />
the Saami language <strong>and</strong> culture<br />
• acquires <strong>in</strong>formation from different Saami language sources <strong>and</strong> also passes it<br />
on both <strong>in</strong> speech <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g<br />
• exp<strong>and</strong>s experience <strong>and</strong> work environment to other Saami language professionals<br />
<strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector, who live <strong>in</strong> Nordic countries <strong>and</strong><br />
<strong>in</strong> Russia<br />
• underst<strong>and</strong>s the mean<strong>in</strong>g of multiculturalism <strong>and</strong> multil<strong>in</strong>gualism <strong>and</strong> also<br />
develops l<strong>in</strong>gual <strong>and</strong> cultural tolerance<br />
• draws up the most common <strong>vocational</strong> written work <strong>in</strong> Saami<br />
• writes a report <strong>and</strong> job applications <strong>in</strong> Saami<br />
• knows how to act when apply<strong>in</strong>g for a job <strong>and</strong> <strong>in</strong> other oral communication<br />
situations <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• knows how to act <strong>in</strong> Saami <strong>in</strong> different <strong>in</strong>teractive situations <strong>in</strong> the field of<br />
bus<strong>in</strong>ess <strong>and</strong> public adm<strong>in</strong>istration, e.g. customer service <strong>and</strong> group communication<br />
• knows how to communicate <strong>and</strong> <strong>in</strong>teract <strong>in</strong> Saami so that he/she can participate<br />
<strong>in</strong> work<strong>in</strong>g life, be an active citizen <strong>and</strong> pursue further studies<br />
• evaluates the his/her own mother tongue skills.<br />
220
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
<strong>and</strong> media competence<br />
Underst<strong>and</strong><strong>in</strong>g texts<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the basic features of<br />
Saami culture<br />
uses Saami story tell<strong>in</strong>g<br />
tradition under <strong>in</strong>struction<br />
recognizes the variety <strong>and</strong><br />
significance of languages<br />
<strong>and</strong> cultures<br />
makes use of professional<br />
papers <strong>and</strong> other media <strong>in</strong><br />
the field under <strong>in</strong>struction<br />
knows the key media used<br />
<strong>in</strong> the <strong>vocational</strong> field<br />
underst<strong>and</strong>s the core of the<br />
Saami language text <strong>and</strong><br />
knows how to comb<strong>in</strong>e<br />
its <strong>in</strong>formation with his/<br />
her own experiences <strong>and</strong><br />
knowledge<br />
knows the background of<br />
national Saami language<br />
<strong>and</strong> culture formation<br />
know Saami culture <strong>and</strong><br />
familiarises himself/herself<br />
with its unique character,<br />
e.g. story tell<strong>in</strong>g tradition<br />
strengthens <strong>and</strong> develops<br />
his/her own l<strong>in</strong>gual identity<br />
uses Saami story tell<strong>in</strong>g<br />
tradition <strong>and</strong> knows the<br />
history of Saami people<br />
through it<br />
takes <strong>in</strong>to account the recognizes the common<br />
mean<strong>in</strong>g of different cultures<br />
<strong>and</strong> languages <strong>in</strong> com-<br />
languages<br />
roots of Saami <strong>and</strong> F<strong>in</strong>nish<br />
munication situations <strong>in</strong><br />
his/activities<br />
uses the key communication<br />
tools <strong>in</strong> the field<br />
recognizes the different<br />
<strong>in</strong>fluences of the media <strong>and</strong><br />
evaluates them<br />
underst<strong>and</strong>s the mean<strong>in</strong>g<br />
of the text <strong>and</strong> its core content<br />
<strong>in</strong> Saami language <strong>and</strong><br />
knows how to comb<strong>in</strong>e <strong>and</strong><br />
compare its details to his/<br />
her own experiences <strong>and</strong><br />
knowledge<br />
acquires <strong>and</strong> analyses<br />
enrich<strong>in</strong>g experiences by<br />
mak<strong>in</strong>g use of the various<br />
communications tools<br />
makes versatile use of the<br />
key media contents <strong>in</strong> the<br />
field <strong>and</strong> <strong>in</strong>terprets them<br />
objectively<br />
underst<strong>and</strong>s the mean<strong>in</strong>g<br />
of the text as well as the<br />
mean<strong>in</strong>g of its message,<br />
draws conclusions <strong>and</strong><br />
evaluates the content <strong>and</strong><br />
the way the text is written<br />
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Written communication<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
knows the basics of Saami<br />
language spell<strong>in</strong>g<br />
writes <strong>in</strong> full sentences <strong>and</strong><br />
uses <strong>in</strong>formation technology<br />
acts correctly <strong>in</strong> <strong>in</strong>teractive<br />
situations<br />
participates <strong>in</strong> conversation<br />
mak<strong>in</strong>g statements<br />
gives a short presentation<br />
uses fluent phrase <strong>and</strong> sentence<br />
structure <strong>and</strong> breaks<br />
the text <strong>in</strong>to paragraphs<br />
compiles a text that is valid<br />
<strong>in</strong> contents <strong>and</strong> layout <strong>and</strong><br />
matches the title <strong>and</strong> the<br />
mean<strong>in</strong>g of the text<br />
communicates <strong>in</strong> writ<strong>in</strong>g<br />
accord<strong>in</strong>g to the situation<br />
acts correctly <strong>and</strong> politely<br />
<strong>in</strong> <strong>in</strong>teractive situations<br />
participates <strong>in</strong> the conversation<br />
<strong>and</strong> directs the it towards<br />
desired end result<br />
creates contact with his/her<br />
listeners when speak<strong>in</strong>g <strong>and</strong><br />
knows how to construct<br />
his/her speech <strong>in</strong> a way that<br />
it is easy to follow<br />
plans his/her writ<strong>in</strong>g accord<strong>in</strong>g<br />
to the objective<br />
<strong>and</strong> also improves his/her<br />
text accord<strong>in</strong>g based on his/<br />
her own assessment as well<br />
as that of the others<br />
compiles a text, that is<br />
both diverse <strong>in</strong> contents<br />
<strong>and</strong> fluent <strong>and</strong> coherent <strong>in</strong><br />
structure<br />
compiles written documents<br />
for use <strong>in</strong> the <strong>vocational</strong><br />
field as well as the<br />
community<br />
acts flexibly <strong>and</strong> conv<strong>in</strong>c<strong>in</strong>gly<br />
<strong>in</strong> <strong>in</strong>teractive situations<br />
participates <strong>in</strong> the conversation<br />
<strong>in</strong> an active <strong>and</strong> constructive<br />
way<br />
ma<strong>in</strong>ta<strong>in</strong>s <strong>in</strong>teraction while<br />
speak<strong>in</strong>g, knows how to<br />
exemplify his/her presentation<br />
<strong>and</strong> how to construct<br />
its contents logically<br />
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 8. Communications<br />
<strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different cultures.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Language,<br />
texts <strong>and</strong> <strong>in</strong>teraction (ÄIS1), Structures <strong>and</strong> mean<strong>in</strong>gs of texts (ÄIS2) Means of<br />
<strong>in</strong>fluence (ÄIS4) <strong>and</strong> one of the follow<strong>in</strong>g Literary texts (ÄIS3), Text, style <strong>and</strong> context<br />
(ÄIS5), Language, literature <strong>and</strong> identity (ÄIS6) or Oral communication (ÄIS7) compensate<br />
for Mother tongue, Saami studies <strong>in</strong> core subjects.<br />
222
5.1.1.4 Mother tongue, sign language<br />
Objectives<br />
Student<br />
• knows how to practise skills <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• appreciates the sign language skills as a part of his/her identity<br />
• acts <strong>in</strong> sign language <strong>in</strong> <strong>in</strong>teractive situations that require both spoken <strong>and</strong><br />
written language<br />
• knows how to communicate <strong>and</strong> <strong>in</strong>teract <strong>in</strong> sign language <strong>in</strong> work<strong>in</strong>g life, as<br />
an active citizen <strong>and</strong> a further education student<br />
• knows how to communicate <strong>in</strong> a way that makes <strong>social</strong> <strong>in</strong>teraction, learn<strong>in</strong>g<br />
<strong>and</strong> work<strong>in</strong>g life success possible.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Knowledge of sign<br />
language l<strong>in</strong>guistics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
underst<strong>and</strong>s the stature of compares the communication<br />
knows the background of<br />
sign language community<br />
used by signed <strong>and</strong> the sign language com-<br />
<strong>in</strong> multil<strong>in</strong>gual F<strong>in</strong>nish spoken language cultures munity <strong>and</strong> knows how<br />
society<br />
to represent the m<strong>in</strong>ority<br />
culture <strong>in</strong> the prevail<strong>in</strong>g<br />
multil<strong>in</strong>gual culture<br />
recognizes the core characteristics<br />
of signed <strong>and</strong><br />
spoken language<br />
knows the core structure of<br />
the sign language<br />
uses sign language dictionaries<br />
under <strong>in</strong>struction<br />
makes use of the characteristics<br />
of signed <strong>and</strong> spoken<br />
languages<br />
strengthens <strong>and</strong> develops<br />
his/her own l<strong>in</strong>gual identity<br />
<strong>and</strong> the <strong>vocational</strong> field<br />
signs<br />
lists basic features <strong>in</strong> his/her masters the basic structure<br />
mother tongue <strong>and</strong> analyses of sign language<br />
his/her own language use <strong>in</strong><br />
relation to others<br />
uses sign language dictionaries<br />
<strong>in</strong>dependently<br />
searches for diverse <strong>in</strong>formation<br />
<strong>in</strong> sign language<br />
dictionaries <strong>and</strong> textbooks<br />
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Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Use of learn<strong>in</strong>g skills<br />
<strong>and</strong> means of help<br />
recognizes the different<br />
forms of sign language<br />
(general <strong>and</strong> spoken language<br />
situations)<br />
uses vocation related signs<br />
under <strong>in</strong>struction<br />
acts correctly <strong>in</strong> <strong>in</strong>teractive<br />
situations<br />
ponders the objective contents<br />
of sign language texts<br />
knows general set of signs<br />
<strong>and</strong> vocation related sign<br />
set<br />
participates <strong>in</strong> the conversation<br />
<strong>and</strong> directs the it towards<br />
desired end result<br />
reads signed (videoed) texts expla<strong>in</strong>s professional th<strong>in</strong>gs<br />
<strong>in</strong> sign language <strong>in</strong> presentations<br />
<strong>and</strong> <strong>in</strong> <strong>in</strong>structions<br />
prepared for others<br />
produces <strong>and</strong> underst<strong>and</strong>s<br />
sign language<br />
gives a short presentation <strong>in</strong><br />
sign language<br />
knows how to use a sign<br />
language <strong>in</strong>terpreter <strong>in</strong> oneon-one<br />
conversations<br />
uses the professional literature<br />
<strong>and</strong> work manuals<br />
with the help of sign language<br />
under <strong>in</strong>struction<br />
uses memory techniques<br />
<strong>in</strong> work assignments under<br />
<strong>in</strong>struction<br />
masters the basics of communication<br />
technology <strong>and</strong><br />
<strong>in</strong>formation search skills<br />
produces short presentations<br />
<strong>in</strong> sign language <strong>and</strong><br />
uses sign language <strong>in</strong> conversations<br />
acts <strong>in</strong> different environments<br />
with people, who<br />
use sign language <strong>and</strong> with<br />
those who can hear<br />
knows how <strong>and</strong> when to<br />
use an <strong>in</strong>terpreter<br />
uses <strong>in</strong>formation search<br />
fluently <strong>and</strong> searches <strong>in</strong>formation<br />
<strong>in</strong>dependently from<br />
different sources<br />
uses different learn<strong>in</strong>g<br />
strategies <strong>in</strong> sign language<br />
studies<br />
produces simple presentations<br />
with communication<br />
tools<br />
knows the l<strong>in</strong>guistic characteristics<br />
of sign language<br />
knows vocation related sign<br />
set well <strong>and</strong> the l<strong>in</strong>guistic<br />
features related to professional<br />
identity<br />
uses sign language that is<br />
structurally fluent <strong>and</strong> rich<br />
<strong>in</strong> expression<br />
reads texts written <strong>in</strong> sign<br />
language objectively <strong>and</strong><br />
utilises the newly acquired<br />
<strong>in</strong>formation<br />
ma<strong>in</strong>ta<strong>in</strong>s <strong>in</strong>teraction while<br />
speak<strong>in</strong>g <strong>and</strong> produces<br />
presentations <strong>in</strong> sign language,<br />
<strong>in</strong> which he/she<br />
makes use of the ways of<br />
expression <strong>and</strong> presentation<br />
ways used <strong>in</strong> the sign language<br />
culture<br />
knows how to use a sign<br />
language <strong>in</strong>terpreter fluently<br />
<strong>in</strong> various situations<br />
<strong>in</strong>terprets the <strong>in</strong>formation<br />
gathered from different<br />
po<strong>in</strong>ts of view <strong>and</strong> forwards<br />
it us<strong>in</strong>g sign language<br />
utilises different learn<strong>in</strong>g<br />
strategies <strong>in</strong> his/her sign<br />
language studies<br />
uses communication tools<br />
variedly when produc<strong>in</strong>g<br />
presentations <strong>in</strong> sign language<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communication <strong>and</strong> media skills.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Language,<br />
texts <strong>and</strong> <strong>in</strong>teraction (ÄIV1), Structures <strong>and</strong> mean<strong>in</strong>gs of texts (ÄIV2). Texts <strong>and</strong><br />
<strong>in</strong>fluence (ÄIV4), <strong>and</strong> one of the follow<strong>in</strong>g Devices <strong>and</strong> <strong>in</strong>fluence of literature (ÄIV3),<br />
Text, style <strong>and</strong> context (ÄIV5), Language, literature <strong>and</strong> identity (ÄIV6) or Advanced<br />
Oral communication (ÄIV7) compensate for Mother tongue, Sign language studies <strong>in</strong><br />
core subjects.<br />
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5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users<br />
Objectives<br />
Student<br />
• reads, writes <strong>and</strong> expresses himself/herself <strong>in</strong> his/her mother tongue<br />
• underst<strong>and</strong>s the l<strong>in</strong>gual roots <strong>and</strong> the development of his/her own identity<br />
• uses his/her own mother tongue <strong>and</strong> F<strong>in</strong>nish or Swedish <strong>in</strong> different connections<br />
• acquires <strong>in</strong>formation <strong>in</strong> various ways from different sources <strong>and</strong> also forwards<br />
it orally <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g<br />
• knows how to communicate <strong>and</strong> to <strong>in</strong>teract so that he/she can participate <strong>in</strong><br />
work<strong>in</strong>g life, be an active citizen <strong>and</strong> pursue further studies<br />
• knows how to act <strong>in</strong> a multi-cultural society <strong>and</strong> <strong>in</strong> professional situations appreciat<strong>in</strong>g<br />
his/her own language <strong>and</strong> F<strong>in</strong>nish identity at the same.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
perceives the writ<strong>in</strong>g methods<br />
of his/her own language<br />
knows how to tell about<br />
ma<strong>in</strong> characteristics of his/<br />
her language environment<br />
<strong>and</strong> culture<br />
can name the cultural roots<br />
of his/her language<br />
reads <strong>and</strong> writes short texts<br />
<strong>in</strong> his/her own language<br />
pursues <strong>practical</strong> studies<br />
<strong>in</strong>to the literature his/her<br />
own language <strong>and</strong> cultural<br />
circle<br />
knows the cultural roots of<br />
his/her own language <strong>and</strong><br />
its family of languages<br />
knows the ways of use of<br />
his/her mother tongue<br />
<strong>and</strong> its varieties <strong>in</strong> his/her<br />
region<br />
reads variable texts <strong>in</strong> his/<br />
her own language <strong>and</strong><br />
writes text for different<br />
purposes<br />
knows the structure <strong>and</strong><br />
grammar of his/her own<br />
mother tongue<br />
achieves strong cultural<br />
identity <strong>and</strong> preserves cultural<br />
b<strong>in</strong>d<strong>in</strong>gs <strong>in</strong> the environment<br />
he/she has grown<br />
up <strong>in</strong><br />
is <strong>in</strong>terested <strong>in</strong> his/her<br />
mother tongue <strong>and</strong> language<br />
background <strong>and</strong> is<br />
motivated to develop his/<br />
her mother tongue skills<br />
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Acquir<strong>in</strong>g <strong>in</strong>formation<br />
<strong>and</strong> media skills<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
knows the most important<br />
communication channels of<br />
his/her own language<br />
knows how to give a short<br />
presentation <strong>in</strong> his/her<br />
mother tongue<br />
knows the forms of oral<br />
expressions <strong>in</strong> his/her own<br />
<strong>and</strong> <strong>in</strong> F<strong>in</strong>nish culture<br />
expresses himself/herself<br />
orally <strong>in</strong> the most common<br />
language situations <strong>in</strong> his/<br />
her cultural circle<br />
acquires <strong>in</strong>formation <strong>in</strong> his/<br />
her own mother tongue<br />
utilis<strong>in</strong>g different communication<br />
tools (for example<br />
dictionaries, data networks)<br />
knows how to communicate<br />
coherently <strong>in</strong> his/<br />
her own mother tongue <strong>in</strong><br />
professional matters<br />
compares the use of his/her<br />
own language <strong>and</strong> F<strong>in</strong>nish<br />
uses the key terms of his/<br />
her own <strong>vocational</strong> field<br />
<strong>and</strong> participates <strong>in</strong> conversations<br />
<strong>in</strong> his/her own<br />
language region<br />
underst<strong>and</strong>s the mean<strong>in</strong>g<br />
of bil<strong>in</strong>gualism to his/her<br />
own work<br />
acquires <strong>in</strong>formation <strong>in</strong> his/<br />
her own mother tongue<br />
utilis<strong>in</strong>g different communication<br />
tools <strong>and</strong><br />
compares different sources<br />
objectively<br />
compiles different texts<br />
observ<strong>in</strong>g the communication<br />
traditions of his/her<br />
own culture <strong>and</strong> uses oral<br />
skills actively<br />
compares the communication<br />
of people who speak<br />
the same language <strong>and</strong><br />
F<strong>in</strong>nish speak<strong>in</strong>g people<br />
knows how to act <strong>in</strong> an<br />
similar profession <strong>in</strong> his/her<br />
own culture<br />
exp<strong>and</strong>s his/her <strong>vocational</strong><br />
vocabulary <strong>and</strong> develops<br />
his/her <strong>vocational</strong> skills <strong>in</strong><br />
his/her own language if<br />
needed<br />
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 8. Communication<br />
<strong>and</strong> media skills, 10. Technology <strong>and</strong> <strong>in</strong>formation technology, 11. Active citizenship<br />
<strong>and</strong> different cultures<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses One’s<br />
own mother tongue <strong>and</strong> its use Language, texts <strong>and</strong> <strong>in</strong>teraction (ÄIM1) <strong>and</strong> Culture<br />
<strong>in</strong> the language area (ÄIM3), Communication <strong>and</strong> society (ÄIM4), World of <strong>in</strong>formation<br />
(ÄIM6) compensate for Mother tongue, one’s own mother tongue for foreign language<br />
students studies <strong>in</strong> core subjects.<br />
226
5.1.1.6 Mother tongue, F<strong>in</strong>nish as a second language<br />
Objectives<br />
Student<br />
• possesses such communication <strong>and</strong> <strong>in</strong>teractive skills that he/she has adequate<br />
recourses for work<strong>in</strong>g life, active citizenship <strong>and</strong> further studies<br />
• underst<strong>and</strong>s the key contents of F<strong>in</strong>nish language spoken communication, follows<br />
without difficulty the subject matter dealt with <strong>in</strong> studies <strong>and</strong> is able to<br />
contribute to the work<br />
• underst<strong>and</strong>s the key contents of written study material <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> sector <strong>and</strong> is able to use it to make progress his/her studies<br />
• acquires <strong>in</strong>spirations <strong>and</strong> experiences when study<strong>in</strong>g literature <strong>and</strong> different<br />
text types <strong>in</strong> F<strong>in</strong>nish <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector <strong>and</strong> <strong>in</strong> his/her mother<br />
tongue when possible<br />
• writes documents <strong>and</strong> other texts necessary <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• masters the key structures of F<strong>in</strong>nish language as well as professional glossary<br />
<strong>and</strong> say<strong>in</strong>gs <strong>in</strong> the field<br />
• knows how to act <strong>in</strong> his/her profession observ<strong>in</strong>g the ma<strong>in</strong> procedures of F<strong>in</strong>nish<br />
work<strong>in</strong>g life <strong>and</strong> society<br />
• searches <strong>in</strong>formation from journals, books <strong>and</strong> <strong>in</strong>formation networks <strong>in</strong> the<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector, uses dictionaries <strong>and</strong> makes notes <strong>in</strong>dependently<br />
<strong>and</strong> also uses material from literal <strong>and</strong> network sources to develop his/her language<br />
skills <strong>and</strong> further his/her studies.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
acquires <strong>in</strong>formation essential<br />
to his/her <strong>vocational</strong><br />
field from clear texts under<br />
<strong>in</strong>struction<br />
acquires <strong>in</strong>formation related<br />
to his/her <strong>vocational</strong><br />
field from different sources<br />
<strong>and</strong> uses reliable texts<br />
acquires <strong>in</strong>formation from<br />
different sources, even difficult<br />
texts, <strong>and</strong> assesses their<br />
reliability<br />
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Comprehension of<br />
texts<br />
Written communication<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
underst<strong>and</strong>s short <strong>practical</strong><br />
texts, key words <strong>and</strong> important<br />
details <strong>and</strong> also texts,<br />
whose contents are professionally<br />
relevant<br />
writes short structured text<br />
on familiar topics <strong>in</strong> most<br />
common written communication<br />
contexts <strong>and</strong> also<br />
possesses the vocabulary<br />
<strong>and</strong> structures needed to<br />
create general <strong>and</strong> professional<br />
texts<br />
underst<strong>and</strong>s a speech on<br />
study<strong>in</strong>g or his/her <strong>vocational</strong><br />
field <strong>and</strong> a conversation<br />
conta<strong>in</strong><strong>in</strong>g general<br />
vocabulary<br />
speaks about familiar th<strong>in</strong>gs<br />
<strong>and</strong> manages unofficial<br />
conversations <strong>and</strong> also<br />
communicates <strong>in</strong> different<br />
<strong>vocational</strong> situations<br />
knows about F<strong>in</strong>nish society<br />
<strong>and</strong> culture <strong>and</strong> underst<strong>and</strong>s<br />
the importance of<br />
cross-cultural communication<br />
underst<strong>and</strong>s professional<br />
texts on his/her own field<br />
or on general topics <strong>and</strong><br />
also texts that need little<br />
more <strong>in</strong>ference, knows<br />
how to search <strong>and</strong> comb<strong>in</strong>e<br />
<strong>in</strong>formation from several<br />
different texts a few pages<br />
long<br />
writes texts on familiar abstract<br />
as well as <strong>vocational</strong><br />
field related topics, uses<br />
vocabulary <strong>and</strong> sentence<br />
structures that are needed<br />
for variable writ<strong>in</strong>g <strong>and</strong> also<br />
writes underst<strong>and</strong>able <strong>and</strong><br />
<strong>practical</strong>ly flawless language<br />
underst<strong>and</strong>s conversations<br />
that cover general topics<br />
<strong>and</strong> factual matters or are<br />
related to his/her <strong>vocational</strong><br />
field <strong>and</strong> masters the vocabulary<br />
speaks about ord<strong>in</strong>ary concrete<br />
topics <strong>and</strong> expla<strong>in</strong>s<br />
matters related to his/her<br />
work <strong>and</strong> also communicates<br />
us<strong>in</strong>g an vast vocabulary<br />
, variable structures<br />
<strong>and</strong> complicated sentences<br />
underst<strong>and</strong>s the norms of<br />
F<strong>in</strong>nish society <strong>and</strong> the<br />
procedures of work<strong>in</strong>g life<br />
<strong>and</strong> also takes <strong>in</strong>to account<br />
the cross-cultural communication<br />
<strong>in</strong> his/her <strong>in</strong>teraction<br />
also underst<strong>and</strong>s texts <strong>in</strong>dependently<br />
on abstract<br />
topics that can be related to<br />
his/her own field of work<br />
<strong>and</strong> occupational safety,<br />
quickly perceives the contents<br />
<strong>and</strong> importance of the<br />
text <strong>and</strong> applies it to different<br />
assignments<br />
writes fluent <strong>and</strong> detailed<br />
texts also on abstract topics<br />
<strong>and</strong> work assignments,<br />
comb<strong>in</strong>es or summarises<br />
<strong>in</strong>formation from different<br />
sources to his/her<br />
text, comm<strong>and</strong>s a vast<br />
vocabulary <strong>and</strong> dem<strong>and</strong><strong>in</strong>g<br />
sentence structures <strong>and</strong> has<br />
the language skills to write<br />
fluent structured text<br />
underst<strong>and</strong>s concrete <strong>and</strong><br />
abstract spoken language<br />
also when it is related to<br />
his/her <strong>vocational</strong> field,<br />
recognises different styles<br />
of speech <strong>and</strong> knows how<br />
to summarize key elements<br />
<strong>and</strong> important details from<br />
what he/she has heard<br />
communicates clearly <strong>in</strong><br />
situations related to his/her<br />
experience <strong>and</strong> <strong>vocational</strong><br />
field as well as <strong>in</strong> most<br />
<strong>practical</strong> <strong>and</strong> <strong>social</strong> situations<br />
<strong>and</strong> formal conversations,<br />
uses language structures<br />
<strong>and</strong> a fairly extensive<br />
vocabulary<br />
applies the <strong>in</strong>formation on<br />
F<strong>in</strong>nish <strong>social</strong> norms <strong>and</strong><br />
work<strong>in</strong>g life procedures <strong>and</strong><br />
also applies cross-cultural<br />
communication <strong>and</strong> his/her<br />
own cultural skills<br />
228
Language studies<br />
knows different ways of<br />
study<strong>in</strong>g languages <strong>and</strong> the<br />
pr<strong>in</strong>ciples of us<strong>in</strong>g dictionaries<br />
<strong>and</strong> other <strong>in</strong>formation<br />
sources<br />
applies different ways of<br />
study<strong>in</strong>g languages <strong>and</strong> uses<br />
dictionaries <strong>and</strong> other <strong>in</strong>formation<br />
sources to facilitate<br />
underst<strong>and</strong><strong>in</strong>g<br />
applies different language<br />
study<strong>in</strong>g strategies <strong>in</strong> his/<br />
her studies <strong>and</strong> also uses<br />
dictionaries <strong>and</strong> other <strong>in</strong>formation<br />
sources to complete<br />
assignments<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communications <strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different<br />
cultures.<br />
When def<strong>in</strong><strong>in</strong>g the objectives of F<strong>in</strong>nish studies, the description scale of the<br />
common European framework of reference for languages: learn<strong>in</strong>g, teach<strong>in</strong>g <strong>and</strong> assessment<br />
is applied, level B2.1 of which (basic level of <strong>in</strong>dependent language skills)<br />
describes <strong>in</strong> the ma<strong>in</strong> a student’s excellent skills at the end of the studies. (Common<br />
European Framework of Reference for Languages: Learn<strong>in</strong>g, Teach<strong>in</strong>g, Assessment.<br />
Published by arrangement with the Council of Europe 2001. European<br />
framework. Common European Framework of Reference for Languages: Learn<strong>in</strong>g,<br />
Teach<strong>in</strong>g, Assessment. Translated <strong>in</strong>fo F<strong>in</strong>nish by Irma Huttunen <strong>and</strong> Hanna Jaakkola<br />
2003.)<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Master<strong>in</strong>g<br />
the basics (S21), Putt<strong>in</strong>g language <strong>in</strong>to action (S22), Advanced textual skills (S24)<br />
<strong>and</strong> Gett<strong>in</strong>g to know F<strong>in</strong>nish culture (S25) compensate for Mother tongue, F<strong>in</strong>nish as<br />
a second language <strong>in</strong> core subjects.<br />
5.1.1.7 Mother tongue, Swedish as a second language<br />
In education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provided <strong>in</strong> Swedish the objectives <strong>and</strong> assessment criteria<br />
for Mother tongue, Swedish as a second language are the same as when the studies are<br />
<strong>in</strong> F<strong>in</strong>nish for Mother tongue, F<strong>in</strong>nish as a second language.<br />
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
5.1.1.8 Mother tongue, F<strong>in</strong>nish or Swedish for sign language users<br />
Objectives<br />
Student<br />
• acquires <strong>and</strong> passes on <strong>in</strong>formation accord<strong>in</strong>g to his/her <strong>in</strong>dividual start<strong>in</strong>g<br />
po<strong>in</strong>ts <strong>and</strong> communicates <strong>in</strong> F<strong>in</strong>nish or Swedish <strong>in</strong> different situations<br />
• is able to consider the connection with work<strong>in</strong>g life requirements <strong>and</strong> the<br />
culture <strong>and</strong> history of the deaf <strong>in</strong> the texts used<br />
• produces texts needed <strong>in</strong> the <strong>vocational</strong> field<br />
• uses professional F<strong>in</strong>nish or Swedish <strong>and</strong> his/her other language skills when<br />
<strong>in</strong>teract<strong>in</strong>g with those who can hear<br />
• compares the forms of expression <strong>and</strong> grammar between sign language <strong>and</strong><br />
spoken or written language<br />
• knows how to work actively <strong>in</strong> communities <strong>and</strong> <strong>vocational</strong> situations where<br />
F<strong>in</strong>nish or Swedish is used as well as <strong>in</strong> tasks <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
where sign language is used.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
text<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
acquires <strong>in</strong>formation <strong>in</strong><br />
F<strong>in</strong>nish or Swedish under<br />
guidance<br />
underst<strong>and</strong>s the key contents<br />
of a general or professional<br />
text<br />
uses F<strong>in</strong>nish or Swedish <strong>in</strong><br />
<strong>in</strong>formation gather<strong>in</strong>g <strong>in</strong><br />
his/her professional field<br />
underst<strong>and</strong>s the contents<br />
<strong>and</strong> style of a general text<br />
<strong>and</strong> compares literary, general<br />
<strong>and</strong> colloquial texts<br />
acquires <strong>in</strong>formation <strong>in</strong>dependently<br />
form written <strong>and</strong><br />
digital sources <strong>and</strong> assesses<br />
them objectively<br />
underst<strong>and</strong>s without difficulty<br />
both general <strong>and</strong><br />
professionally oriented<br />
written texts<br />
230
Written communication<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Media skills<br />
Know<strong>in</strong>g the grammar<br />
features of sign<br />
language <strong>and</strong> spoken<br />
language<br />
writes about general topics<br />
<strong>and</strong> uses underst<strong>and</strong>able<br />
language<br />
draws up appropriate job<br />
applications under <strong>in</strong>struction<br />
<strong>and</strong> follow<strong>in</strong>g an<br />
example<br />
writes general language so<br />
he/she copes with familiar<br />
communication situations<br />
reads professional, cultural<br />
<strong>and</strong> private life text examples<br />
acts cooperatively at work<br />
us<strong>in</strong>g helpful tools if<br />
needed<br />
recognizes <strong>and</strong> observes the<br />
chang<strong>in</strong>g media environment<br />
knows the key differences<br />
of sign language <strong>and</strong> written<br />
language.<br />
compiles short written abstract<br />
from a general text<br />
draws up appropriate job<br />
applications<br />
makes an underst<strong>and</strong>able<br />
<strong>in</strong>put <strong>in</strong> written communication<br />
reacts appropriately to different<br />
messages <strong>and</strong> asks<br />
for more <strong>in</strong>formation when<br />
needed<br />
works cooperatively as a<br />
member of a team <strong>and</strong><br />
knows how to conveys<br />
messages<br />
observes <strong>and</strong> assesses objectively<br />
the contents <strong>and</strong><br />
ways of expression used <strong>in</strong><br />
the media<br />
compares the typical spoken<br />
language structures to<br />
those <strong>in</strong> sign language.<br />
writes fluently underst<strong>and</strong>able,<br />
articulate <strong>and</strong> precise<br />
general language <strong>and</strong> also<br />
masters spell<strong>in</strong>g <strong>and</strong> punctuation<br />
rules<br />
draws up appropriate job<br />
applications identify<strong>in</strong>g the<br />
applicant’s skills<br />
conveys <strong>and</strong> expla<strong>in</strong>s written<br />
texts <strong>in</strong> sign language<br />
comments on texts <strong>and</strong><br />
<strong>in</strong>formation sources objectively<br />
conveys orders <strong>and</strong> messages<br />
<strong>and</strong> is able to complete<br />
assignments <strong>in</strong> F<strong>in</strong>nish or<br />
Swedish<br />
works <strong>in</strong> a team <strong>and</strong> communicates<br />
professionally<br />
<strong>and</strong> responsibly with people<br />
who can hear as well as the<br />
deaf<br />
uses glossaries <strong>and</strong> electronic<br />
databases flexibly to<br />
underst<strong>and</strong> text<br />
knows the pr<strong>in</strong>ciples <strong>and</strong><br />
form of spoken F<strong>in</strong>nish<br />
or Swedish <strong>and</strong> compares<br />
them to the ones <strong>in</strong> sign<br />
language.<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communication <strong>and</strong> media skills.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Language,<br />
texts <strong>and</strong> <strong>in</strong>teraction (V21), Text structures <strong>and</strong> mean<strong>in</strong>gs (V22), Texts <strong>and</strong> mak<strong>in</strong>g<br />
an impact (V24) <strong>and</strong> one of the follow<strong>in</strong>g: Means <strong>and</strong> <strong>in</strong>terpretation of literature<br />
(V23), Text, style <strong>and</strong> context (V25), Language, literature <strong>and</strong> identity (V26) or Indepth<br />
course <strong>in</strong> oral communication compensate for Mother tongue, F<strong>in</strong>nish for sign<br />
language users studies <strong>in</strong> core subjects.<br />
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5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
5.1.1.9 Mother tongue, Romany<br />
Objectives<br />
Student<br />
• uses Romany language <strong>and</strong> cultural heritage as a tool for <strong>in</strong>teraction <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g<br />
<strong>in</strong> Romany community <strong>and</strong> <strong>in</strong> professional connections <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector<br />
• acquires <strong>in</strong>formation from different Romany language sources<br />
• masters such communication <strong>and</strong> <strong>in</strong>teraction skills that he/she can participate<br />
<strong>in</strong> work<strong>in</strong>g life, act as an active citizen <strong>and</strong> apply for further studies<br />
• acts <strong>in</strong> different <strong>in</strong>teractive situations <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector <strong>in</strong><br />
Romany<br />
• masters the spoken communication situations <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
sector<br />
• masters the key structures of Romany as well as the professional vocabulary<br />
<strong>and</strong> say<strong>in</strong>gs <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
texts<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the key features of<br />
Romany culture <strong>and</strong> analyses<br />
his/her own language<br />
use compared to others<br />
searches for <strong>in</strong>formation<br />
from clear Romany texts<br />
under guidance<br />
underst<strong>and</strong>s the essence of<br />
a Romany text <strong>and</strong> knows<br />
how to comb<strong>in</strong>e its <strong>in</strong>formation<br />
with his/her own<br />
experiences <strong>and</strong> knowledge<br />
knows the background<br />
<strong>and</strong> culture of the national<br />
Romany language <strong>and</strong> also<br />
strengthens <strong>and</strong> develops<br />
his/her own l<strong>in</strong>gual identity<br />
searches for many k<strong>in</strong>ds<br />
of <strong>in</strong>formation from clear<br />
Romany texts<br />
underst<strong>and</strong>s the ma<strong>in</strong> idea<br />
of a Romany factual text<br />
<strong>and</strong> writes different k<strong>in</strong>ds<br />
of texts <strong>in</strong> Romany<br />
underst<strong>and</strong>s for his/her<br />
own part the mean<strong>in</strong>g of<br />
l<strong>in</strong>gual identity <strong>and</strong> acts<br />
accord<strong>in</strong>g to the Romany<br />
culture<br />
masters the sources <strong>and</strong><br />
materials that exist <strong>in</strong> Romany<br />
language <strong>and</strong> uses them<br />
<strong>in</strong> his/her writ<strong>in</strong>g<br />
underst<strong>and</strong>s both the<br />
mean<strong>in</strong>g <strong>and</strong> message of<br />
the text, draws conclusions<br />
<strong>and</strong> assesses the content<br />
<strong>and</strong> the way of expression<br />
232
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Knowledge of Romany<br />
l<strong>in</strong>guistics<br />
participates underst<strong>and</strong>ably<br />
<strong>in</strong> written <strong>and</strong> oral communication<br />
at work<br />
has a sufficient vocabulary<br />
on familiar th<strong>in</strong>gs <strong>in</strong><br />
Romany.<br />
communicates <strong>in</strong> Romany<br />
orally <strong>and</strong> literally accord<strong>in</strong>g<br />
to the situation<br />
reacts appropriately to different<br />
messages <strong>and</strong> asks<br />
for more <strong>in</strong>formation when<br />
needed<br />
is quite confident <strong>in</strong> his/her<br />
use of language forms <strong>in</strong><br />
both oral <strong>and</strong> written communication.<br />
communicates <strong>in</strong> Romany<br />
<strong>in</strong> speech <strong>and</strong> <strong>in</strong> writ<strong>in</strong>g accord<strong>in</strong>g<br />
to the situation <strong>and</strong><br />
develops his/her skills based<br />
on feedback<br />
manages him-/herself naturally<br />
<strong>in</strong> different situations<br />
<strong>in</strong> Romany<br />
uses fluent Romany clause<br />
<strong>and</strong> sentence structure.<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 11. Active citizenship <strong>and</strong> different cultures.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Strengthen<strong>in</strong>g<br />
the l<strong>in</strong>guistic foundation (ÄIR1) <strong>and</strong> Exp<strong>and</strong><strong>in</strong>g language skills beyond family<br />
<strong>and</strong> friends (ÄIR2), The Romany language <strong>and</strong> culture <strong>in</strong> modern society (ÄIR6) <strong>and</strong><br />
one of the follow<strong>in</strong>g: Oral <strong>and</strong> written Romany traditions (ÄIR3), History <strong>and</strong> distribution<br />
of the Romany language <strong>and</strong> culture (ÄIR4), Romany literature <strong>and</strong> other arts<br />
(ÄIR5) or Romany discourse skills <strong>and</strong> culture compensate for Mother tongue, Romany<br />
studies <strong>in</strong> core subjects.<br />
5.1.2 Second national language<br />
5.1.2.1 Second national language, Swedish, 1 credit<br />
Objectives<br />
Student<br />
manages rout<strong>in</strong>e work assignments <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector <strong>and</strong><br />
•<br />
everyday situations <strong>in</strong> the second national language<br />
underst<strong>and</strong>s the significance of the both national languages <strong>and</strong> cultures <strong>in</strong> a<br />
•<br />
multi-cultural F<strong>in</strong>l<strong>and</strong>.<br />
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Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
text <strong>and</strong> written<br />
communication<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Significance of language<br />
<strong>and</strong> culture<br />
Language studies<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the basic pr<strong>in</strong>ciples<br />
of us<strong>in</strong>g dictionaries <strong>and</strong><br />
other <strong>in</strong>formation sources<br />
underst<strong>and</strong>s the contents<br />
of short <strong>and</strong> simple written<br />
messages related to his/her<br />
own work <strong>and</strong> work safety,<br />
us<strong>in</strong>g helpful tools<br />
tells about himself/herself<br />
<strong>in</strong> few words or about<br />
familiar th<strong>in</strong>gs <strong>in</strong> his/her<br />
work<br />
is aware of the significance<br />
of Swedish language <strong>and</strong><br />
culture<br />
recognizes his/her own<br />
learn<strong>in</strong>g strategies.<br />
uses dictionaries <strong>and</strong> also<br />
other, for example electronic<br />
<strong>in</strong>formation sources<br />
writes such short work<br />
related texts as work <strong>and</strong><br />
safety <strong>in</strong>structions follow<strong>in</strong>g<br />
an example<br />
manages rout<strong>in</strong>e day-to-day<br />
conversation situations, if<br />
the other person talks slowly<br />
<strong>and</strong> uses simple, basic<br />
vocabulary<br />
underst<strong>and</strong>s the mean<strong>in</strong>g of<br />
Swedish language <strong>and</strong> culture<br />
when meet<strong>in</strong>g people<br />
from the Nordic countries<br />
recognizes the strengths<br />
<strong>and</strong> weaknesses of his/her<br />
own learn<strong>in</strong>g strategies.<br />
uses dictionaries, electronic<br />
<strong>and</strong> other sources to acquire<br />
further <strong>in</strong>formation<br />
from simple foreign language<br />
<strong>in</strong>structions <strong>in</strong> his/<br />
her own <strong>vocational</strong> field<br />
writes short work related<br />
notes, <strong>in</strong>structions or order<br />
forms<br />
acts <strong>in</strong> common communication<br />
situations both faceto-face<br />
<strong>and</strong> on the phone<br />
<strong>and</strong> asks for elaboration or<br />
clarification if needed<br />
underst<strong>and</strong>s the position<br />
of Swedish language <strong>and</strong><br />
culture <strong>in</strong> multi-cultural<br />
F<strong>in</strong>l<strong>and</strong><br />
tries new strategies <strong>and</strong><br />
ways of learn<strong>in</strong>g.<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communications <strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different<br />
cultures.<br />
Grade Good 2 equals listen<strong>in</strong>g <strong>and</strong> text comprehension language skill level<br />
A1.3–A2.1 <strong>and</strong> speak<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g skill level A1.3–A2.1on the description scale<br />
of the common European framework of reference for languages: learn<strong>in</strong>g, teach<strong>in</strong>g<br />
<strong>and</strong> assessment (Common European Framework of Reference for Languages:<br />
Learn<strong>in</strong>g, Teach<strong>in</strong>g, Assessment. Published by arrangement with the Council of Europe<br />
2001. European framework. Common European Framework of Reference for<br />
Languages: Learn<strong>in</strong>g, Teach<strong>in</strong>g, Assessment. Translated <strong>in</strong>fo F<strong>in</strong>nish by Irma Huttunen<br />
<strong>and</strong> Hanna Jaakkola 2003.)<br />
234
In validation of prior learn<strong>in</strong>g general upper secondary school courses Everyday<br />
liv<strong>in</strong>g <strong>in</strong> the Nordic countries (RUA1) or School <strong>and</strong> leisure (RUB1) compensate for<br />
Second national language, Swedish studies <strong>in</strong> core subjects.<br />
5.1.2.2 Second national language, F<strong>in</strong>nish, 2 credits<br />
Objectives<br />
The student possesses such communication <strong>and</strong> <strong>in</strong>teraction skills that he/she can<br />
manage work assignments <strong>in</strong> the metalwork <strong>and</strong> mach<strong>in</strong>ery field <strong>in</strong> F<strong>in</strong>nish <strong>and</strong><br />
underst<strong>and</strong>s the significance of F<strong>in</strong>nish <strong>in</strong> his/her work <strong>and</strong> private life.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
text <strong>and</strong> written<br />
communication<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the basic pr<strong>in</strong>ciples<br />
of us<strong>in</strong>g dictionaries <strong>and</strong><br />
other <strong>in</strong>formation sources<br />
underst<strong>and</strong>s the contents<br />
of simple work or everyday<br />
life related <strong>in</strong>structions or<br />
notices <strong>in</strong> F<strong>in</strong>nish<br />
writes short notices, fills<br />
<strong>in</strong> forms <strong>and</strong> writes short<br />
reviews <strong>in</strong> F<strong>in</strong>nish us<strong>in</strong>g<br />
tools<br />
uses professional dictionaries<br />
<strong>and</strong> F<strong>in</strong>nish language<br />
databases<br />
underst<strong>and</strong>s the contents of<br />
work or everyday life related<br />
<strong>in</strong>structions or notices<br />
<strong>in</strong> F<strong>in</strong>nish<br />
writes notices, letters <strong>and</strong><br />
even longer reviews or m<strong>in</strong>utes<br />
<strong>in</strong> F<strong>in</strong>nish, us<strong>in</strong>g tools<br />
if needed<br />
uses dictionaries, manuals,<br />
reference books <strong>and</strong><br />
F<strong>in</strong>nish websites to gather<br />
<strong>in</strong>formation<br />
reads easily <strong>and</strong> underst<strong>and</strong>s<br />
various professional<br />
texts <strong>and</strong> manuals <strong>in</strong> F<strong>in</strong>nish<br />
<strong>and</strong> follows professionally<br />
relevant events from<br />
F<strong>in</strong>nish professional publications<br />
<strong>and</strong> <strong>social</strong> events <strong>in</strong><br />
F<strong>in</strong>nish media<br />
fills <strong>in</strong> forms, writes orders,<br />
letters <strong>and</strong> reports <strong>and</strong> also<br />
answers to <strong>in</strong>quiries <strong>in</strong> writ<strong>in</strong>g<br />
<strong>in</strong> F<strong>in</strong>nish<br />
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Significance of language<br />
<strong>and</strong> culture<br />
Language studies<br />
underst<strong>and</strong>s simple, work<br />
or everyday life related<br />
<strong>in</strong>structions <strong>and</strong> orders <strong>and</strong><br />
is able to acceptably address<br />
a customer or co-worker<br />
<strong>in</strong> F<strong>in</strong>nish <strong>and</strong> underst<strong>and</strong><br />
questions made to him/her<br />
attends to F<strong>in</strong>nish speak<strong>in</strong>g<br />
customers satisfactorily,<br />
copes with everyday situations<br />
<strong>and</strong> h<strong>and</strong>les the most<br />
important work assignments<br />
<strong>in</strong> F<strong>in</strong>nish<br />
underst<strong>and</strong>s the significance<br />
of master<strong>in</strong>g F<strong>in</strong>nish<br />
<strong>in</strong> everyday <strong>in</strong>teraction as<br />
well as <strong>in</strong> the F<strong>in</strong>nish work<br />
community<br />
recognizes his/her own<br />
learn<strong>in</strong>g strategy.<br />
underst<strong>and</strong>s clear <strong>in</strong>structions<br />
<strong>and</strong> spoken language<br />
<strong>in</strong> normal tempo at work or<br />
on the phone, knows how<br />
to <strong>in</strong>teract <strong>and</strong> underst<strong>and</strong><br />
a customer or a co-worker<br />
<strong>and</strong> also follows professional<br />
<strong>and</strong> <strong>social</strong> events <strong>in</strong><br />
the media<br />
attends to F<strong>in</strong>nish speak<strong>in</strong>g<br />
customers well, answers<br />
questions <strong>and</strong> h<strong>and</strong>les work<br />
assignments on the phone<br />
<strong>and</strong> also participates <strong>in</strong><br />
rout<strong>in</strong>e F<strong>in</strong>nish language<br />
conversations at work<br />
works well <strong>in</strong> a F<strong>in</strong>nish<br />
work community <strong>and</strong><br />
strives to improve his/her<br />
professional language skills<br />
recognizes the strengths<br />
<strong>and</strong> weaknesses of his/her<br />
own learn<strong>in</strong>g strategy.<br />
underst<strong>and</strong>s various <strong>in</strong>structions<br />
<strong>and</strong> professionally<br />
related conversation<br />
even when spoken <strong>in</strong> fast<br />
tempo, <strong>in</strong>teracts with F<strong>in</strong>nish<br />
speak<strong>in</strong>g customers<br />
naturally <strong>and</strong> underst<strong>and</strong>s<br />
their ways <strong>and</strong> wishes<br />
discusses his/her work assignments<br />
<strong>in</strong> F<strong>in</strong>nish without<br />
difficulty, knows how<br />
to describe processes <strong>and</strong><br />
details <strong>and</strong> starts <strong>and</strong> carries<br />
on conversations <strong>in</strong> F<strong>in</strong>nish<br />
us<strong>in</strong>g variable speak<strong>in</strong>g<br />
tempo<br />
plays an active role <strong>in</strong> the<br />
F<strong>in</strong>nish work community<br />
<strong>and</strong> shows <strong>in</strong>terest <strong>in</strong> the<br />
F<strong>in</strong>nish culture<br />
tries new strategies <strong>and</strong><br />
ways of learn<strong>in</strong>g.<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communications <strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different<br />
cultures.<br />
Grade Good 2 equals listen<strong>in</strong>g <strong>and</strong> text comprehension language skill level<br />
B1.2 <strong>and</strong> speak<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g skill level B1.1 on the description scale of the common<br />
European framework of reference for languages: learn<strong>in</strong>g, teach<strong>in</strong>g <strong>and</strong> assessment<br />
(Common European Framework of Reference for Languages: Learn<strong>in</strong>g,<br />
Teach<strong>in</strong>g, Assessment. Published by arrangement with the Council of Europe 2001.<br />
European framework. Translated <strong>in</strong>fo F<strong>in</strong>nish by Irma Huttunen <strong>and</strong> Hanna Jaakkola<br />
2003.)<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Everyday<br />
life <strong>and</strong> leisure (FINA1) <strong>and</strong> one of the follow<strong>in</strong>g: Nature <strong>and</strong> the environment<br />
(FINA2) Commerce, technology <strong>and</strong> communications (FINA3), Society <strong>and</strong> the media<br />
(FINA4), Education, occupational <strong>and</strong> economic life (FINA5) or F<strong>in</strong>nish culture <strong>and</strong><br />
literature (FINA6) compensate for Second national language, F<strong>in</strong>nish studies <strong>in</strong> core<br />
subjects.<br />
236
5.1.3 Foreign language<br />
5.1.3.1 Foreign language, A language, 2 credits<br />
Objectives<br />
Student<br />
• communicates <strong>and</strong> acts <strong>in</strong> <strong>in</strong>teractive situations <strong>in</strong> a way that he/she can work<br />
<strong>in</strong> his/her profession, contribute to work<strong>in</strong>g life, be an active citizen <strong>and</strong> pursue<br />
further studies<br />
• possesses the language skills required <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• knows how to act <strong>in</strong> a multicultural <strong>and</strong> multil<strong>in</strong>gual environment.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Comprehension of<br />
text <strong>and</strong> written<br />
communication<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
searches for <strong>in</strong>formation <strong>in</strong><br />
work related materials <strong>and</strong><br />
<strong>in</strong>structions under <strong>in</strong>struction<br />
<strong>and</strong> us<strong>in</strong>g dictionaries<br />
underst<strong>and</strong>s short <strong>and</strong> simple<br />
written messages that<br />
are related to his/her <strong>vocational</strong><br />
field<br />
writes simple <strong>and</strong> short<br />
work related texts under<br />
<strong>in</strong>struction<br />
searches for professionally<br />
relevant <strong>in</strong>formation us<strong>in</strong>g<br />
dictionaries <strong>and</strong> also other,<br />
for example electronic <strong>in</strong>formation<br />
sources<br />
searches for professionally<br />
relevant <strong>in</strong>formation <strong>in</strong><br />
various ways, applies his/<br />
her knowledge <strong>and</strong> skills<br />
<strong>and</strong> justifies his/her decisions<br />
underst<strong>and</strong>s written <strong>in</strong>structions<br />
that are related structions that are related<br />
underst<strong>and</strong>s written <strong>in</strong>-<br />
to his/her work, products to his/her work, products<br />
<strong>and</strong> processes us<strong>in</strong>g tools, <strong>and</strong> processes <strong>and</strong> the feedback<br />
given<br />
asks detailed questions <strong>and</strong><br />
knows how to act accord<strong>in</strong>g<br />
to the answers given<br />
writes simple <strong>and</strong> short<br />
work related texts follow<strong>in</strong>g<br />
an example<br />
writes usual personal messages<br />
<strong>and</strong> short texts <strong>and</strong><br />
fills <strong>in</strong> simple work related<br />
documents<br />
237
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Interaction <strong>and</strong> act<strong>in</strong>g<br />
<strong>in</strong> work<strong>in</strong>g life language<br />
situations<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Language studies<br />
underst<strong>and</strong>s short <strong>and</strong> simple<br />
oral messages related to<br />
his/her <strong>vocational</strong> field <strong>and</strong><br />
knows how to act accord<strong>in</strong>g<br />
to them<br />
tells briefly about himself/<br />
herself <strong>and</strong> about tasks <strong>in</strong><br />
his/her <strong>vocational</strong> field by<br />
answer<strong>in</strong>g the questions<br />
asked <strong>in</strong> foreseeable <strong>and</strong><br />
familiar work situations<br />
is aware of the significance<br />
of the language studied as<br />
well as the culture it represents<br />
recognizes his/her own<br />
learn<strong>in</strong>g strategies<br />
underst<strong>and</strong>s the most<br />
common oral <strong>in</strong>structions<br />
related to his/her work,<br />
products <strong>and</strong> processes <strong>and</strong><br />
knows how to act accord<strong>in</strong>g<br />
to them<br />
tells about himself/herself<br />
<strong>and</strong> his/her duties <strong>in</strong> a way<br />
that he/she is understood<br />
<strong>and</strong> participates <strong>in</strong> the<br />
conversation if the partner<br />
talks slowly <strong>and</strong> uses simple<br />
structures<br />
underst<strong>and</strong>s the significance<br />
of the language studied<br />
as well as the culture it<br />
represents<br />
assesses the strengths <strong>and</strong><br />
weaknesses of his/her own<br />
learn<strong>in</strong>g strategies<br />
underst<strong>and</strong>s the ma<strong>in</strong> idea<br />
of ord<strong>in</strong>ary speech <strong>in</strong> normal<br />
tempo <strong>and</strong> acts accord<strong>in</strong>gly<br />
tells <strong>in</strong> familiar situations<br />
about his/her workplace<br />
<strong>and</strong> duties <strong>and</strong> about related<br />
norms <strong>and</strong> customs,<br />
f<strong>in</strong>ds out about the similar<br />
th<strong>in</strong>gs <strong>in</strong> other countries<br />
<strong>and</strong> acquires further <strong>in</strong>structions<br />
on the duties if<br />
needed<br />
applies his/her knowledge<br />
<strong>and</strong> skills of the foreign<br />
language <strong>and</strong> culture<br />
strengthens his/her learn<strong>in</strong>g<br />
by try<strong>in</strong>g new strategies <strong>and</strong><br />
ways of learn<strong>in</strong>g<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communications <strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different<br />
cultures.<br />
Grade Good 2 equals listen<strong>in</strong>g <strong>and</strong> text comprehension language skill level<br />
A2.2 <strong>and</strong> speak<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g skill level A2.1 on the description scale of the common<br />
European framework of reference for languages: learn<strong>in</strong>g, teach<strong>in</strong>g <strong>and</strong> assessment<br />
(Common European Framework of Reference for Languages: Learn<strong>in</strong>g,<br />
Teach<strong>in</strong>g, Assessment. Published by arrangement with the Council of Europe 2001.<br />
European framework. Translated <strong>in</strong>fo F<strong>in</strong>nish by Irma Huttunen <strong>and</strong> Hanna Jaakkola<br />
2003.)<br />
In validation of prior learn<strong>in</strong>g general upper secondary school A Language<br />
courses Young people <strong>and</strong> their world <strong>and</strong> Study <strong>and</strong> work compensate for Foreign<br />
language, A language studies <strong>in</strong> core subjects.<br />
238
5.1.3.2 Foreign language, B language, 2 credits<br />
Objectives<br />
Student<br />
• copes with everyday situations<br />
• knows how to act <strong>in</strong> foreseeable <strong>and</strong> recurr<strong>in</strong>g communication situations <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector us<strong>in</strong>g foreign language.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the <strong>qualification</strong><br />
module.<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
Underst<strong>and</strong><strong>in</strong>g texts<br />
<strong>and</strong> written communication<br />
Interaction <strong>and</strong><br />
function<strong>in</strong>g <strong>in</strong> language<br />
situations <strong>in</strong><br />
work<strong>in</strong>g life<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the pr<strong>in</strong>ciples of<br />
us<strong>in</strong>g dictionaries <strong>and</strong> other<br />
<strong>in</strong>formation sources<br />
writes under guidance <strong>and</strong><br />
us<strong>in</strong>g helpful tools simple<br />
texts, e. g. <strong>in</strong>structions,<br />
adverts or lists from familiar<br />
topics<br />
can tell about himself/<br />
herself <strong>and</strong> his/her work <strong>in</strong><br />
few words, e. g. recognizes<br />
tools, titles <strong>and</strong> assignments<br />
uses dictionaries <strong>and</strong> other<br />
<strong>in</strong>formation sources, also<br />
electronic, to help him/her<br />
to underst<strong>and</strong><br />
writes texts that consist of<br />
short <strong>and</strong>, us<strong>in</strong>g helpful<br />
tools, simple say<strong>in</strong>gs <strong>and</strong><br />
sentences, such as <strong>in</strong>structions,<br />
adverts or lists that<br />
are related to well known<br />
topics<br />
asks simple questions <strong>and</strong><br />
answers accord<strong>in</strong>gly when<br />
the discussion is about immediate,<br />
concrete environment<br />
<strong>and</strong> himself/herself,<br />
when the conversation<br />
partner talks slowly <strong>and</strong><br />
clearly<br />
uses dictionaries <strong>and</strong> other<br />
<strong>in</strong>formation sources, also<br />
electronic, to help him/her<br />
produce texts<br />
writes, among other th<strong>in</strong>gs,<br />
texts that consist of short<br />
<strong>and</strong>, us<strong>in</strong>g helpful tools,<br />
simple say<strong>in</strong>gs <strong>and</strong> sentences,<br />
such as <strong>in</strong>structions,<br />
adverts or lists that are<br />
related to familiar topics <strong>in</strong><br />
both private- <strong>and</strong> <strong>in</strong> work<strong>in</strong>g<br />
life<br />
asks simple questions <strong>and</strong><br />
answers them when the discussion<br />
is about immediate,<br />
concrete environment <strong>and</strong><br />
himself/herself, when the<br />
conversation partner talks<br />
clearly <strong>and</strong> also asks for<br />
clarification – if needed<br />
communicates orally e. g.<br />
when <strong>in</strong>troduc<strong>in</strong>g himself/<br />
herself <strong>in</strong> everyday or work<strong>in</strong>g<br />
life familiar situations<br />
239
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Knowledge of language<br />
<strong>and</strong> culture<br />
Language studies<br />
recognizes <strong>and</strong> differs new<br />
sounds <strong>and</strong> signs<br />
recognizes his/her own<br />
study strategies<br />
writes new signs <strong>and</strong> produces<br />
new sounds<br />
evaluates the strengths <strong>and</strong><br />
weaknesses of his/her own<br />
study strategies<br />
advances the learn<strong>in</strong>g of the<br />
new language by compar<strong>in</strong>g<br />
it to other languages<br />
he/she already masters<br />
strengthens his/her learn<strong>in</strong>g<br />
by try<strong>in</strong>g out new strategies<br />
<strong>and</strong> ways of learn<strong>in</strong>g<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation.<br />
Grade Good 2 equals listen<strong>in</strong>g <strong>and</strong> text comprehension language skill level<br />
A1.1 <strong>and</strong> speak<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g skill level A1.1 on the description scale of the common<br />
European framework of reference for languages: learn<strong>in</strong>g, teach<strong>in</strong>g <strong>and</strong> assessment<br />
(Common European Framework of Reference for Languages: Learn<strong>in</strong>g,<br />
Teach<strong>in</strong>g, Assessment. Published by arrangement with the Council of Europe 2001.<br />
European framework. Translated <strong>in</strong>fo F<strong>in</strong>nish by Irma Huttunen <strong>and</strong> Hanna Jaakkola<br />
2003.)<br />
In validation of prior learn<strong>in</strong>g general upper secondary school B1 courses<br />
Young people <strong>and</strong> their world <strong>and</strong> Study, work <strong>and</strong> society compensate for Foreign<br />
language, B language studies <strong>in</strong> core subjects.<br />
5.1.4 Mathematics, 3 credits<br />
Objectives<br />
240<br />
Student<br />
masters basic mathematics, percentage calculations <strong>and</strong> unit variations <strong>and</strong><br />
•<br />
uses them <strong>in</strong> work <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
counts areas <strong>and</strong> volumes <strong>and</strong> also applies geometry to the extent needed <strong>in</strong> the<br />
•<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
uses appropriate mathematical solutions to solve problems <strong>in</strong> tasks <strong>in</strong> the <strong>social</strong><br />
•<br />
<strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
expresses dependencies of variables with mathematical expressions<br />
•<br />
forms <strong>and</strong> draws up equations, functions, tables <strong>and</strong> charts needed for tasks<br />
•<br />
<strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector as well as solves mathematical problems<br />
occurr<strong>in</strong>g at work us<strong>in</strong>g functions, descriptors <strong>and</strong> assesses the correctness of<br />
the results<br />
uses a calculator, computer <strong>and</strong> other mathematical tools to help solve prob-<br />
•<br />
lems when needed.
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Basic mathematical<br />
calculations, percentage<br />
calculations <strong>and</strong><br />
unit variations as well<br />
as mathematical key<br />
concepts <strong>and</strong> ways of<br />
expression<br />
Mathematical<br />
procedures, problem<br />
solv<strong>in</strong>g <strong>and</strong> result<br />
assessment<br />
Us<strong>in</strong>g a calculator<br />
<strong>and</strong> computer<br />
Process<strong>in</strong>g, analyz<strong>in</strong>g<br />
<strong>and</strong> produc<strong>in</strong>g numeric<br />
data<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
completes rout<strong>in</strong>e workrelated<br />
calculations <strong>and</strong><br />
knows mathematical key<br />
concepts <strong>and</strong> ways of expression<br />
solves basic, work-related<br />
mathematical problems, either<br />
by deduction, graphic<br />
expression or calculat<strong>in</strong>g<br />
<strong>and</strong> also knows how to assess<br />
the scale of the results<br />
uses a calculator <strong>and</strong> computer<br />
to help solve workrelated<br />
mathematical basic<br />
assignments<br />
uses statistics, charts <strong>and</strong><br />
graphical presentations as<br />
<strong>in</strong>formation sources<br />
calculates under <strong>in</strong>struction<br />
mathematical averages of<br />
material presented<br />
completes profession related<br />
calculations proficiently<br />
<strong>and</strong> uses, to some extent,<br />
mathematical concepts <strong>and</strong><br />
ways of expression <strong>in</strong> his/<br />
her presentation<br />
solves profession related<br />
problems us<strong>in</strong>g mathematical<br />
procedures <strong>and</strong> assesses<br />
the correctness of the results<br />
uses a calculator <strong>and</strong> computer<br />
efficiently to help<br />
solve work-related mathematical<br />
problems<br />
uses statistics, charts <strong>and</strong><br />
graphical presentations to<br />
solve profession related<br />
problems<br />
calculates essential statistical<br />
key figures<br />
applies calculations that<br />
are needed <strong>in</strong> his/her profession<br />
<strong>and</strong> assesses the<br />
accuracy of the results <strong>and</strong><br />
masters the mathematical<br />
concepts <strong>and</strong> ways of presentation<br />
that are needed <strong>in</strong><br />
hid/her profession<br />
applies mathematical<br />
procedures <strong>in</strong> solv<strong>in</strong>g <strong>and</strong><br />
form<strong>in</strong>g profession related<br />
problems <strong>and</strong> assesses the<br />
reliability <strong>and</strong> precision of<br />
the methods<br />
uses a calculator <strong>and</strong> computer<br />
<strong>in</strong>novatively to help<br />
solve profession related<br />
mathematical problems<br />
applies statistics, charts<br />
<strong>and</strong> graphical presentations<br />
to solve profession related<br />
problems <strong>and</strong> also presents<br />
the mathematical results as<br />
statistics, charts <strong>and</strong> graphic<br />
presentations<br />
calculates or def<strong>in</strong>es statistical<br />
key figures on the material<br />
given<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 9. Mathematics<br />
<strong>and</strong> natural sciences.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Expressions<br />
<strong>and</strong> equations (MAB1) <strong>and</strong> Geometry (MAB2) or Functions <strong>and</strong> equations<br />
(MAA1) compensate for Mathematics studies <strong>in</strong> core subjects.<br />
241
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
5.1.5 Physics <strong>and</strong> chemistry, 2 credits<br />
Objectives<br />
Student<br />
• applies the most common physical <strong>and</strong> chemical phenomena, concepts <strong>and</strong><br />
laws relevant to work-related assignments<br />
• knows how to take <strong>in</strong>to account the laws of nature <strong>in</strong> his/her work <strong>and</strong> other<br />
activities <strong>and</strong> act observ<strong>in</strong>g them to save the environment <strong>and</strong> energy<br />
• addresses basic environmental problems from a scientific po<strong>in</strong>t of view<br />
• applies the basic laws <strong>and</strong> concepts of physics for the <strong>vocational</strong> field<br />
• knows the key concepts <strong>and</strong> phenomena <strong>in</strong> mechanics, thermal physics <strong>and</strong><br />
humidity so that they can use the devices <strong>and</strong> systems needed <strong>in</strong> his/her work<br />
safely <strong>and</strong> economically as well as ergonomically<br />
• considers environmentally <strong>and</strong> professionally relevant central chemical phenomena,<br />
which requires him/her to know the chemical properties of the most<br />
common elements <strong>and</strong> <strong>in</strong>organic <strong>and</strong> organic compounds<br />
• stores, uses correctly <strong>and</strong> disposes appropriately of the substances needed <strong>in</strong><br />
the field as well as calculates contents <strong>and</strong> concentrations<br />
• is able to <strong>in</strong>terpret factors affect<strong>in</strong>g <strong>health</strong> <strong>and</strong> safety from product mark<strong>in</strong>gs as<br />
well as to consider the special properties of substances <strong>in</strong> a way that does not<br />
endanger his/her own safety or that of the environment<br />
• observes <strong>and</strong> measures professionally relevant physical <strong>and</strong> chemical phenomena<br />
• gathers, processes <strong>and</strong> analyses the observations <strong>and</strong> measurements made.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
242
Targets of<br />
assessment<br />
Know<strong>in</strong>g the laws<br />
of thermal physics,<br />
mechanics <strong>and</strong><br />
electricity <strong>and</strong> tak<strong>in</strong>g<br />
them <strong>in</strong>to consideration<br />
at work<br />
Know<strong>in</strong>g chemical<br />
substances <strong>and</strong><br />
compounds as well<br />
as their properties<br />
<strong>and</strong> tak<strong>in</strong>g them <strong>in</strong>to<br />
consideration at work<br />
Observation <strong>and</strong><br />
measurement<br />
Work<strong>in</strong>g safely <strong>and</strong><br />
ergonomically<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the laws of physics<br />
well enough to take <strong>in</strong>to<br />
account the relevant related<br />
phenomena but needs<br />
guidance at times<br />
h<strong>and</strong>les, stores <strong>and</strong> disposes<br />
correctly of the chemicals<br />
he/she uses at work <strong>and</strong><br />
takes <strong>in</strong>to account the<br />
properties <strong>and</strong> environmental<br />
risks of different substances<br />
but needs guidance<br />
at times<br />
<strong>in</strong>terprets the most common<br />
product mark<strong>in</strong>gs but<br />
needs guidance at times<br />
calculates concentrations<br />
<strong>and</strong> substance quantities<br />
under guidance as well as<br />
searches for <strong>in</strong>formation <strong>in</strong><br />
chemical safety data sheets<br />
under <strong>in</strong>struction<br />
carries out measurements<br />
us<strong>in</strong>g the most common<br />
methods <strong>and</strong> equipment <strong>in</strong><br />
a guided work situation<br />
documents the measurements<br />
<strong>and</strong> observations<br />
made accord<strong>in</strong>g to <strong>in</strong>structions<br />
<strong>and</strong> presents them<br />
as tables <strong>and</strong> graphs <strong>and</strong><br />
calculates results if needed<br />
but needs guidance <strong>in</strong> certa<strong>in</strong><br />
areas<br />
works accord<strong>in</strong>g to safety<br />
<strong>in</strong>structions but needs<br />
guidance for ergonomic<br />
work<strong>in</strong>g<br />
takes <strong>in</strong>to account the laws<br />
of physic <strong>in</strong> his/her work<br />
assignments<br />
h<strong>and</strong>les, stores <strong>and</strong> disposes<br />
correctly of the chemicals<br />
he/she uses at work <strong>and</strong><br />
takes <strong>in</strong>to account the<br />
properties <strong>and</strong> environmental<br />
risks of different<br />
substances <strong>in</strong> familiar work<br />
situations<br />
<strong>in</strong>terprets the most common<br />
product mark<strong>in</strong>gs<br />
calculates concentrations<br />
<strong>and</strong> substance quantities as<br />
well as searches for <strong>in</strong>formation<br />
<strong>in</strong> material safety<br />
data sheets<br />
carries out measurements<br />
us<strong>in</strong>g the most common<br />
methods <strong>and</strong> equipment<br />
<strong>in</strong>dependently <strong>and</strong> knows<br />
how to assess the reliability<br />
of the results<br />
knows how to analyze the<br />
measurements <strong>and</strong> observations<br />
as well as to draw<br />
conclusions on the results<br />
works ergonomically <strong>and</strong><br />
observ<strong>in</strong>g safety <strong>in</strong>structions<br />
knows how to apply the<br />
laws of physics <strong>in</strong> his/her<br />
work <strong>in</strong>dependently<br />
h<strong>and</strong>les, stores <strong>and</strong> disposes<br />
correctly of the chemicals<br />
he/she uses at work <strong>and</strong><br />
takes <strong>in</strong>to account the<br />
properties <strong>and</strong> environmental<br />
risks of different substances<br />
<strong>in</strong> chang<strong>in</strong>g work<br />
situations<br />
<strong>in</strong>terprets <strong>in</strong>dependently<br />
different product mark<strong>in</strong>gs<br />
<strong>in</strong> the field<br />
calculates concentrations<br />
<strong>and</strong> substance quantities<br />
flexibly <strong>in</strong> different work<br />
situations us<strong>in</strong>g the <strong>in</strong>formation<br />
he/she has obta<strong>in</strong>ed<br />
from different sources<br />
uses the most suitable<br />
measurement methods <strong>and</strong><br />
equipment professionally,<br />
takes measurements <strong>in</strong> an<br />
organized <strong>and</strong> cautious way<br />
<strong>and</strong> knows how to assess<br />
the precision <strong>and</strong> reliability<br />
of the observations <strong>and</strong><br />
measurements<br />
knows how to report <strong>and</strong><br />
present results as well as<br />
how to assess the precision<br />
<strong>and</strong> reliability of the results<br />
<strong>and</strong> conclusions<br />
works ergonomically <strong>and</strong><br />
observ<strong>in</strong>g safety <strong>in</strong>structions<br />
<strong>and</strong> takes <strong>in</strong>to account<br />
the risk factors <strong>in</strong><br />
the work<strong>in</strong>g environment<br />
<strong>in</strong>dependently<br />
243
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 4. Health, safety<br />
<strong>and</strong> ability to function, 6. Susta<strong>in</strong>able development 9. Mathematics <strong>and</strong> natural sciences,<br />
10. Technology <strong>and</strong> <strong>in</strong>formation technology.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Physics<br />
as a natural science (FY1) <strong>and</strong> The chemistry of man <strong>and</strong> of the liv<strong>in</strong>g environment<br />
(KE1) compensate for Physics <strong>and</strong> chemistry studies <strong>in</strong> core subjects.<br />
5.1.6 Social, bus<strong>in</strong>ess <strong>and</strong> labour-market subjects, 1 credit<br />
Objectives<br />
Student<br />
• contributes to the management of common affairs at school <strong>and</strong> <strong>in</strong> the on-thejob<br />
tra<strong>in</strong><strong>in</strong>g place<br />
• assesses his/her abilities to be an active citizen <strong>and</strong> consumer<br />
• knows how to the use the services society offers<br />
• draws up a plan on how to take <strong>care</strong> of his/her own f<strong>in</strong>ances<br />
• assesses the significance of entrepreneurship to F<strong>in</strong>nish national economy<br />
• searches for <strong>in</strong>formation on workplaces <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector as<br />
well as <strong>in</strong>formation on the European Union <strong>and</strong> its citizens.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
244
Targets of<br />
assessment<br />
Participation at school<br />
<strong>and</strong> <strong>in</strong> the on-the-job<br />
tra<strong>in</strong><strong>in</strong>g organization<br />
Assess<strong>in</strong>g the opportunities<br />
to act<br />
Us<strong>in</strong>g the services of<br />
society<br />
Tak<strong>in</strong>g <strong>care</strong> of one’s<br />
own f<strong>in</strong>ances<br />
Assess<strong>in</strong>g the key<br />
factors affect<strong>in</strong>g<br />
national economy<br />
Search<strong>in</strong>g for <strong>in</strong>formation<br />
vacancies <strong>in</strong><br />
the <strong>vocational</strong> field<br />
<strong>and</strong> the European<br />
Union<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
participates <strong>in</strong> the management<br />
of common affairs<br />
under guidance<br />
assesses his/her abilities to<br />
act as a citizen <strong>and</strong> consumer<br />
under guidance<br />
knows the rights, obligations<br />
<strong>and</strong> ways to <strong>in</strong>fluence<br />
as a student<br />
searches for <strong>in</strong>formation on<br />
the basic rights <strong>and</strong> responsibilities<br />
of a consumer<br />
uses the services a student<br />
needs <strong>and</strong> underst<strong>and</strong>s the<br />
citizens’ role <strong>in</strong> f<strong>in</strong>anc<strong>in</strong>g<br />
them<br />
draws up a plan for his/her<br />
expenditure <strong>and</strong> f<strong>in</strong>ances<br />
under guidance<br />
searches for <strong>in</strong>formation on<br />
f<strong>in</strong>anc<strong>in</strong>g options <strong>and</strong> their<br />
costs under guidance<br />
assesses the key impact of<br />
entrepreneurship on employment<br />
searches for <strong>in</strong>formation on<br />
vacancies <strong>in</strong> the <strong>vocational</strong><br />
field locally<br />
searches for <strong>in</strong>formation on<br />
EU citizens under guidance<br />
participates <strong>in</strong> the management<br />
of common affairs as<br />
agreed <strong>and</strong> knows the <strong>social</strong><br />
decision mak<strong>in</strong>g process<br />
assesses his/her opportunities<br />
to function as a citizen<br />
<strong>and</strong> consumer<br />
knows the rights, privileges,<br />
obligations <strong>and</strong> key ways to<br />
<strong>in</strong>fluence as a student <strong>and</strong><br />
citizen<br />
knows the basic rights <strong>and</strong><br />
responsibilities of a consumer<br />
uses the services society<br />
offers <strong>and</strong> underst<strong>and</strong>s the<br />
citizens’ role <strong>in</strong> f<strong>in</strong>anc<strong>in</strong>g<br />
them<br />
draws up a plan for his/her<br />
expenditure <strong>and</strong> f<strong>in</strong>ances<br />
searches for <strong>in</strong>formation on<br />
f<strong>in</strong>anc<strong>in</strong>g options <strong>and</strong> their<br />
costs<br />
assesses the impact of entrepreneurship<br />
<strong>and</strong> bus<strong>in</strong>ess<br />
operations on employment<br />
searches for <strong>in</strong>formation on<br />
vacancies <strong>in</strong> the <strong>vocational</strong><br />
field regionally <strong>and</strong> nationally<br />
searches for <strong>in</strong>formation on<br />
the EU <strong>and</strong> its citizens<br />
participates <strong>in</strong> the management<br />
of common affairs<br />
<strong>in</strong>dependently <strong>and</strong> knows<br />
the <strong>social</strong> decision mak<strong>in</strong>g<br />
process<br />
assesses his/her opportunities<br />
to function as an active<br />
citizen <strong>and</strong> as a consumer<br />
knows the rights, privileges<br />
, obligations <strong>and</strong> key democratic<br />
ways to <strong>in</strong>fluence as a<br />
student <strong>and</strong> citizen<br />
knows the basic rights <strong>and</strong><br />
responsibilities of a consumer<br />
uses the services society<br />
offers <strong>in</strong>dependently <strong>and</strong><br />
underst<strong>and</strong>s the citizens’<br />
role <strong>in</strong> f<strong>in</strong>anc<strong>in</strong>g them<br />
draws up a plan for his/her<br />
expenditure <strong>and</strong> f<strong>in</strong>ances<br />
searches for <strong>in</strong>formation<br />
about f<strong>in</strong>anc<strong>in</strong>g sources <strong>and</strong><br />
compares their costs<br />
assesses the impact of entrepreneurship<br />
<strong>and</strong> bus<strong>in</strong>ess<br />
operations on employment<br />
<strong>in</strong>dependently<br />
searches for <strong>in</strong>formation on<br />
vacancies <strong>in</strong> the <strong>vocational</strong><br />
field regionally, nationally<br />
<strong>and</strong> <strong>in</strong> other EU countries<br />
searches for comparative<br />
<strong>in</strong>formation on the EU <strong>and</strong><br />
its citizens<br />
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 5. Initiative <strong>and</strong><br />
entrepreneurship, 11. Active citizenship <strong>and</strong> different cultures.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Politics<br />
<strong>and</strong> society (YH1) <strong>and</strong> Economics (YH2) compensate for Social, bus<strong>in</strong>ess <strong>and</strong> labourmarket<br />
studies <strong>in</strong> core subjects.<br />
245
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
5.1.7 Physical education, 1 credit<br />
Objectives<br />
Student<br />
• promotes a <strong>health</strong>y <strong>and</strong> active lifestyle through physical education while underst<strong>and</strong><strong>in</strong>g<br />
the benefits of physical education to one’s ability to function <strong>and</strong><br />
work<br />
• gets familiar with physical exercise that benefits <strong>health</strong>, mental vitality <strong>and</strong><br />
endurance variedly<br />
• keeps up his/her ability to function through exercise<br />
• exercises <strong>and</strong> acts responsibly both alone <strong>and</strong> <strong>in</strong> group<br />
• promotes the function<strong>in</strong>g <strong>and</strong> safety of the group with his/her actions.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Support<strong>in</strong>g <strong>and</strong> strengthen<strong>in</strong>g<br />
physical<br />
ability to function<br />
Keep<strong>in</strong>g up <strong>and</strong><br />
promot<strong>in</strong>g physical,<br />
psychological <strong>and</strong><br />
<strong>social</strong> wellbe<strong>in</strong>g with<br />
the help of physical<br />
exercise<br />
Interaction <strong>and</strong><br />
cooperation<br />
Consider<strong>in</strong>g <strong>health</strong>,<br />
safety <strong>and</strong> ability to<br />
function<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
uses the basic skills needed<br />
for physical exercise<br />
keeps up his/her physical<br />
ability to function under<br />
guidance<br />
underst<strong>and</strong>s the mean<strong>in</strong>g of<br />
exercise to physical, psychological<br />
<strong>and</strong> <strong>social</strong> wellbe<strong>in</strong>g<br />
under guidance<br />
takes part <strong>in</strong> physical exercise<br />
follow<strong>in</strong>g the <strong>in</strong>structions<br />
given <strong>and</strong> observes<br />
the pr<strong>in</strong>ciples of fair play<br />
usually observes safety <strong>in</strong><br />
sports<br />
uses the basic skills needed<br />
for physical exercise variedly<br />
keeps up his/her physical<br />
ability to function<br />
underst<strong>and</strong>s the mean<strong>in</strong>g of<br />
exercise to his/her physical,<br />
psychological <strong>and</strong> <strong>social</strong><br />
wellbe<strong>in</strong>g<br />
takes an active part <strong>in</strong> physical<br />
exercise observ<strong>in</strong>g the<br />
pr<strong>in</strong>ciples of fair play<br />
acts safely when tak<strong>in</strong>g<br />
physical exercise both <strong>in</strong>dependently<br />
<strong>and</strong> <strong>in</strong> a group<br />
uses the basic skills needed<br />
for physical exercise <strong>and</strong><br />
sport specific skills variedly<br />
monitors, assesses <strong>and</strong><br />
keeps up his/her physical<br />
ability to function<br />
underst<strong>and</strong>s the mean<strong>in</strong>g of<br />
exercise to physical, psychological<br />
<strong>and</strong> <strong>social</strong> wellbe<strong>in</strong>g<br />
takes an active part <strong>in</strong> physical<br />
exercise promot<strong>in</strong>g the<br />
pr<strong>in</strong>ciples of fair play<br />
promotes group safety with<br />
his/her actions<br />
246
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 4. Health, safety <strong>and</strong><br />
ability to function.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Skill<br />
<strong>and</strong> condition (LI1) or Individual <strong>and</strong> group tra<strong>in</strong><strong>in</strong>g (LI2) compensate for Physical<br />
education studies <strong>in</strong> core subjects.<br />
5.1.8 Health education, 1 credit<br />
Objectives<br />
Student<br />
displays the aspiration <strong>and</strong> ability to ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> promote <strong>health</strong> with his/<br />
•<br />
displays the aspiration <strong>and</strong> ability to ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> promote <strong>health</strong> with his/<br />
her actions <strong>and</strong> knowledge<br />
underst<strong>and</strong>s <strong>in</strong> his/her own lifestyle <strong>and</strong> environment the factors that impact<br />
•<br />
physical, mental <strong>and</strong> <strong>social</strong> ability to function<br />
knows the mean<strong>in</strong>g of mental <strong>health</strong>, sexual <strong>health</strong> <strong>and</strong> human relations to<br />
•<br />
one’s wellbe<strong>in</strong>g<br />
knows the harms of smok<strong>in</strong>g <strong>and</strong> <strong>in</strong>toxicants <strong>and</strong> knows how to prevent <strong>health</strong><br />
•<br />
damag<strong>in</strong>g factors<br />
knows about lifestyles <strong>and</strong> habits that benefit <strong>health</strong><br />
•<br />
underst<strong>and</strong>s the l<strong>in</strong>ks between exercise, nutrition, rest, sleep, recreation, hu-<br />
•<br />
man relations <strong>and</strong> <strong>health</strong> <strong>and</strong> takes them <strong>in</strong>to account <strong>in</strong> his/her actions<br />
recognizes the basic factors that burden <strong>health</strong> <strong>and</strong> ability to work <strong>in</strong> the voca-<br />
•<br />
tional field <strong>and</strong> knows how to develop his/her work<strong>in</strong>g methods, the safety <strong>and</strong><br />
<strong>health</strong><strong>in</strong>ess of his/her work<strong>in</strong>g environment <strong>in</strong> cooperation with others<br />
knows how to prevent <strong>in</strong>juries typical of the <strong>vocational</strong> field when work<strong>in</strong>g,<br />
•<br />
copes with the most common first aid situations <strong>and</strong> how to get help as well as<br />
how to act ergonomically<br />
knows about the <strong>health</strong> differences of the population <strong>and</strong> the risk factors of the<br />
•<br />
most common national diseases <strong>and</strong> how to prevent them<br />
recognizes the factors that <strong>in</strong>fluence his/her endurance <strong>and</strong> knows how to work<br />
•<br />
to promote it<br />
knows how to use student <strong>and</strong> other <strong>health</strong><strong>care</strong> services, engage <strong>in</strong> <strong>health</strong> en-<br />
•<br />
hanc<strong>in</strong>g physical activity <strong>and</strong> underst<strong>and</strong>s their significance to ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
his/her ability to function.<br />
247
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g <strong>and</strong><br />
promot<strong>in</strong>g physical,<br />
psychological <strong>and</strong><br />
<strong>social</strong> <strong>health</strong> <strong>and</strong><br />
wellbe<strong>in</strong>g<br />
Follow<strong>in</strong>g the method<br />
of operation that<br />
promote physical,<br />
psychological <strong>and</strong><br />
<strong>social</strong> <strong>health</strong> <strong>and</strong><br />
safety of the operat<strong>in</strong>g<br />
environment<br />
Mak<strong>in</strong>g use of <strong>health</strong><br />
enhanc<strong>in</strong>g physical<br />
activity <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> services<br />
Prevention of <strong>in</strong>juries,<br />
first aid <strong>and</strong> ergonomic<br />
activity<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
takes <strong>in</strong>to account, under<br />
<strong>in</strong>struction, the most common<br />
lifestyles <strong>and</strong> habits<br />
that benefit <strong>health</strong> (such as<br />
physical exercise, nutrition,<br />
rest, sleep, recreation, mental<br />
<strong>health</strong>, human relations,<br />
sexual <strong>health</strong>) <strong>and</strong> is will<strong>in</strong>g<br />
to promote his/her own<br />
<strong>health</strong> <strong>and</strong> endurance<br />
follows the methods of operation<br />
of the organization<br />
that promote <strong>health</strong> <strong>and</strong><br />
security but needs guidance<br />
<strong>in</strong> new situations<br />
plans <strong>and</strong> engages <strong>in</strong> <strong>health</strong><br />
promot<strong>in</strong>g exercise under<br />
guidance <strong>and</strong> knows how<br />
to search for help from<br />
<strong>health</strong><strong>care</strong> services when<br />
necessary<br />
recognizes possible <strong>in</strong>jury<br />
risks, knows how to get <strong>and</strong><br />
give first aid <strong>in</strong> most common<br />
situations requir<strong>in</strong>g<br />
first aid <strong>and</strong> also follows<br />
ergonomic procedures <strong>in</strong><br />
familiar situations<br />
takes <strong>in</strong>to account the most<br />
common lifestyles <strong>and</strong><br />
habits that benefit <strong>health</strong>,<br />
participates <strong>in</strong> activities<br />
that promote them <strong>and</strong> his/<br />
her own endurance<br />
takes <strong>in</strong>to account the factors<br />
that burden <strong>health</strong> <strong>and</strong><br />
his/her ability to function<br />
<strong>and</strong> wants to promote<br />
<strong>health</strong><strong>in</strong>ess <strong>and</strong> safety <strong>in</strong><br />
his/her actions <strong>and</strong> the<br />
operat<strong>in</strong>g environment<br />
engages <strong>in</strong> <strong>health</strong> promot<strong>in</strong>g<br />
exercise follow<strong>in</strong>g a<br />
programme made <strong>and</strong> uses<br />
<strong>health</strong><strong>care</strong> services when<br />
necessary<br />
prevents <strong>in</strong>juries with his/<br />
her actions, knows how to<br />
get <strong>and</strong> give first aid <strong>and</strong><br />
also follows ergonomic<br />
procedures<br />
acts <strong>in</strong> a way that promotes<br />
his/her <strong>health</strong>, wellbe<strong>in</strong>g<br />
<strong>and</strong> endurance, prevents<br />
factors that are harmful to<br />
<strong>health</strong> <strong>and</strong> justifies his/her<br />
actions with research data<br />
<strong>and</strong> experience that l<strong>in</strong>k<br />
together lifestyle <strong>and</strong> <strong>health</strong><br />
considers factors that impact<br />
<strong>health</strong> <strong>and</strong> safety from<br />
different po<strong>in</strong>ts of view <strong>and</strong><br />
promotes the wellbe<strong>in</strong>g of<br />
the community with his/<br />
her own actions<br />
makes use of the possibilities<br />
of <strong>health</strong> enhanc<strong>in</strong>g<br />
physical activity <strong>in</strong>dependently<br />
to help keep up his/<br />
her ability to function<br />
<strong>and</strong> knows how to use the<br />
<strong>health</strong> <strong>care</strong> services accord<strong>in</strong>gly<br />
acts <strong>care</strong>fully <strong>and</strong> prevents<br />
<strong>in</strong>juries, knows how to get<br />
<strong>and</strong> give first aid <strong>and</strong> also<br />
follows ergonomic procedures<br />
<strong>and</strong> sav<strong>in</strong>g him-/<br />
herself<br />
248
Possess<strong>in</strong>g the<br />
knowledge base of<br />
factors promot<strong>in</strong>g<br />
physical, psychological<br />
<strong>and</strong> <strong>social</strong><br />
<strong>health</strong> <strong>and</strong> ability to<br />
function <strong>and</strong> factors<br />
prevent<strong>in</strong>g national<br />
diseases <strong>and</strong> harm<strong>in</strong>g<br />
<strong>health</strong> as well as the<br />
adverse effects of the<br />
profession<br />
knows about the most common<br />
<strong>health</strong> hazards (such<br />
as smok<strong>in</strong>g <strong>and</strong> substance<br />
abuse) <strong>and</strong> also about the<br />
most common factors that<br />
burden <strong>health</strong> <strong>and</strong> condition<br />
<strong>and</strong> about national<br />
diseases but needs guidance<br />
to search for <strong>in</strong>formation<br />
on <strong>health</strong> promotion<br />
makes use of knowledge<br />
base that promotes <strong>health</strong><br />
<strong>and</strong> ability to function <strong>in</strong><br />
his/her activities, knows<br />
the factors harmful to one’s<br />
<strong>health</strong> as well as <strong>health</strong><br />
hazards due to un<strong>health</strong>y<br />
lifestyle <strong>and</strong> is aware of possible<br />
occupational <strong>health</strong><br />
issues<br />
utilises <strong>in</strong>formation that<br />
promotes <strong>health</strong> <strong>and</strong> ability<br />
to function <strong>in</strong> his/her activities<br />
variedly <strong>and</strong> searches<br />
for <strong>in</strong>formation on possible<br />
occupational <strong>health</strong> issues<br />
<strong>in</strong>dependently<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 3. Vocational ethics, 4. Health, safety <strong>and</strong> ability to function, 6. Susta<strong>in</strong>able<br />
development, 8. Communications <strong>and</strong> media skills, 10. Technology <strong>and</strong><br />
<strong>in</strong>formation technology<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Foundations<br />
of <strong>health</strong> (TE1) compensates for Health education studies <strong>in</strong> core subjects.<br />
5.1.9 Arts <strong>and</strong> culture, 1 credit<br />
Objectives<br />
Studen<br />
underst<strong>and</strong>s the mean<strong>in</strong>g of arts <strong>and</strong> culture <strong>in</strong> his/her own life <strong>and</strong> uses their<br />
•<br />
various forms <strong>in</strong> a multi-cultural community<br />
participates <strong>in</strong> art <strong>and</strong> culture events, develops culture <strong>in</strong> the school commu-<br />
•<br />
nity <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>s its aesthetic looks<br />
expresses ideas, experiences <strong>and</strong> feel<strong>in</strong>gs e. g. through music, dance, theatre,<br />
•<br />
literature or visual arts <strong>and</strong> appreciates the ways of expression <strong>and</strong> visions of<br />
others<br />
observes the pr<strong>in</strong>ciples of susta<strong>in</strong>able development <strong>in</strong> his/her choice of materi-<br />
•<br />
als <strong>and</strong> <strong>in</strong> work when plann<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>g tasks with<strong>in</strong> the <strong>vocational</strong><br />
field.<br />
249
5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Mak<strong>in</strong>g use of arts<br />
<strong>and</strong> culture<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
participates <strong>in</strong> art <strong>and</strong> culture<br />
events<br />
Creat<strong>in</strong>g a production plans <strong>and</strong> creates a product<br />
that displays his/her<br />
thoughts, experiences <strong>and</strong><br />
emotions under guidance,<br />
<strong>in</strong> the way that best suits<br />
him/her<br />
takes <strong>in</strong>to account, accord<strong>in</strong>g<br />
to the <strong>in</strong>structions sav<strong>in</strong>g<br />
energy <strong>and</strong> conserv<strong>in</strong>g<br />
nature <strong>in</strong> use of material<br />
<strong>and</strong> <strong>in</strong> his/her work<br />
Appreciation of the<br />
expression <strong>and</strong> views<br />
of the others<br />
tells about the cultural<br />
characteristics that he/she<br />
has recognized <strong>in</strong> the expressions<br />
of the others<br />
fosters the culture of the<br />
school community by<br />
ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g its aesthetic<br />
looks<br />
plans <strong>and</strong> creates a product<br />
that displays his/her<br />
thoughts, experiences <strong>and</strong><br />
emotions <strong>in</strong> a way that best<br />
suits him/her<br />
acts <strong>in</strong> a way that conserves<br />
nature <strong>and</strong> saves energy<br />
when us<strong>in</strong>g materials <strong>and</strong><br />
work<strong>in</strong>g<br />
gives constructive feedback<br />
on the expression <strong>and</strong> views<br />
of the others<br />
renews the culture of the<br />
school community by develop<strong>in</strong>g<br />
its aesthetic looks<br />
plans <strong>and</strong> creates a product,<br />
production or performance<br />
that portrays <strong>and</strong> displays<br />
his/her thoughts, experiences<br />
<strong>and</strong> emotions <strong>in</strong> a<br />
way that best suits him/her<br />
chooses the materials for<br />
his/her work <strong>in</strong> a way that<br />
it conserves nature <strong>and</strong><br />
saves energy<br />
develops his/her own expression<br />
by appreciat<strong>in</strong>g the<br />
views of the others<br />
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 6. Susta<strong>in</strong>able development,<br />
7. Aesthetics.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Me,<br />
visual images <strong>and</strong> culture (KU1), Environment, place <strong>and</strong> space (KU2), Music <strong>and</strong> me<br />
(MU1) or A polyphonic F<strong>in</strong>l<strong>and</strong> (MU2) compensate for Arts <strong>and</strong> culture studies <strong>in</strong><br />
core subjects.<br />
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5.2 Optional modules<br />
5.2.1 Optional additional modules to compulsory core subjects<br />
Core subjects listed <strong>in</strong> Section 5.1 can be chosen as Optional additional modules<br />
to core subjects. The education provider def<strong>in</strong>es their objectives, basic contents <strong>and</strong><br />
assessment.<br />
5.2.2 Environmental studies, 4 credits<br />
Objectives<br />
Student<br />
• observes ways of work<strong>in</strong>g <strong>and</strong> act<strong>in</strong>g that comply with the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>in</strong> a way they help him/her achieve <strong>and</strong> complement<br />
<strong>vocational</strong> skills <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• works <strong>in</strong> an energy sav<strong>in</strong>g way<br />
• prevents waste <strong>and</strong> sorts waste appropriately <strong>and</strong> also knows the lifespan of<br />
<strong>vocational</strong>ly relevant products e.g. food, plastics, paper <strong>and</strong> metal<br />
• works <strong>in</strong> a way that m<strong>in</strong>imizes environmental risks <strong>and</strong> preserves cultural heritage.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
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5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Targets of<br />
assessment<br />
Know<strong>in</strong>g the most<br />
important global,<br />
regional <strong>and</strong> local environmental<br />
problems<br />
<strong>and</strong> their proposed<br />
solutions as well as<br />
how to act accord<strong>in</strong>g<br />
to the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> responsible<br />
activity<br />
Knowledge of <strong>vocational</strong>ly<br />
essential<br />
waste management<br />
<strong>and</strong> prevention of<br />
waste<br />
Preservation of cultural<br />
heritage <strong>in</strong> a way<br />
that complements<br />
<strong>vocational</strong> skills<br />
Choos<strong>in</strong>g eco-efficient<br />
work<strong>in</strong>g methods<br />
<strong>and</strong> materials as<br />
well as recogniz<strong>in</strong>g<br />
the life span of the<br />
key products from<br />
the po<strong>in</strong>t of view of<br />
<strong>vocational</strong> skills<br />
Observ<strong>in</strong>g environmental<br />
legislation<br />
<strong>and</strong> act<strong>in</strong>g accord<strong>in</strong>g<br />
to environmental<br />
quality systems<br />
Obta<strong>in</strong><strong>in</strong>g <strong>and</strong> us<strong>in</strong>g<br />
<strong>in</strong>formation sources<br />
essential from the<br />
po<strong>in</strong>t of view of<br />
acquir<strong>in</strong>g <strong>vocational</strong><br />
skills<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the basic pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
<strong>in</strong> his/her work<br />
knows how to prevent<br />
waste <strong>and</strong> how to sort waste<br />
under guidance <strong>in</strong> ord<strong>in</strong>ary<br />
duties<br />
recognizes the basics <strong>and</strong><br />
significance of cultural heritage<br />
under <strong>in</strong>struction<br />
chooses tools <strong>and</strong> materials<br />
that promote eco-efficiency<br />
under <strong>in</strong>struction<br />
work under <strong>in</strong>struction<br />
observ<strong>in</strong>g the essential environmental<br />
regulations <strong>in</strong><br />
the profession<br />
work under <strong>in</strong>struction<br />
observ<strong>in</strong>g environmental<br />
quality system<br />
searches under <strong>in</strong>struction<br />
for environmental <strong>in</strong>formation<br />
from different sources<br />
<strong>and</strong> modifies it to suit <strong>vocational</strong><br />
needs<br />
knows the challenges of<br />
susta<strong>in</strong>able development<br />
<strong>and</strong> how he/she can try to<br />
observe the pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development at<br />
work<br />
knows how to prevent<br />
waste <strong>and</strong> sorts waste accord<strong>in</strong>g<br />
to <strong>in</strong>structions<br />
knows how to preserve<br />
cultural heritage <strong>in</strong> his/her<br />
profession<br />
chooses tools <strong>and</strong> methods<br />
that promote eco-efficiency<br />
works accord<strong>in</strong>g to the<br />
environmental regulations<br />
works accord<strong>in</strong>g to the environmental<br />
quality systems<br />
<strong>in</strong> his/her profession<br />
sorts, compares <strong>and</strong> analyses<br />
gathered environmental<br />
<strong>in</strong>formation <strong>and</strong> modifies it<br />
to suit <strong>vocational</strong> needs<br />
knows the basics of circulation<br />
of matter <strong>and</strong> flow of<br />
energy on the earth<br />
knows challenges of susta<strong>in</strong>able<br />
development <strong>and</strong><br />
suggested solutions as well<br />
as how to act accord<strong>in</strong>g to<br />
the pr<strong>in</strong>ciples of susta<strong>in</strong>able<br />
development <strong>in</strong> his/<br />
her work<br />
knows how to prevent<br />
waste when design<strong>in</strong>g <strong>and</strong><br />
acquir<strong>in</strong>g products <strong>and</strong><br />
packag<strong>in</strong>g <strong>and</strong> sorts waste<br />
<strong>in</strong>dependently<br />
is active <strong>in</strong> the preservation<br />
of the cultural heritage <strong>in</strong><br />
his immediate environment<br />
<strong>and</strong> promotes it <strong>in</strong> his/her<br />
profession<br />
chooses tools <strong>and</strong> methods<br />
that promote eco-efficiency<br />
<strong>and</strong> also recognizes their<br />
impact on the lifespan<br />
acts accord<strong>in</strong>g to the environmental<br />
regulations <strong>and</strong><br />
foresees future changes<br />
participates actively <strong>in</strong> the<br />
draw<strong>in</strong>g up <strong>and</strong>/or development<br />
of the environmental<br />
quality system at the workplace<br />
sorts , compares <strong>and</strong> analyses<br />
gathered environmental<br />
<strong>in</strong>formation, modifies it<br />
<strong>in</strong>dependently <strong>and</strong> applies<br />
it <strong>in</strong> his/her work<br />
252
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 3. Vocational ethics,<br />
6. Susta<strong>in</strong>able development, 8. Communications <strong>and</strong> media skills, 10. Technology<br />
<strong>and</strong> <strong>in</strong>formation technology<br />
In validation of prior learn<strong>in</strong>g general upper secondary school course Environmental<br />
ecology (B13), compensates for 1 credit of Environmental studies <strong>in</strong> core<br />
subjects.<br />
5.2.3 Information <strong>and</strong> communications technology, 4 credits<br />
Objectives<br />
Student<br />
• uses IT tools <strong>and</strong> systems needed <strong>in</strong> work assignments <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong><br />
<strong>care</strong> sector to gather, process, modify, save <strong>and</strong> present data<br />
• adopts <strong>and</strong> applies new IT peripherals, processes <strong>and</strong> programs (if needed us<strong>in</strong>g<br />
helpdesk)<br />
• works us<strong>in</strong>g efficient methods <strong>and</strong> procedures, such as touch typ<strong>in</strong>g <strong>and</strong> different<br />
mouse techniques<br />
• uses operat<strong>in</strong>g systems software <strong>and</strong> makes use of applications software, such as<br />
word process<strong>in</strong>g, spread sheet, email, presentation graphics <strong>and</strong> calendar software<br />
to produce, edit <strong>and</strong> present <strong>in</strong>formation needed <strong>in</strong> work assignments<br />
• manages the files produced by the applications software used <strong>in</strong> work assignments<br />
<strong>and</strong> searches for <strong>in</strong>formation needed <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
us<strong>in</strong>g different search eng<strong>in</strong>es <strong>and</strong> applications<br />
• uses the needed network communications methods <strong>and</strong> applications to send<br />
<strong>and</strong> share <strong>in</strong>formation <strong>in</strong> work assignments<br />
• observes copyright, <strong>in</strong>formation security <strong>and</strong> confidentiality <strong>in</strong>structions <strong>and</strong><br />
regulations<br />
• uses ergonomically correct work<strong>in</strong>g postures.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
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5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Targets of<br />
assessment<br />
Acquir<strong>in</strong>g <strong>and</strong> process<strong>in</strong>g<br />
<strong>in</strong>formation<br />
Information process<strong>in</strong>g<br />
<strong>and</strong> edit<strong>in</strong>g<br />
Send<strong>in</strong>g <strong>and</strong> shar<strong>in</strong>g<br />
of <strong>in</strong>formation<br />
Observ<strong>in</strong>g copyrights,<br />
<strong>in</strong>formation security,<br />
confidentiality <strong>and</strong><br />
ergonomics<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
searches, saves <strong>and</strong> copies<br />
files needed for work assignments<br />
<strong>and</strong> also searches<br />
for <strong>in</strong>formation needed<br />
for work assignments from<br />
onl<strong>in</strong>e services<br />
uses application software <strong>in</strong><br />
his/her work assignments,<br />
such as word process<strong>in</strong>g,<br />
spreadsheet, email, presentation<br />
graphics <strong>and</strong> calendar<br />
software<br />
uses web communications<br />
methods <strong>in</strong> work assignments<br />
acts accord<strong>in</strong>g to copyright,<br />
<strong>in</strong>formation <strong>and</strong> data security<br />
<strong>and</strong> ergonomics <strong>in</strong>structions<br />
<strong>and</strong> regulations<br />
knows how to use professionally<br />
relevant files <strong>and</strong><br />
web search eng<strong>in</strong>es appropriately<br />
<strong>and</strong> efficiently<br />
uses application software<br />
efficiently to produce <strong>and</strong><br />
edit work related data<br />
uses different web communications<br />
methods efficiently<br />
to send <strong>and</strong> share<br />
work related <strong>in</strong>formation<br />
uses ergonomically recommended<br />
ways of work<strong>in</strong>g<br />
takes <strong>in</strong>to account the technical<br />
limitations <strong>and</strong> possibilities<br />
<strong>in</strong> file management<br />
applies professionally relevant<br />
web search eng<strong>in</strong>es<br />
case-by-case <strong>and</strong> situationby-situation<br />
<strong>and</strong> uses them<br />
actively <strong>and</strong> also assesses<br />
the reliability <strong>and</strong> suitability<br />
of the <strong>in</strong>formation<br />
gathered<br />
uses application software<br />
variedly to produce <strong>and</strong><br />
edit <strong>in</strong>formation accord<strong>in</strong>g<br />
to different work<strong>in</strong>g situations<br />
<strong>and</strong> circumstances<br />
applies the alternatives offered<br />
web communications<br />
to the different work related<br />
situations <strong>and</strong> needs,<br />
as well as takes <strong>in</strong>to account<br />
the responsibility <strong>and</strong> safety<br />
aspects concerned<br />
foresees <strong>and</strong> considers <strong>in</strong>formation<br />
<strong>and</strong> data security<br />
risks <strong>and</strong> develops his/her<br />
work<strong>in</strong>g environment <strong>and</strong><br />
methods with <strong>in</strong>formation<br />
<strong>and</strong> data security <strong>and</strong> ergonomics<br />
objectives <strong>in</strong> m<strong>in</strong>d<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 8. Communications <strong>and</strong> media skills, 9. Mathematics <strong>and</strong> natural sciences,<br />
10. Technology <strong>and</strong> <strong>in</strong>formation technology<br />
The <strong>qualification</strong> requirements for general upper secondary schools do not<br />
<strong>in</strong>clude a course that would compensate for the Information <strong>and</strong> communications<br />
technology studies <strong>in</strong> <strong>vocational</strong> upper secondary education.<br />
254
5.2.4 Ethics, 4 credits<br />
Objectives<br />
Student<br />
• ponders the mean<strong>in</strong>g of values, norms <strong>and</strong> views <strong>in</strong> his/her life, personal relationships<br />
<strong>and</strong> <strong>in</strong> work<br />
• justifies his/her choices <strong>and</strong> is able to assess their impact on human dignity,<br />
justice <strong>and</strong> susta<strong>in</strong>able development<br />
• shows honesty <strong>and</strong> responsibility <strong>in</strong> his/her actions, respects other people <strong>and</strong><br />
also shows good manners <strong>in</strong> his/her work <strong>and</strong> human relationships<br />
• ponders ethical questions <strong>and</strong> problems that relate to his/her own life, relationships,<br />
society, environment <strong>and</strong> work<strong>in</strong>g life<br />
• knows how to solve both alone <strong>and</strong> with other people work<strong>in</strong>g life related<br />
value <strong>and</strong> norm contradictions <strong>in</strong> his/her own <strong>vocational</strong> field <strong>in</strong> an ethically<br />
acceptable way<br />
• acts ethically <strong>in</strong> different contradiction <strong>and</strong> crisis situations<br />
• has the read<strong>in</strong>ess to participate <strong>in</strong> the development of value basis <strong>and</strong> ethical<br />
pr<strong>in</strong>ciples <strong>in</strong> his/her own <strong>vocational</strong> field<br />
• gathers <strong>in</strong>formation on the vocation ethic value basis of his/her own <strong>and</strong> other<br />
<strong>vocational</strong> fields <strong>and</strong> underst<strong>and</strong>s <strong>and</strong> uses it as a <strong>vocational</strong> resource at work<br />
• observes <strong>and</strong> recognizes ethic problems <strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector,<br />
processes them <strong>and</strong> presents justified views on them.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
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5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Targets of<br />
assessment<br />
Ponder<strong>in</strong>g ethical<br />
questions<br />
Ethical actions<br />
Acquir<strong>in</strong>g <strong>in</strong>formation<br />
<strong>and</strong> us<strong>in</strong>g ethic<br />
knowledge base at<br />
work<br />
Process<strong>in</strong>g value <strong>and</strong><br />
norm contradictions<br />
at work<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
discusses values related to<br />
his/her own life <strong>and</strong> relationships<br />
under <strong>in</strong>struction<br />
<strong>and</strong> talks about ethical <strong>and</strong><br />
world view questions<br />
observes good manners <strong>and</strong><br />
responsibilities at work <strong>and</strong><br />
<strong>in</strong> its problem situations<br />
but need support <strong>and</strong> <strong>in</strong>struction<br />
<strong>in</strong> new situations<br />
searches for <strong>in</strong>formation<br />
on ethical questions <strong>in</strong> his/<br />
her <strong>vocational</strong> field under<br />
<strong>in</strong>struction <strong>and</strong> uses<br />
knowledge base <strong>in</strong> familiar<br />
situations<br />
knows how to detect ethical<br />
problem situations <strong>in</strong> his/<br />
her profession <strong>and</strong> solves<br />
work related value <strong>and</strong><br />
norm contradictions ethically<br />
together with members<br />
of the community<br />
discusses ethical, world<br />
view questions as well as<br />
questions <strong>and</strong> values related<br />
to his/her own life <strong>and</strong> human<br />
relations<br />
acts responsibly <strong>and</strong> ethically<br />
at work <strong>and</strong> <strong>in</strong> work<strong>in</strong>g<br />
life contradiction <strong>and</strong><br />
crisis situations<br />
searches for <strong>in</strong>formation<br />
on <strong>vocational</strong>ly ethical<br />
knowledge base of his/her<br />
own <strong>and</strong> other fields <strong>and</strong><br />
uses it <strong>in</strong> his/her own life<br />
<strong>and</strong> work<br />
recognizes ethical problem<br />
situations <strong>in</strong> his/her profession<br />
<strong>and</strong> searches for solutions<br />
to these problems together<br />
with others <strong>and</strong> also<br />
assesses the impact of the<br />
solution from the po<strong>in</strong>t-ofview<br />
of the key parties<br />
ponders the significance of<br />
values, norms <strong>and</strong> different<br />
world views <strong>in</strong> his/her<br />
own life, <strong>in</strong> relationships<br />
between other people <strong>and</strong><br />
<strong>in</strong> work<strong>in</strong>g life <strong>and</strong> society<br />
as a whole<br />
acts <strong>in</strong>dependently, responsibly<br />
<strong>and</strong> ethically <strong>in</strong> work<br />
<strong>and</strong> work<strong>in</strong>g life contradiction<br />
<strong>and</strong> crisis situations<br />
<strong>and</strong> knows how to justify<br />
his/her actions<br />
actively acquires <strong>in</strong>formation<br />
on <strong>vocational</strong>ly ethical<br />
knowledge base of his/her<br />
own <strong>and</strong> other fields <strong>and</strong><br />
uses it as a professional<br />
resource<br />
justifies his/her choices <strong>and</strong><br />
wants to participate <strong>in</strong> the<br />
development of the ethical<br />
pr<strong>in</strong>ciples <strong>and</strong> value basis<br />
his/her own field<br />
recognizes <strong>in</strong>dependently<br />
the ethical problem situations<br />
<strong>in</strong> work<strong>in</strong>g life <strong>and</strong><br />
<strong>in</strong> his/her own <strong>vocational</strong><br />
field, knows how to solve<br />
them ethically <strong>and</strong> assess<br />
their impact on the basis of<br />
human dignity, justice <strong>and</strong><br />
susta<strong>in</strong>able development<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 3. Vocational ethics,<br />
6. Susta<strong>in</strong>able development, 8. Communications <strong>and</strong> media skills, 10. Technology<br />
<strong>and</strong> <strong>in</strong>formation technology<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Introduction<br />
<strong>in</strong>to philosophical th<strong>in</strong>k<strong>in</strong>g (FI1) <strong>and</strong> one of the follow<strong>in</strong>g entities a) Nature<br />
<strong>and</strong> significance of religion (UE1), The church, culture <strong>and</strong> society (UE2) <strong>and</strong> Human<br />
life <strong>and</strong> ethics (UE3), or b) The Orthodox world (UO1), Dogmatics <strong>and</strong> ethics (UO2),<br />
<strong>and</strong> Biblical studies (UO3) or c) A good life (ET1), The world view (ET2) <strong>and</strong> Individual<br />
<strong>and</strong> community (ET3) compensate for Ethics studies <strong>in</strong> core subjects.<br />
256
5.2.5 Cultural knowledge, 4 credits<br />
Objectives<br />
Student<br />
• gets along with people represent<strong>in</strong>g different cultures<br />
• knows how to greet <strong>and</strong> receive visitors <strong>and</strong> talk to them<br />
• is able to observe the limits of appropriateness <strong>in</strong> his/her activities, the different<br />
roles of men <strong>and</strong> women, the <strong>in</strong>structions on dress<strong>in</strong>g <strong>and</strong> behaviour as<br />
well as the unwritten rules <strong>and</strong> procedures<br />
• recognizes cultural differences <strong>in</strong> workplace behaviour, hierarchy <strong>and</strong> <strong>in</strong> workrelated<br />
public relations <strong>and</strong> behaves accord<strong>in</strong>gly <strong>in</strong> normal work situations,<br />
especially <strong>in</strong> customer service<br />
• describes his/her country’s common cultural features to representatives of other<br />
cultures: such as essential history, sights, arts, sports achievements <strong>and</strong> enterta<strong>in</strong>ment<br />
<strong>and</strong> also his/her craftsmanship, work<strong>in</strong>g methods <strong>and</strong> <strong>in</strong>novations <strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector<br />
• ponders the <strong>in</strong>terpretations of historical events <strong>in</strong> different countries <strong>and</strong> scales<br />
the mean<strong>in</strong>gful events <strong>and</strong> eras of his/her native region <strong>and</strong> home country<br />
aga<strong>in</strong>st the history of the neighbour<strong>in</strong>g countries <strong>and</strong> the world<br />
• compares the key cultural flows <strong>and</strong> icons <strong>in</strong> his/her country <strong>and</strong> Europe<br />
• recognizes his/her special features <strong>in</strong> other countries <strong>in</strong> his/her <strong>vocational</strong><br />
field.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
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5<br />
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Targets of<br />
assessment<br />
Tak<strong>in</strong>g <strong>in</strong>to account<br />
the most common<br />
cultural features<br />
Behaviour <strong>and</strong> dress<br />
code <strong>in</strong> different situations<br />
<strong>and</strong> meet<strong>in</strong>g<br />
different people<br />
Tak<strong>in</strong>g <strong>in</strong>to account<br />
the special features <strong>in</strong><br />
one’s <strong>vocational</strong> field<br />
Behav<strong>in</strong>g accord<strong>in</strong>g<br />
to organisation<br />
environment <strong>and</strong><br />
duties<br />
Tak<strong>in</strong>g essential<br />
cultural history <strong>and</strong><br />
present situation of<br />
the immigrants <strong>and</strong><br />
other m<strong>in</strong>ority cultures<br />
<strong>in</strong>to account<br />
Mak<strong>in</strong>g use of language<br />
skills <strong>and</strong> cultural<br />
knowledge<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
recognises general features<br />
of other cultures<br />
recognises cultural differences<br />
<strong>in</strong> people’s day-to-day<br />
activities <strong>in</strong> F<strong>in</strong>l<strong>and</strong> <strong>and</strong><br />
elsewhere<br />
recognizes the features of<br />
services <strong>and</strong> products <strong>in</strong><br />
his/her field <strong>in</strong> different<br />
countries<br />
recognizes the key factors <strong>in</strong><br />
his/her work<br />
searches for <strong>in</strong>formation on<br />
the backgrounds of immigrants<br />
<strong>and</strong> other m<strong>in</strong>ority<br />
cultures<br />
uses the language skills acquired<br />
<strong>in</strong> familiar situations<br />
recognizes cultural differences<br />
<strong>in</strong> other people’s<br />
activities<br />
works together with other<br />
people despite cultural differences<br />
compares the features of<br />
his/her culture to those <strong>in</strong><br />
other cultures<br />
tells foreign visitors essential<br />
th<strong>in</strong>gs about F<strong>in</strong>l<strong>and</strong><br />
<strong>and</strong> his/her work<br />
takes others <strong>in</strong>to account<br />
while work<strong>in</strong>g despite their<br />
ethnic background, language,<br />
disability or age<br />
uses the language skills<br />
acquired <strong>in</strong> <strong>in</strong>ternational<br />
<strong>in</strong>teraction situations<br />
takes <strong>in</strong>to account the<br />
cultural background of the<br />
people he/she meets<br />
meets foreign co-workers,<br />
clients <strong>and</strong> visitors without<br />
cultural conflicts<br />
takes <strong>in</strong>to account the features<br />
of other cultures <strong>in</strong><br />
his/her actions<br />
develops his/her own organisation<br />
based on the<br />
experiences he/she received<br />
from others<br />
takes others <strong>in</strong>to account<br />
while plann<strong>in</strong>g his/her<br />
work <strong>and</strong> work<strong>in</strong>g despite<br />
their ethnic background,<br />
language, disability or age<br />
works <strong>in</strong> <strong>in</strong>ternational connections<br />
us<strong>in</strong>g his/her language<br />
skills<br />
Key competences for lifelong learn<strong>in</strong>g: 2. Interaction <strong>and</strong> cooperation, 8. Communications<br />
<strong>and</strong> media skills, 11. Active citizenship <strong>and</strong> different cultures.<br />
The <strong>qualification</strong> requirements for general upper secondary schools do not<br />
<strong>in</strong>clude a course that would compensate for the Cultural knowledge studies <strong>in</strong> <strong>vocational</strong><br />
upper secondary education.<br />
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5.2.6 Psychology, 4 credits<br />
Objectives<br />
Student<br />
• observes <strong>and</strong> underst<strong>and</strong>s widely man <strong>and</strong> the factors affect<strong>in</strong>g his activities<br />
• recognizes, acknowledges <strong>and</strong> processes psychic phenomena with the help of<br />
psychological knowledge <strong>and</strong> concepts<br />
• applies psychological knowledge to work<strong>in</strong>g <strong>in</strong> his/her <strong>vocational</strong> field<br />
• applies the psychology of learn<strong>in</strong>g to his/her own studies<br />
• knows how to observe <strong>and</strong> th<strong>in</strong>k critically<br />
• knows how to observe the impact of feel<strong>in</strong>gs <strong>in</strong> different <strong>in</strong>teraction <strong>and</strong> group<br />
situations<br />
• expla<strong>in</strong>s his/her behaviour <strong>and</strong> that of others us<strong>in</strong>g psychological <strong>and</strong> <strong>social</strong><br />
psychological knowledge<br />
• knows how to act <strong>in</strong> a way that promotes his/her psychological wellbe<strong>in</strong>g <strong>and</strong><br />
cop<strong>in</strong>g with duties <strong>in</strong> the <strong>vocational</strong> field<br />
• performs well <strong>in</strong> customer service <strong>and</strong> group work situations <strong>in</strong> the <strong>social</strong> <strong>and</strong><br />
<strong>health</strong> <strong>care</strong> sector.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
Targets of<br />
assessment<br />
Knowledge of psychological<br />
concepts<br />
<strong>and</strong> expla<strong>in</strong><strong>in</strong>g <strong>and</strong><br />
underst<strong>and</strong><strong>in</strong>g human<br />
behaviour<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
knows the common concepts<br />
of psychology <strong>and</strong> underst<strong>and</strong>s<br />
their connection<br />
to human behaviour<br />
uses psychological <strong>in</strong>formation<br />
to expla<strong>in</strong> human<br />
behaviour <strong>in</strong> common<br />
everyday <strong>and</strong> work<strong>in</strong>g life<br />
situations<br />
is able to apply his/her<br />
knowledge of cognitive<br />
psychology <strong>and</strong> personality<br />
psychology to common<br />
work<strong>in</strong>g life situations<br />
<strong>and</strong> is able to expla<strong>in</strong> his/<br />
her behaviour <strong>and</strong> the behaviour<br />
of others through<br />
them<br />
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Knowledge of the<br />
development of<br />
human psyche<br />
Learn<strong>in</strong>g <strong>and</strong> selfawareness<br />
Underst<strong>and</strong><strong>in</strong>g the<br />
effect of motivation,<br />
feel<strong>in</strong>gs <strong>and</strong> commitment<br />
on his/her<br />
work performance<br />
<strong>and</strong> that of others<br />
Ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g psychological<br />
capability to<br />
work <strong>and</strong> function<strong>in</strong>g<br />
Act<strong>in</strong>g <strong>in</strong> human<br />
relationship <strong>and</strong><br />
<strong>in</strong>teractive situations<br />
<strong>in</strong> the workplace<br />
Knowledge of the<br />
<strong>social</strong> aspect of<br />
socio- psychological<br />
<strong>in</strong>formation<br />
knows the psychological,<br />
biological <strong>and</strong> <strong>social</strong> factors<br />
that form the basis for<br />
<strong>in</strong>dividual psychological<br />
development<br />
knows key factors that affect<br />
the learn<strong>in</strong>g situation<br />
takes the significance of<br />
motivation, feel<strong>in</strong>gs <strong>and</strong><br />
commitment <strong>in</strong>to account<br />
<strong>in</strong> his/her own performance<br />
promotes his/her psychological<br />
capability to work<br />
<strong>and</strong> function under <strong>in</strong>struction<br />
applies the most essential<br />
psychological knowledge<br />
when act<strong>in</strong>g <strong>in</strong> common<br />
workplace customer service<br />
<strong>and</strong> <strong>in</strong>teractive situations<br />
knows the key concepts of<br />
<strong>social</strong> psychology<br />
underst<strong>and</strong>s the <strong>in</strong>ter-relations<br />
of the factors form<strong>in</strong>g<br />
the foundations for psychological<br />
development <strong>in</strong><br />
different phases of life <strong>and</strong><br />
at different ages<br />
assesses his/her own learn<strong>in</strong>g,<br />
under <strong>in</strong>struction<br />
rely<strong>in</strong>g on psychological<br />
knowledge<br />
works with different people<br />
<strong>in</strong> his/her work <strong>and</strong> study<br />
community <strong>and</strong> underst<strong>and</strong>s<br />
the significance of<br />
motivation <strong>and</strong> commitment<br />
on performance<br />
underst<strong>and</strong>s the impacts<br />
of committ<strong>in</strong>g to work<br />
<strong>and</strong> <strong>in</strong>dentify<strong>in</strong>g oneself<br />
with the group on work<br />
performances <strong>and</strong> cop<strong>in</strong>g<br />
at work<br />
knows how to ma<strong>in</strong>ta<strong>in</strong><br />
psychological well-be<strong>in</strong>g<br />
<strong>and</strong> contributes to the wellbe<strong>in</strong>g<br />
of the workplace<br />
underst<strong>and</strong>s the complexity<br />
of def<strong>in</strong><strong>in</strong>g mental <strong>health</strong><br />
knows the significance of<br />
<strong>social</strong> <strong>in</strong>teraction <strong>and</strong> culture<br />
<strong>in</strong> psychological human<br />
behaviour <strong>and</strong> recognizes<br />
different methods of<br />
leadership <strong>and</strong> their <strong>in</strong>fluence<br />
on the work culture<br />
underst<strong>and</strong>s the effect of<br />
the roles, norms <strong>and</strong> group<br />
dynamics <strong>in</strong> different <strong>social</strong><br />
groups<br />
underst<strong>and</strong>s the possible<br />
problems of psychological<br />
development <strong>and</strong> underst<strong>and</strong>s<br />
the development can<br />
be <strong>in</strong>fluenced<br />
underst<strong>and</strong>s the learn<strong>in</strong>g<br />
process through psychological<br />
knowledge <strong>and</strong> applies<br />
it <strong>in</strong> his/her studies<br />
applies basic psychological<br />
knowledge of human<br />
th<strong>in</strong>k<strong>in</strong>g, observation,<br />
personality features, feel<strong>in</strong>gs<br />
<strong>and</strong> other mechanisms<br />
regulat<strong>in</strong>g behaviour<br />
uses psychological knowledge<br />
to improve his/her<br />
self-knowledge <strong>and</strong> selfimage<br />
acknowledges his/her own<br />
feel<strong>in</strong>gs <strong>and</strong> those of others<br />
<strong>and</strong> also controls his/<br />
her feel<strong>in</strong>gs <strong>and</strong> attitude <strong>in</strong><br />
work<strong>in</strong>g life accord<strong>in</strong>gly<br />
acknowledges the psychological<br />
factors that affect<br />
his/her own endurance <strong>and</strong><br />
stress management <strong>and</strong> also<br />
knows how to <strong>in</strong>fluence<br />
them <strong>in</strong> a way that promotes<br />
his/her endurance<br />
knows how to get help <strong>in</strong><br />
his/her own mental <strong>health</strong><br />
questions or those of persons<br />
<strong>in</strong> his/her immediate<br />
family<br />
works cooperatively <strong>in</strong><br />
different roles <strong>and</strong> underst<strong>and</strong>s<br />
the mean<strong>in</strong>g of<br />
leadership<br />
underst<strong>and</strong>s the behaviour<br />
of people from different<br />
<strong>social</strong> <strong>and</strong> cultural backgrounds<br />
through <strong>social</strong><br />
psychology<br />
260
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 3. Health, safety <strong>and</strong> ability to function.<br />
In validation of prior learn<strong>in</strong>g general upper secondary school courses Mental<br />
activity, learn<strong>in</strong>g <strong>and</strong> <strong>in</strong>teraction (PS1) compensates for one credit of Psychology<br />
studies <strong>in</strong> core subjects. If the student has also completed Human psychological development<br />
(PS2), Motivation, emotions <strong>and</strong> higher-level cognitive activity (PS4) <strong>and</strong><br />
Personality <strong>and</strong> mental <strong>health</strong> (PS5), they compensate for Psychology studies <strong>in</strong> core<br />
subjects.<br />
5.2.7 Entrepreneurship, 4 credits<br />
Objectives<br />
Student<br />
• develops bus<strong>in</strong>ess idea or productises his/her own knowhow <strong>in</strong>to entrepreneurship<br />
• assesses the development needs based on changes <strong>in</strong> operat<strong>in</strong>g environment<br />
<strong>in</strong> the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> sector, customers’ needs, competition, work<strong>in</strong>g<br />
environment <strong>and</strong> his/her own expertise<br />
• follows the pr<strong>in</strong>ciples of profitable bus<strong>in</strong>ess operations <strong>in</strong> his/her entrepreneurship<br />
<strong>and</strong> also takes <strong>in</strong>to account the cost structure of the operation <strong>and</strong> the<br />
impact his/her own work <strong>in</strong>put has on profitability.<br />
Assessment<br />
The table comprises the assessment criteria for three levels of competence together<br />
with the targets of assessment. In <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
the targets of assessment also constitute the core contents of the module.<br />
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS<br />
Targets of<br />
assessment<br />
Develop<strong>in</strong>g a bus<strong>in</strong>ess<br />
idea or productis<strong>in</strong>g<br />
one’s own skills<br />
Plann<strong>in</strong>g bus<strong>in</strong>ess<br />
activities<br />
Assessment criteria<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
develops a bus<strong>in</strong>ess idea<br />
as a member of a group or<br />
productises his/her own<br />
expertise under <strong>in</strong>struction<br />
def<strong>in</strong>es procedures, central<br />
services or products related<br />
to his/her bus<strong>in</strong>ess operations<br />
under <strong>in</strong>struction<br />
acquires under <strong>in</strong>struction<br />
<strong>in</strong>formation on product or<br />
service development needs<br />
based on e.g. changes <strong>in</strong><br />
operat<strong>in</strong>g environment,<br />
customer needs, competition<br />
or company expertise<br />
surveys different alternative<br />
solutions under <strong>in</strong>struction<br />
compares different options<br />
under <strong>in</strong>struction<br />
chooses the alternative to<br />
be carried out under <strong>in</strong>struction<br />
<strong>and</strong> draws up an<br />
operation plan for it that<br />
conta<strong>in</strong>s the key <strong>in</strong>formation<br />
on execution<br />
talks about the plan <strong>and</strong><br />
makes the changes agreed<br />
on<br />
develops a bus<strong>in</strong>ess idea<br />
as a member of a group or<br />
productises his/her own<br />
expertise<br />
f<strong>in</strong>ds out about operational<br />
or bus<strong>in</strong>ess ideas related to<br />
his/her bus<strong>in</strong>ess operations<br />
<strong>and</strong> key services <strong>and</strong> products<br />
work<strong>in</strong>g <strong>in</strong> a group<br />
acquires <strong>in</strong>formation on<br />
product or service development<br />
needs based on<br />
e.g. changes <strong>in</strong> operat<strong>in</strong>g<br />
environment, customer<br />
needs, competition or company<br />
expertise work<strong>in</strong>g <strong>in</strong><br />
a group<br />
surveys different alternative<br />
solutions<br />
<strong>in</strong> his/her work compares<br />
options <strong>and</strong> sets quality <strong>and</strong><br />
cost objectives that take<br />
susta<strong>in</strong>able development<br />
<strong>in</strong>to account<br />
presents the alternatives to<br />
e. g. an expert, the foreman<br />
or clients<br />
chooses the option that is<br />
to be executed cooperatively<br />
<strong>and</strong> derives an operation<br />
plan for it that conta<strong>in</strong>s the<br />
basic <strong>in</strong>formation about the<br />
execution<br />
presents the plan <strong>and</strong><br />
changes it based on feedback<br />
received<br />
develops a bus<strong>in</strong>ess idea<br />
<strong>in</strong>dependently or productises<br />
his/her own expertise<br />
mak<strong>in</strong>g use of the expertise<br />
<strong>in</strong> the work<strong>in</strong>g community<br />
f<strong>in</strong>ds out about the operational<br />
or bus<strong>in</strong>ess ideas<br />
of different companies or<br />
organisations <strong>and</strong> key services<br />
<strong>and</strong> products related to<br />
bus<strong>in</strong>ess activities<br />
acquires <strong>in</strong>dependently<br />
<strong>in</strong>formation on product or<br />
service development needs<br />
based on e.g. changes <strong>in</strong><br />
operat<strong>in</strong>g environment,<br />
customer needs, competition<br />
or company expertise<br />
surveys different alternative<br />
solutions <strong>in</strong>dependently<br />
<strong>in</strong> his/her work compares<br />
options <strong>and</strong> sets quality <strong>and</strong><br />
cost objectives that take<br />
susta<strong>in</strong>able development<br />
<strong>in</strong>to account<br />
presents the alternatives he/<br />
she considers the best e. g.<br />
to an expert, the foreman<br />
or clients <strong>and</strong> negotiates on<br />
them<br />
chooses or agrees on the<br />
viable alternative <strong>and</strong> draws<br />
up an operation plan for it<br />
that conta<strong>in</strong>s the key <strong>in</strong>formation<br />
on execution<br />
presents the plan <strong>and</strong> develops<br />
it based on feedback<br />
received<br />
262
Execut<strong>in</strong>g development<br />
projects or<br />
bus<strong>in</strong>ess activities<br />
Assessment of the<br />
execution of one’s<br />
own activities,<br />
projects or bus<strong>in</strong>ess<br />
operations<br />
Present<strong>in</strong>g of a development<br />
project or<br />
bus<strong>in</strong>ess operations<br />
Success <strong>and</strong> overall<br />
profitability of<br />
activities<br />
executes the operation plan<br />
drawn up under <strong>in</strong>struction<br />
executes the operation plan<br />
drawn up<br />
executes <strong>in</strong>dependently the<br />
operation plan drawn up<br />
adopts usual work<strong>in</strong>g methods,<br />
tools <strong>and</strong> materials<br />
required for the operation<br />
adopts usual work<strong>in</strong>g<br />
methods, tools <strong>and</strong> materials<br />
required for the operation<br />
uses work methods, tools<br />
<strong>and</strong> materials required for<br />
the operation plan <strong>in</strong> <strong>in</strong>ter-<br />
plan under <strong>in</strong>struction us<strong>in</strong>g<br />
plan us<strong>in</strong>g <strong>in</strong>formation action with his/her work<strong>in</strong>g<br />
<strong>in</strong>formation technology technology<br />
community us<strong>in</strong>g <strong>in</strong>formation<br />
technology<br />
works with experts under<br />
<strong>in</strong>struction <strong>in</strong> different<br />
stages of the activities<br />
works with experts <strong>in</strong> different<br />
stages of the activities<br />
uses expert networks <strong>in</strong> different<br />
stages of the activities<br />
works <strong>in</strong> the enterprise observ<strong>in</strong>g<br />
safety <strong>in</strong>structions<br />
<strong>and</strong> agreed pr<strong>in</strong>ciples of<br />
susta<strong>in</strong>able development<br />
assesses the progress of<br />
his/her own activities <strong>and</strong><br />
bus<strong>in</strong>ess operations under<br />
<strong>in</strong>struction<br />
makes the changes agreed<br />
on<br />
presents the execution<br />
phase <strong>and</strong> its results under<br />
<strong>in</strong>struction<br />
works under <strong>in</strong>struction <strong>in</strong><br />
his/her work or bus<strong>in</strong>ess<br />
activities observ<strong>in</strong>g profitability<br />
calculates the share of the<br />
cost accumulated by his/her<br />
own work <strong>in</strong>put<br />
works <strong>in</strong> the corporation<br />
observ<strong>in</strong>g safety <strong>in</strong>structions<br />
<strong>and</strong> agreed pr<strong>in</strong>ciples<br />
of susta<strong>in</strong>able development<br />
assesses the progress of his/<br />
her own activities <strong>and</strong> bus<strong>in</strong>ess<br />
operations<br />
agrees on possible changes<br />
presents the execution<br />
phase <strong>and</strong> its results<br />
works or runs his/her bus<strong>in</strong>ess<br />
operations observ<strong>in</strong>g<br />
profitability<br />
calculates the costs of the<br />
activities <strong>and</strong> the share accumulated<br />
by his/her own<br />
work <strong>in</strong>put<br />
works <strong>in</strong> the corporation<br />
observ<strong>in</strong>g safety <strong>in</strong>structions<br />
<strong>and</strong> especially the<br />
pr<strong>in</strong>ciples of quality <strong>and</strong><br />
susta<strong>in</strong>able development<br />
assesses the progress of his/<br />
her own activities <strong>and</strong> bus<strong>in</strong>ess<br />
operations aga<strong>in</strong>st the<br />
objectives set<br />
makes justified change or<br />
improvement suggestions<br />
<strong>and</strong> agrees on their execution<br />
presents his/her whole<br />
development project or<br />
bus<strong>in</strong>ess operations <strong>and</strong> its<br />
results <strong>in</strong> a way that fits the<br />
nature of the project<br />
works, acts <strong>in</strong> a work<strong>in</strong>g<br />
community or runs his/her<br />
bus<strong>in</strong>ess operations observ<strong>in</strong>g<br />
profitability<br />
works cost-efficiently while<br />
consider<strong>in</strong>g time <strong>and</strong> other<br />
available resources <strong>and</strong> also<br />
calculates the costs of the<br />
operation <strong>and</strong> the share accumulated<br />
by his/her own<br />
work <strong>in</strong>put<br />
Key competences for lifelong learn<strong>in</strong>g: 1. Learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, 2. Interaction <strong>and</strong><br />
cooperation, 5. Initiative <strong>and</strong> entrepreneurship, 6. Susta<strong>in</strong>able development, 10.<br />
Technology <strong>and</strong> <strong>in</strong>formation technology<br />
The <strong>qualification</strong> requirements for general upper secondary schools do not<br />
<strong>in</strong>clude a course that would compensate for Entrepreneurship studies <strong>in</strong> <strong>vocational</strong><br />
upper secondary education.<br />
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6<br />
FREE CHOICE MODULES IN CURRICULUM-BASED<br />
VOCATIONAL EDUCATION AND TRAINING, 10 CREDITS<br />
A student is to <strong>in</strong>clude 10 credits of free choice modules <strong>in</strong>to his/her studies, the<br />
objectives <strong>and</strong> assessment of which are to be <strong>in</strong>cluded <strong>in</strong> the student’s personal study<br />
plan.<br />
Free choice modules can be <strong>vocational</strong> studies <strong>in</strong> one’s own or other <strong>vocational</strong><br />
fields, or core subjects, general upper secondary studies or studies prepar<strong>in</strong>g for the<br />
matriculation exam<strong>in</strong>ation or further studies, work<strong>in</strong>g experience or guided hobbies,<br />
which support the general <strong>and</strong> <strong>vocational</strong> tra<strong>in</strong><strong>in</strong>g objectives <strong>and</strong> the growth<br />
of the student’s personality.<br />
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7<br />
STUDENT ASSESSMENT IN CURRICULUM-BASED<br />
VOCATIONAL UPPER SECONDARY EDUCATION AND<br />
TRAINING<br />
7.1 Tasks <strong>and</strong> objectives of assessment<br />
In addition to what the Act on Chang<strong>in</strong>g the Act on Vocational Education <strong>and</strong><br />
Tra<strong>in</strong><strong>in</strong>g (Act 601/2005, section 25) stipulates, assessment is used to guide, motivate<br />
<strong>and</strong> encourage a student to reach the objectives <strong>and</strong> support him/her to develop<br />
a positive self-image <strong>and</strong> grow as a professional. In addition to guid<strong>in</strong>g <strong>and</strong> support<strong>in</strong>g,<br />
the student assessment is to produce <strong>in</strong>formation on students’ competence for<br />
the student him-/herself, the teacher <strong>and</strong> employer as well as for possible apply<strong>in</strong>g<br />
for further studies.<br />
7.2 Inform<strong>in</strong>g about assessment<br />
The implementation of student assessment forms an entity, <strong>in</strong> which the education<br />
provider must <strong>in</strong>clude <strong>in</strong> its curriculum a plan on how to assess the various <strong>qualification</strong><br />
modules. It <strong>in</strong>cludes a plan on the implementation <strong>and</strong> assessment of skills<br />
demonstrations approved by the local board for <strong>vocational</strong> skills demonstrations<br />
(Act 601/2005, section 25 a).<br />
Before the studies beg<strong>in</strong>, the students <strong>and</strong> all those tak<strong>in</strong>g part <strong>in</strong> the assessment<br />
process must be <strong>in</strong>formed of the assessment pr<strong>in</strong>ciples <strong>and</strong> how they are to<br />
be applied (Decree 603/2005, section 3). The matters to be <strong>in</strong>formed are at least<br />
the tasks <strong>and</strong> objectives of assessment, recognition <strong>and</strong> validation of prior learn<strong>in</strong>g,<br />
assessment of learn<strong>in</strong>g <strong>and</strong> competence <strong>in</strong>clud<strong>in</strong>g on-the-job learn<strong>in</strong>g <strong>and</strong> skills<br />
demonstrations, targets <strong>and</strong> criteria of assessment, decid<strong>in</strong>g on the grade, reassessment<br />
process <strong>and</strong> improv<strong>in</strong>g the grades, rectification of assessment <strong>and</strong> receiv<strong>in</strong>g a<br />
<strong>qualification</strong> certificate.<br />
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7.3 Recognition <strong>and</strong> validation of a student’s prior learn<strong>in</strong>g<br />
The education provider is to <strong>in</strong>form the student of what k<strong>in</strong>d of material <strong>and</strong> documents<br />
must be presented for the recognition of prior learn<strong>in</strong>g <strong>and</strong> when the student<br />
must apply for recognition of prior learn<strong>in</strong>g (Decree 603/2005, section 3).<br />
Recognition of prior learn<strong>in</strong>g<br />
In addition to what the Government Decree on amend<strong>in</strong>g the Decree on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree 603/ 2005, section 10 (1) stipulates, a student’s<br />
competence must be assessed as early as at the beg<strong>in</strong>n<strong>in</strong>g of the studies. The student’s<br />
competence <strong>and</strong> its level must be <strong>in</strong>vestigated for the identification of his/her<br />
strengths <strong>and</strong> for the recognition of prior learn<strong>in</strong>g. Recognition of prior learn<strong>in</strong>g<br />
forms the basis when sett<strong>in</strong>g his/her personal objectives, but also to be able to determ<strong>in</strong>e<br />
the amount of guidance <strong>and</strong> support needed.<br />
Recognition of prior learn<strong>in</strong>g calls for an assessment discussion <strong>in</strong> which the<br />
student <strong>and</strong> teacher or teachers participate. To promote recognition of prior learn<strong>in</strong>g<br />
different facilitat<strong>in</strong>g assessment methods must be developed.<br />
Validation of prior learn<strong>in</strong>g<br />
In addition to what the Act on Amend<strong>in</strong>g the Act on Vocational Education <strong>and</strong><br />
Tra<strong>in</strong><strong>in</strong>g <strong>and</strong> the Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong><br />
Tra<strong>in</strong><strong>in</strong>g stipulate (Act 601/2005, section 30, Decree 603/ 2005, section 12 a), recognition<br />
on prior learn<strong>in</strong>g is to prevent overlapp<strong>in</strong>g studies <strong>and</strong> shorten the study<br />
time.<br />
If the recognition process shows that the objectives set for the module <strong>in</strong> question,<br />
or part thereof, have been reached, such prior learn<strong>in</strong>g is validated. Validation<br />
of prior learn<strong>in</strong>g is recorded <strong>in</strong> the student’s personal study plan. More detailed<br />
<strong>in</strong>formation on personal study plan <strong>in</strong> Chapter 8.1.<br />
Validation of prior learn<strong>in</strong>g is part of student assessment <strong>and</strong> it is subject to<br />
the same statutes as other forms of assessment (Act 601/2005, sections 25, 25a <strong>and</strong><br />
25c). Studies <strong>in</strong> the <strong>qualification</strong> to be completed can be substituted or accredited<br />
by validation of prior learn<strong>in</strong>g. The modules substituted by the validation of prior<br />
learn<strong>in</strong>g are marked <strong>in</strong> the <strong>qualification</strong> certificate (Chapter 7.9). The teacher or<br />
teachers <strong>in</strong> charge of the studies <strong>in</strong> question decide on the validation of prior learn<strong>in</strong>g.<br />
No general time limit can be set before which the acquired competence could<br />
not be validated, but the validity of the competence can be checked. If necessary the<br />
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student must demonstrate the correspondence of his/her competence with the skills<br />
requirements <strong>and</strong> objectives of the <strong>qualification</strong> concerned.<br />
The studies assessed <strong>in</strong> another <strong>qualification</strong> certificate or general upper secondary<br />
school certificate compensate for correspond<strong>in</strong>g core subjects as well as free<br />
choice modules <strong>and</strong> the optional modules <strong>in</strong>cluded <strong>in</strong> <strong>vocational</strong> modules, a total<br />
of 40 credits at most. Recognition of <strong>in</strong>dividual general upper secondary school<br />
courses <strong>in</strong>to core subjects is regulated <strong>in</strong> Chapter 5.<br />
If there is no grade for the competence that covers a complete module <strong>and</strong> has<br />
been achieved through earlier studies or <strong>in</strong> another way, such competence must be<br />
demonstrated to receive a grade for the <strong>qualification</strong> certificate. Skills demonstrations<br />
are used to show evidence of competence <strong>in</strong> <strong>vocational</strong> <strong>qualification</strong> modules.<br />
In further <strong>and</strong> specialist <strong>vocational</strong> <strong>qualification</strong>s the grade “approved” awarded by<br />
the <strong>qualification</strong> committee is marked <strong>in</strong> the <strong>qualification</strong> certificate for the recognised<br />
module.<br />
The grades of <strong>qualification</strong> modules which are substituted through recognition<br />
<strong>and</strong> validation can be raised dur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g. After the tra<strong>in</strong><strong>in</strong>g is completed such<br />
improvement of grades is done as a private student.<br />
Conversion of grades<br />
The grade scale is valid <strong>in</strong> a way that is stipulated <strong>in</strong> the Decree on Amend<strong>in</strong>g<br />
the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree 488/2008, section 10).<br />
A student is assessed based on the assessment practices prevail<strong>in</strong>g <strong>in</strong> the <strong>in</strong>stitute,<br />
where he/she currently pursues his/her studies. If the grade scales differ from one <strong>in</strong>stitute<br />
to another, the <strong>in</strong>stitute perform<strong>in</strong>g the recognition must convert the grades<br />
<strong>and</strong> determ<strong>in</strong>e their correspondence <strong>in</strong> the student’s favour. The grades are to be<br />
converted as follows:<br />
GRADE SCALE<br />
1–3 1–5 5–10<br />
excellent 3 excellent 5<br />
excellent 10<br />
excellent 9<br />
good 2<br />
satisfactory 1<br />
good 4 good 8<br />
good 3 satisfactory 7<br />
satisfactory 2 fair 6<br />
satisfactory 1 pass 5<br />
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7.4 Assessment of learn<strong>in</strong>g <strong>and</strong> competence<br />
Student assessment is criteria based, which is to say that a student’s learn<strong>in</strong>g <strong>and</strong><br />
competence is always compared to either the skills requirements of <strong>vocational</strong> <strong>qualification</strong><br />
modules or the objectives of core subjects as well as the assessment criteria<br />
based on them.<br />
A student has the right to learn before the competence described <strong>in</strong> the skills<br />
requirements <strong>and</strong> the learn<strong>in</strong>g objectives are assessed to obta<strong>in</strong> a grade <strong>in</strong> the <strong>qualification</strong><br />
certificate.<br />
Assessment of learn<strong>in</strong>g<br />
The objective of assessment of learn<strong>in</strong>g is that the student knows what he/she knows<br />
<strong>and</strong> what there is still to learn. When perform<strong>in</strong>g assessment of learn<strong>in</strong>g, the teacher<br />
<strong>and</strong> workplace <strong>in</strong>structor must use methods that motivate <strong>and</strong> activate the student.<br />
They are used to support <strong>and</strong> motivate the student to reach the skills requirements<br />
or objectives as well as to develop his/her self-assessment skills. The student assesses<br />
his/her learn<strong>in</strong>g based on the skills requirements, objectives <strong>and</strong> assessment criteria<br />
of the module.<br />
Learn<strong>in</strong>g is assessed dur<strong>in</strong>g the whole tra<strong>in</strong><strong>in</strong>g period or duration of studies<br />
by giv<strong>in</strong>g the student oral or written feedback on the progress of learn<strong>in</strong>g. Numerical<br />
assessment is not needed when assess<strong>in</strong>g learn<strong>in</strong>g. Feedback is used to support<br />
<strong>and</strong> guide the student to achieve the best possible performance by br<strong>in</strong>g<strong>in</strong>g out the<br />
student’s strengths. Assessment of learn<strong>in</strong>g is used as a basis to make the necessary<br />
changes <strong>in</strong> the student’s tuition <strong>and</strong> learn<strong>in</strong>g support. The changes are recorded <strong>in</strong><br />
the personal study plan.<br />
Assessment of competence<br />
The student receives the grades shown <strong>in</strong> the <strong>qualification</strong> certificate based on assessment<br />
of competence us<strong>in</strong>g the assessment scale prescribed <strong>in</strong> the valid Decree on<br />
Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g.<br />
When competence is be<strong>in</strong>g assessed, the assessment methods are chosen so<br />
that they measure reach<strong>in</strong>g the skills requirements <strong>and</strong> objectives set, suit the study<br />
methods used <strong>and</strong> support the student’s learn<strong>in</strong>g process. The students must have<br />
an opportunity to show his/her competence <strong>in</strong> various ways <strong>and</strong> also assess his/her<br />
competence him-/herself.<br />
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Skills <strong>in</strong> <strong>vocational</strong> modules are assessed us<strong>in</strong>g a skills demonstration <strong>and</strong> other<br />
ways of assess<strong>in</strong>g competence. A skills demonstration is used to assess the competence<br />
determ<strong>in</strong>ed <strong>in</strong> <strong>vocational</strong> skills requirements as widely as possible but at least<br />
what the <strong>qualification</strong> requirements state. If necessary, other forms of competence<br />
assessment supplements the competence necessitated by skills requirements. The<br />
education provider decides on the other methods to assess competence <strong>in</strong> its assessment<br />
implementation plan.<br />
Skills demonstrations<br />
In addition to what the Act on Amend<strong>in</strong>g the Act on Vocational Education <strong>and</strong><br />
Tra<strong>in</strong><strong>in</strong>g <strong>and</strong> Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
(Act 601/2005, sections 25, 25a <strong>and</strong> 25b, Decree 603/2005, section 5) stipulate<br />
on skills demonstrations, local board for <strong>vocational</strong> skills demonstrations, assessment<br />
<strong>and</strong> assessors, quality of skills demonstration venues <strong>and</strong> occupational safety,<br />
the skills demonstrations are planned, implemented <strong>and</strong> assessed <strong>in</strong> cooperation<br />
between the <strong>in</strong>stitute <strong>and</strong> the workplace based on the <strong>qualification</strong> requirements.<br />
In a skills demonstration the skills requirements of <strong>vocational</strong> <strong>qualification</strong><br />
modules are demonstrated as stated <strong>in</strong> Chapter 4. A skills demonstration is given<br />
<strong>in</strong> all the <strong>vocational</strong> <strong>qualification</strong> modules, optional modules <strong>in</strong>cluded, if they are<br />
<strong>vocational</strong> modules. In core subjects <strong>and</strong> free choice modules skills demonstrations<br />
are not arranged. However, the education provider can decide that a skills demonstration<br />
is arranged <strong>in</strong> free choice modules if they are <strong>vocational</strong> modules.<br />
A grade for a skills demonstration is given for all the <strong>vocational</strong> modules. A<br />
skills demonstration can be given <strong>in</strong> one or more modules at a time. If competence<br />
<strong>in</strong> more than one module is assessed <strong>in</strong> one <strong>and</strong> the same skills demonstration, a<br />
separate grade must be given for each module as per target of assessment set. If a<br />
skills demonstration for a <strong>qualification</strong> module is given <strong>in</strong> more than one parts, a<br />
grade is given for each part as per target of assessment, but an overall grade is not<br />
formed until all the parts have been completed.<br />
Skills demonstrations are placed along the duration of the studies. The student<br />
must have an opportunity to acquire the competence to be assessed <strong>in</strong> the skills<br />
demonstration before the demonstration is arranged <strong>and</strong> improve his/her performance<br />
based on the feedback received on the demonstrations. The pr<strong>in</strong>ciples of<br />
coord<strong>in</strong>at<strong>in</strong>g on-the-job learn<strong>in</strong>g <strong>and</strong> skills demonstrations are listed <strong>in</strong> the skills<br />
demonstration implementation <strong>and</strong> assessment plan, which the local board for <strong>vocational</strong><br />
skills demonstrations approves.<br />
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A student is also allowed to give skills demonstrations abroad, which must be<br />
agreed on <strong>in</strong> advance.<br />
The education provider ensures that the student receives sufficient support<br />
<strong>and</strong> guidance to give a skills demonstration. Support <strong>and</strong> guidance are given before<br />
skills demonstrations, dur<strong>in</strong>g them as well as <strong>in</strong> the form of constructive feedback<br />
after them.<br />
Targets <strong>and</strong> criteria of assessment<br />
The targets of assessment (what is assessed) <strong>and</strong> assessment criteria (level of competence)<br />
are stated <strong>in</strong> the <strong>qualification</strong> requirements module by module for levels:<br />
Satisfactory 1, Good 2 <strong>and</strong> Excellent 3. Assessment focuses on<br />
• master<strong>in</strong>g the work process<br />
• master<strong>in</strong>g the work methods, equipment <strong>and</strong> material<br />
• underp<strong>in</strong>n<strong>in</strong>g knowledge<br />
• master<strong>in</strong>g the key competences for lifelong learn<strong>in</strong>g.<br />
Key competences for lifelong learn<strong>in</strong>g are learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, <strong>in</strong>teraction<br />
<strong>and</strong> cooperation, <strong>vocational</strong> ethics, <strong>health</strong>, safety <strong>and</strong> ability to function, <strong>in</strong>itiative<br />
<strong>and</strong> entrepreneurship, susta<strong>in</strong>able development, aesthetics, communication <strong>and</strong><br />
media skills, mathematics <strong>and</strong> natural sciences, technology <strong>and</strong> <strong>in</strong>formation technology,<br />
active citizenship <strong>and</strong> different cultures.<br />
In the targets of assessment Key competences for lifelong learn<strong>in</strong>g, the follow<strong>in</strong>g<br />
four key competences are assessed: learn<strong>in</strong>g <strong>and</strong> problem solv<strong>in</strong>g, <strong>in</strong>teraction<br />
<strong>and</strong> cooperation, <strong>vocational</strong> ethics together with <strong>health</strong>, safety <strong>and</strong> ability to function.<br />
Other key competences are assessed <strong>in</strong> connection with the work process, work<br />
methods, equipment <strong>and</strong> material or underp<strong>in</strong>n<strong>in</strong>g knowledge.<br />
Education provider draws up the assessment criteria based on the general assessment<br />
criteria given <strong>in</strong> Chapter 9.3 for the optional modules for which they have<br />
not been prescribed <strong>in</strong> the <strong>qualification</strong> requirements.<br />
7.5 Decid<strong>in</strong>g on the grade<br />
In addition to what the Act on Amend<strong>in</strong>g the Act on Vocational Education <strong>and</strong><br />
Tra<strong>in</strong><strong>in</strong>g <strong>and</strong> Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
stipulate (Act 601/2005, section 25 b, Decree 603/2005, section 11, Decree<br />
488/2008, sections 10 <strong>and</strong> 13) stipulate, grades must be given on all the modules<br />
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<strong>in</strong> compliance with the <strong>qualification</strong> requirements, <strong>in</strong>clud<strong>in</strong>g the other optional<br />
modules <strong>and</strong> <strong>vocational</strong> competence enhanc<strong>in</strong>g modules <strong>in</strong>cluded <strong>in</strong> the <strong>vocational</strong><br />
studies (90 credits).<br />
The grade to be awarded for a module is decided based on assessment of competence.<br />
If there have been several teachers assess<strong>in</strong>g the competence, a decision<br />
is taken dur<strong>in</strong>g an assessment discussion. A skills demonstration grade is ma<strong>in</strong>ly<br />
decided by teachers <strong>and</strong> work<strong>in</strong>g life representatives together accord<strong>in</strong>g to the decision<br />
taken by the local board for <strong>vocational</strong> skills demonstrations. The grounds for<br />
assessment must always be recorded.<br />
7.6 Stor<strong>in</strong>g assessment material<br />
In addition to what the Decree on Amend<strong>in</strong>g the Decree on Vocational Education<br />
<strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree 603/2005, section 11a) stipulates on stor<strong>in</strong>g assessment material,<br />
the grade given on a skills demonstration is stored as per target of assessment. If<br />
the skills demonstration taken by the student covers only a part of the module, the<br />
material on which the assessment of each part is based, must be stored so that it is<br />
possible to decide on a skills demonstration grade for the whole module.<br />
7.7 Reassessment <strong>and</strong> improv<strong>in</strong>g the grade<br />
The Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree<br />
603/2005, section 12) stipulates on reassessment <strong>and</strong> improv<strong>in</strong>g of grades.<br />
7.8 Rectification of assessment<br />
The Act on Amend<strong>in</strong>g the Act on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree<br />
601/2005, section 25c) stipulates on rectification of assessment.<br />
7.9 Certificates<br />
Qualification certificates<br />
A <strong>qualification</strong> certificate is an official document, whose contents are to follow the<br />
<strong>qualification</strong> requirements. The Decree on Amend<strong>in</strong>g the Decree on Vocational<br />
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Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g stipulates on award<strong>in</strong>g a <strong>qualification</strong> certificate (Decree<br />
488/2008, section 13). A <strong>qualification</strong> certificate must be awarded <strong>in</strong> apprenticeship<br />
tra<strong>in</strong><strong>in</strong>g arranged as <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g.<br />
A <strong>qualification</strong> certificate is an entity that comprises a <strong>vocational</strong> upper secondary<br />
certificate <strong>and</strong> skills demonstration certificate. A <strong>vocational</strong> upper secondary<br />
certificate conta<strong>in</strong>s grades on all the modules the <strong>qualification</strong> comprises. In the <strong>vocational</strong><br />
upper secondary certificate The Driver Certificate of Professional Competence<br />
(Driver CPC) certify<strong>in</strong>g the <strong>in</strong>itial <strong>qualification</strong> <strong>in</strong> transport sector is marked<br />
as: See skills demonstration certificate. Only free choice modules can be left without<br />
a grade at student’s option. In the <strong>vocational</strong> upper secondary certificate the module<br />
grades are based on assessment of the skills demonstration <strong>and</strong> other competence.<br />
Skills demonstrations must be passed <strong>in</strong> order for a grade to be given on the module<br />
for the <strong>vocational</strong> upper secondary certificate.<br />
Separate grades are given for the core subjects determ<strong>in</strong>ed by the Government.<br />
Competence achieved by core subjects <strong>in</strong>cluded <strong>in</strong> <strong>vocational</strong> modules is assessed as<br />
<strong>vocational</strong> module skills requirements.<br />
The F<strong>in</strong>al Project is assessed <strong>in</strong> connection with the modules it is <strong>in</strong>cluded <strong>in</strong>.<br />
Its scope <strong>and</strong> name are marked <strong>in</strong> the <strong>vocational</strong> upper secondary certificate, no<br />
separate grade is given. As to on-the-job learn<strong>in</strong>g the <strong>vocational</strong> upper secondary<br />
certificate gives its extent but no separate grade is given, because the competence<br />
acquired dur<strong>in</strong>g on-the-job learn<strong>in</strong>g is assessed with skills demonstrations.<br />
Studies compensat<strong>in</strong>g for a module or competence acquired <strong>in</strong> some other way<br />
are marked <strong>in</strong> the student’s <strong>vocational</strong> upper secondary certificate with their grades.<br />
If the grade scales differ the conversion table given <strong>in</strong> Chapter 7.3 is used. For a<br />
module recognised from a further or specialist <strong>vocational</strong> <strong>qualification</strong> the grade to<br />
be marked <strong>in</strong> the certificate is ”approved” <strong>and</strong> a footnote is used to show that it was<br />
completed as a competence-based <strong>qualification</strong>, for which the <strong>qualification</strong> committee<br />
concerned has awarded a certificate.<br />
Skills demonstrations cover<strong>in</strong>g a whole module given previously are marked<br />
with their grades <strong>and</strong> short descriptions <strong>in</strong> the skills demonstration certificate. The<br />
certificate is also to provide the name of the <strong>in</strong>stitute that performed the assessment.<br />
If recognition of prior learn<strong>in</strong>g is done for studies <strong>in</strong> a <strong>qualification</strong> that has<br />
not <strong>in</strong>cluded skills demonstrations, the skills demonstration certificate is to bear the<br />
name <strong>and</strong> scope of the module together with a footnote to state that prior learn<strong>in</strong>g<br />
has been recognised from a <strong>qualification</strong> that has not <strong>in</strong>cluded skills demonstrations.<br />
When prior learn<strong>in</strong>g is recognised from further or specialist <strong>vocational</strong> <strong>qualification</strong>s,<br />
the skills demonstration certificate is to bear the name <strong>and</strong> scope of the<br />
<strong>qualification</strong> together with a footnote to state that prior learn<strong>in</strong>g has been recogn-<br />
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ised from further or specialist <strong>vocational</strong> <strong>qualification</strong> X, for which the <strong>qualification</strong><br />
committee <strong>in</strong> question has awarded a certificate.<br />
When <strong>vocational</strong> modules (90 credits) <strong>in</strong>clude core subjects or general upper<br />
secondary studies <strong>in</strong> compliance with Government resolution (216/2001), the skills<br />
demonstration certificate is to bear the footnote: ”Student has <strong>in</strong>cluded x credits of<br />
core subjects, which are not assessed with skills demonstrations”.<br />
The <strong>qualification</strong> certificate must show that it consists of the <strong>vocational</strong> upper<br />
secondary certificate <strong>and</strong> skills demonstration certificate. The <strong>qualification</strong> certificate<br />
must also bear the name of the education provider or the <strong>in</strong>stitute award<strong>in</strong>g the<br />
certificate or both. A <strong>vocational</strong> upper secondary certificate is signed by the education<br />
provider <strong>and</strong> a skills demonstration certificate by the chairman of the local<br />
board for <strong>vocational</strong> skills demonstrations (Decree 488/2008).<br />
Vocational upper secondary certificate is to provide the follow<strong>in</strong>g <strong>in</strong>formation:<br />
• student’s name <strong>and</strong> personal identity code<br />
• name of <strong>qualification</strong> <strong>and</strong> its scope 120 credits /3 years<br />
• name of study programme<br />
• <strong>qualification</strong> title accord<strong>in</strong>g to M<strong>in</strong>istry of Education Decree<br />
• modules completed grouped <strong>in</strong>to <strong>vocational</strong> modules (90 credits), core subjects<br />
(20 credits) <strong>and</strong> free choice modules (10 credits), their scope <strong>and</strong> grades<br />
• name <strong>and</strong> scope of F<strong>in</strong>al Project<br />
• scope of on-the-job learn<strong>in</strong>g<br />
• date <strong>and</strong> signatures<br />
• stamp of education provider or school.<br />
Skills demonstration certificate is to provide the follow<strong>in</strong>g <strong>in</strong>formation:<br />
• student’s name <strong>and</strong> personal identity code<br />
• name of <strong>qualification</strong> <strong>and</strong> its scope 120 credits /3 years<br />
• name of study programme<br />
• <strong>qualification</strong> title<br />
• skills demonstrations completed by module (name <strong>and</strong> scope of module, short<br />
description of skills demonstration completed, name of skills demonstration<br />
venue, grade on skills demonstration or for special needs students a short<br />
description of student’s <strong>vocational</strong> competence <strong>and</strong> skills shown <strong>in</strong> the skills<br />
demonstration.)<br />
• date <strong>and</strong> signature (chairman of the local board for <strong>vocational</strong> skills demonstrations)<br />
• stamp of education provider of school.<br />
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Qualification certificate is also to provide the follow<strong>in</strong>g <strong>in</strong>formation:<br />
• contact <strong>in</strong>formation of the education provider or <strong>in</strong>stitute award<strong>in</strong>g the certificate<br />
• name of education provider or <strong>in</strong>stitute if not mentioned earlier<br />
• authorization to provide education the M<strong>in</strong>istry of Education has granted<br />
• legislation the tra<strong>in</strong><strong>in</strong>g is based on<br />
• mention that tra<strong>in</strong><strong>in</strong>g has been arranged <strong>in</strong> accordance with the <strong>qualification</strong><br />
requirements decided by National Board of Education (date of regulation <strong>and</strong><br />
register number)<br />
• mention that the <strong>qualification</strong> is approved by the M<strong>in</strong>istry of Education (date<br />
<strong>and</strong> number of the Government Decree <strong>in</strong> force at the time tra<strong>in</strong><strong>in</strong>g beg<strong>in</strong>s)<br />
• prerequisites for admission <strong>and</strong> national level of <strong>qualification</strong><br />
• eligibility for further studies the <strong>qualification</strong> provides<br />
• def<strong>in</strong>ition of scope of <strong>qualification</strong>, academic year <strong>and</strong> credit<br />
• assessment scale<br />
• special regulations related to practis<strong>in</strong>g the profession<br />
Certificate on completed tra<strong>in</strong><strong>in</strong>g<br />
Government Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
(Decree 488/2008, section 13) stipulates the contents of a certificate on tra<strong>in</strong><strong>in</strong>g<br />
completed.<br />
A certificate of completed tra<strong>in</strong><strong>in</strong>g, <strong>qualification</strong> modules or skills demonstrations<br />
In addition to what the Government Decree on Amend<strong>in</strong>g the Decree on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree 488/2008, section 13) stipulates on award<strong>in</strong>g<br />
certificates, a student is awarded a certificate on completed modules <strong>and</strong> studies,<br />
skills demonstrations <strong>and</strong> prior learn<strong>in</strong>g In addition to the grades achieved the certificate<br />
must also list participation <strong>in</strong> modules that the student has not been given<br />
a grade yet as well as <strong>in</strong>formation of what the student must complete to receive a<br />
<strong>qualification</strong> certificate.<br />
When a student enters work<strong>in</strong>g life after complet<strong>in</strong>g a module or modules, the<br />
certificate is to <strong>in</strong>clude a supplement describ<strong>in</strong>g the <strong>vocational</strong> competence achieved<br />
by complet<strong>in</strong>g the modules <strong>in</strong> question.<br />
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Certificate of resignation<br />
Government Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
(Decree 488/2008, section 13) stipulates on the contents of a certificate of resignation.<br />
Qualification certificate or certificate supplement for <strong>in</strong>ternational use<br />
Government Decree on Amend<strong>in</strong>g the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
(Decree 488/2008, section 13) stipulates on issu<strong>in</strong>g a <strong>qualification</strong> certificate or<br />
certificate supplement for <strong>in</strong>ternational use.<br />
The Driver Certificate of Professional Competence (Driver CPC) certify<strong>in</strong>g the <strong>in</strong>itial <strong>qualification</strong> <strong>in</strong><br />
transport sector<br />
The <strong>in</strong>structions given <strong>in</strong> M<strong>in</strong>istry of Education letter (12.6.2007 No. 146/530/2007)<br />
are <strong>in</strong> force concern<strong>in</strong>g Driver CPC certify<strong>in</strong>g the <strong>in</strong>itial <strong>qualification</strong> <strong>in</strong> transport<br />
sector.<br />
7.10 Assessment <strong>in</strong> special education<br />
The same pr<strong>in</strong>ciples are to be applied <strong>in</strong> assess<strong>in</strong>g special needs students as to other<br />
students. If a student does not reach <strong>in</strong> a module the Satisfactory 1 level objectives<br />
set <strong>in</strong> the <strong>qualification</strong> requirements, the tra<strong>in</strong><strong>in</strong>g can be adjusted. When the skills<br />
requirements or objectives of a <strong>qualification</strong> have been adjusted based on the Act on<br />
Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 630/1998, sections 20 <strong>and</strong> 21 (2 <strong>and</strong> 3), an entry<br />
must be made <strong>in</strong> the certificate. A student must receive a <strong>qualification</strong> certificate<br />
even if <strong>qualification</strong> objectives have been adjusted.<br />
A footnote must be made <strong>in</strong> the <strong>vocational</strong> upper secondary certificate as well<br />
as the skills demonstration certificate of adjusted skills requirements or objectives.<br />
Assessment must be implemented <strong>in</strong> proportion to the adjusted skills requirements<br />
or objectives, which means assessment criteria must be drawn up for them. The education<br />
provider draws up adjusted skills requirements or objectives for the module<br />
based on the Government Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 811/1998,<br />
section 8. The grade scale must be the same as the one <strong>in</strong> general use. Accord<strong>in</strong>g to<br />
Section 10 of Government Decree on Amend<strong>in</strong>g the Decree on Vocational Educa-<br />
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Student Assessment <strong>in</strong> curriculum-based <strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
tion <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g 603/2005, when tra<strong>in</strong><strong>in</strong>g is arranged as special education, skills<br />
demonstrations can also be assessed verbally. A student must know that tra<strong>in</strong><strong>in</strong>g<br />
completed <strong>in</strong> accordance to adjusted skills requirements or objectives may affect<br />
application for further studies <strong>and</strong> success <strong>in</strong> them.<br />
If a student’s competence level falls considerably short of the skills requirements<br />
<strong>and</strong> objectives set, a certificate of studies completed must be awarded <strong>in</strong>stead<br />
of a <strong>qualification</strong> certificate. An appendix must be issued stat<strong>in</strong>g what the student<br />
knows best.<br />
7.11 Assess<strong>in</strong>g immigrant students <strong>and</strong> those represent<strong>in</strong>g different<br />
languages <strong>and</strong> cultures<br />
The competence of immigrant students <strong>and</strong> those represent<strong>in</strong>g different languages<br />
<strong>and</strong> cultures is to be assessed <strong>in</strong> the same way as that of other students. Competence<br />
is to be assessed by us<strong>in</strong>g methods which allow assess<strong>in</strong>g competence despite possible<br />
lack<strong>in</strong>g language skills.<br />
A student, whose mother tongue is other than the teach<strong>in</strong>g language of the <strong>in</strong>stitute,<br />
must have, before tak<strong>in</strong>g a skills demonstration, such language skills that he/<br />
she underst<strong>and</strong>s the <strong>in</strong>structions <strong>and</strong> orders related to the work to be completed as<br />
the skills demonstration. The need for support must be identified <strong>and</strong> support activities<br />
based on the need must be planned <strong>in</strong> cooperation with the tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitute,<br />
representatives of work<strong>in</strong>g life <strong>and</strong> the student. If necessary persons arrang<strong>in</strong>g <strong>and</strong><br />
assess<strong>in</strong>g a skills demonstration must receive <strong>in</strong>struction on how cultural factors affect<br />
communication between <strong>in</strong>dividuals. Persons arrang<strong>in</strong>g <strong>and</strong> assess<strong>in</strong>g the skills<br />
demonstration must also be <strong>in</strong>structed to speak clearly when giv<strong>in</strong>g <strong>in</strong>structions.<br />
Assess<strong>in</strong>g mother tongue<br />
If F<strong>in</strong>nish or Swedish is not the student’s mother tongue, his/her F<strong>in</strong>nish or Swedish<br />
skills must be assessed accord<strong>in</strong>g to the objectives of F<strong>in</strong>nish or Swedish as second<br />
language, also <strong>in</strong> the case that he/she has not received separate F<strong>in</strong>nish or Swedish as<br />
second language tuition. If both the teacher <strong>and</strong> the student consider the student’s<br />
F<strong>in</strong>nish or Swedish skills to be of the F<strong>in</strong>nish or Swedish, mother tongue level,<br />
competence must be assessed aga<strong>in</strong>st F<strong>in</strong>nish or Swedish, mother tongue objectives.<br />
Vocational upper secondary certificate must state which objectives the assessment of<br />
competence is based on, however, on the scale 1–3. Student’s <strong>in</strong>dividual study plan,<br />
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<strong>in</strong>clud<strong>in</strong>g assessment, can <strong>in</strong>clude both mother tongue studies above (see Chapter<br />
8.4).<br />
The F<strong>in</strong>nish or Swedish skills of student who use sign language are assessed<br />
based on the objectives set <strong>in</strong> F<strong>in</strong>nish or Swedish for sign language users.<br />
Assess<strong>in</strong>g second national language<br />
If the student has not studied Swedish or F<strong>in</strong>nish as a second national language, the<br />
<strong>vocational</strong> upper secondary certificate must state what he/she has studied <strong>in</strong>stead.<br />
Teach<strong>in</strong>g arrangements that affect assessment are determ<strong>in</strong>ed <strong>in</strong> Chapter 8.4.<br />
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8<br />
OTHER REGULATIONS IN CURRICULUM-BASED<br />
VOCATIONAL EDUCATION AND TRAINING<br />
8.1 Guidance <strong>and</strong> counsell<strong>in</strong>g <strong>and</strong> personal study plan<br />
Objectives for guidance <strong>and</strong> counsell<strong>in</strong>g<br />
The objective of guidance <strong>and</strong> counsell<strong>in</strong>g is that the student receives enough <strong>in</strong>formation<br />
on his/her education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g before it starts <strong>and</strong> dur<strong>in</strong>g it. The student<br />
is to know the modules <strong>in</strong>cluded <strong>in</strong> the <strong>qualification</strong>, the studies <strong>and</strong> the options<br />
available. Another objective is that the student knows how to act <strong>in</strong> the educational<br />
<strong>in</strong>stitute community, knows how to develop his/her learn<strong>in</strong>g <strong>and</strong> <strong>in</strong>teraction skills<br />
<strong>and</strong> self-knowledge as well as to assess his/her own activities <strong>and</strong> productions. He/<br />
She is able to plan his/her studies, draw up a personal study plan together with the<br />
teacher <strong>and</strong> assume responsibility for the studies. He/She knows how to follow the<br />
accumulation of credits <strong>and</strong> search for help to plan his/her studies.<br />
The student is able to make choices <strong>and</strong> decisions concern<strong>in</strong>g studies <strong>and</strong> life<br />
<strong>care</strong>er. He/She recognizes possible problems related to his/her studies <strong>and</strong> life situation<br />
<strong>and</strong> know where to f<strong>in</strong>d support <strong>in</strong> them. He/She knows how to use the student<br />
<strong>social</strong> services society offers as well as other counsell<strong>in</strong>g, advice <strong>and</strong> <strong>in</strong>formation services.<br />
Reach<strong>in</strong>g the objectives is supported by the education provider’s obligation to<br />
<strong>in</strong>form the guardians of a m<strong>in</strong>or student on <strong>vocational</strong> education <strong>and</strong> the progress<br />
of the student’s studies.<br />
Student’s right to student counsell<strong>in</strong>g<br />
The <strong>qualification</strong> comprises a m<strong>in</strong>imum of 1.5 credits of student counsell<strong>in</strong>g (Government<br />
resolution 213/1999). Counsell<strong>in</strong>g activities are to support the student<br />
comprehensively <strong>in</strong> the different phases of the studies. Every student has the right to<br />
receive personal <strong>and</strong> other student counsell<strong>in</strong>g. The student has the right to receive<br />
the support services he/she may need <strong>in</strong> studies or life situation changes.<br />
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Arrang<strong>in</strong>g student counsell<strong>in</strong>g<br />
The objective of student counsell<strong>in</strong>g is to promote educational, ethnic <strong>and</strong> gender<br />
equality. Objectives also <strong>in</strong>clude <strong>in</strong>creas<strong>in</strong>g students’ well-be<strong>in</strong>g, prevent<strong>in</strong>g dropouts,<br />
promot<strong>in</strong>g employment <strong>and</strong> support<strong>in</strong>g application for further studies. Education<br />
provider must pay special attention the counsell<strong>in</strong>g of those students who<br />
have study<strong>in</strong>g or learn<strong>in</strong>g difficulties (e.g. dyslexia), frequent absenteeism or life<br />
management difficulties.<br />
As part of its curriculum the education provider is to draw up a student counsell<strong>in</strong>g<br />
plan, which determ<strong>in</strong>es the tasks <strong>and</strong> division of work for those <strong>in</strong>volved <strong>in</strong><br />
the counsell<strong>in</strong>g process. The plan serves as a development tool for the whole <strong>in</strong>stitute.<br />
It states how <strong>and</strong> what k<strong>in</strong>d of support a student receives by those <strong>in</strong>volved <strong>in</strong><br />
counsell<strong>in</strong>g. The plan presents how cooperation with different education providers<br />
has been arranged <strong>in</strong> order that the student can choose modules <strong>and</strong> studies from<br />
different study programmes <strong>and</strong> <strong>qualification</strong>s as well as plan complet<strong>in</strong>g more than<br />
one <strong>qualification</strong>. It also determ<strong>in</strong>es other cooperation outside specialists <strong>and</strong> guardians.<br />
Student welfare plan is part of the counsell<strong>in</strong>g plan.<br />
All the teachers of the <strong>in</strong>stitute <strong>and</strong> other persons responsible for counsell<strong>in</strong>g<br />
take part <strong>in</strong> the counsell<strong>in</strong>g process. Student counsellor has the ma<strong>in</strong> responsibility<br />
for arrang<strong>in</strong>g student counsell<strong>in</strong>g as well as for plann<strong>in</strong>g <strong>and</strong> implement<strong>in</strong>g the<br />
counsell<strong>in</strong>g entity. A teacher’s task is to guide <strong>and</strong> motivate the student to complete<br />
the <strong>qualification</strong> <strong>and</strong> plann<strong>in</strong>g the studies. The teacher’s task is also to help the student<br />
f<strong>in</strong>d his/her strengths <strong>and</strong> develop his/her learn<strong>in</strong>g skills.<br />
Student counsell<strong>in</strong>g is arranged as studies related, personal, group counsell<strong>in</strong>g<br />
<strong>and</strong> other guidance. Student receives counsell<strong>in</strong>g to support his/her studies <strong>and</strong><br />
to make choices so that he/she is able to plan the contents <strong>and</strong> structure of his/<br />
her studies <strong>in</strong> accordance with his/her resources. Student counsell<strong>in</strong>g promotes students’<br />
community spirit throughout the tra<strong>in</strong><strong>in</strong>g. The students’ studies <strong>and</strong> wellbe<strong>in</strong>g<br />
are monitored <strong>and</strong> supported <strong>in</strong> cooperation with the guardians.<br />
The education provider is to <strong>in</strong>form the pupils of comprehensive school, their<br />
guardians, student counsellors <strong>and</strong> teachers of <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
<strong>and</strong> how to apply. The education provider is to direct <strong>in</strong>form<strong>in</strong>g <strong>and</strong> counsell<strong>in</strong>g<br />
especially to those young people who have not managed to secure a tra<strong>in</strong><strong>in</strong>g place<br />
after completed basic education <strong>and</strong> to their guardians.<br />
The education provider is to develop its <strong>care</strong>er <strong>and</strong> recruitment services <strong>in</strong><br />
cooperation with bus<strong>in</strong>ess life <strong>and</strong> employment services as well as to promote <strong>and</strong><br />
support students f<strong>in</strong>d<strong>in</strong>g employment <strong>and</strong> gett<strong>in</strong>g acces to further studies.<br />
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8<br />
OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING<br />
Individual study plan<br />
An <strong>in</strong>dividual study plan supports a student’s <strong>care</strong>er plann<strong>in</strong>g <strong>and</strong> develops his/<br />
her skills <strong>in</strong> self-assessment. It is based on the student plann<strong>in</strong>g his/her own studies,<br />
<strong>in</strong>dividual choices, progress<strong>in</strong>g <strong>in</strong> studies <strong>and</strong> assess<strong>in</strong>g learn<strong>in</strong>g. A student is<br />
<strong>in</strong>structed <strong>in</strong> draw<strong>in</strong>g up an <strong>in</strong>dividual study plan <strong>and</strong> monitor<strong>in</strong>g its implementation.<br />
It is a plan the student is committed <strong>and</strong> motivated to implement throughout<br />
the tra<strong>in</strong><strong>in</strong>g.<br />
An <strong>in</strong>dividual study plan is drawn up through negotiation by the student,<br />
teacher or teachers <strong>and</strong> student counsellor when needed. The plan determ<strong>in</strong>es the<br />
learn<strong>in</strong>g objectives, complet<strong>in</strong>g the studies, methods used <strong>and</strong> tim<strong>in</strong>g together with<br />
assessment of the studies. When draw<strong>in</strong>g up the plan the different learn<strong>in</strong>g styles are<br />
considered. Possible factors that prevent learn<strong>in</strong>g are recognized <strong>and</strong> the student’s<br />
self-direction <strong>and</strong> <strong>vocational</strong> growth are supported.<br />
The implementation of <strong>in</strong>dividual study plan <strong>and</strong> the progress of studies are<br />
monitored <strong>and</strong> if necessary the student is given remedial teach<strong>in</strong>g. The student <strong>and</strong><br />
teachers assess the possible barriers to implement<strong>in</strong>g the <strong>in</strong>dividual study plan. The<br />
student is guided to make decisions concern<strong>in</strong>g his/her learn<strong>in</strong>g as well as redef<strong>in</strong>e<br />
<strong>and</strong> change the plan as studies advance if necessary.<br />
An <strong>in</strong>dividual study plan comprises the student’s <strong>in</strong>dividual choices, advanc<strong>in</strong>g<br />
<strong>in</strong> studies, assessment of learn<strong>in</strong>g, recognition <strong>and</strong> validation of prior learn<strong>in</strong>g, onthe-job<br />
learn<strong>in</strong>g places <strong>and</strong> times together with skills demonstrations.<br />
8.2 On-the-job learn<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g safety<br />
In addition to what the Decree on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree<br />
811/1998, section 5, Government Decree Amendment 603/2005, sections 3 <strong>and</strong> 5)<br />
stipulate, the follow<strong>in</strong>g is to be considered <strong>in</strong> on-the-job learn<strong>in</strong>g:<br />
On-the-job learn<strong>in</strong>g is part of <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g. It is a mode<br />
of arrang<strong>in</strong>g <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g, <strong>in</strong> which <strong>qualification</strong> objectives are<br />
learnt at a workplace. On-the-job learn<strong>in</strong>g is objective oriented, guided <strong>and</strong> assessed<br />
tra<strong>in</strong><strong>in</strong>g that takes place <strong>in</strong> a genu<strong>in</strong>e work<strong>in</strong>g environment. On-the-job learn<strong>in</strong>g<br />
periods must be sufficiently long <strong>and</strong> versatile from the po<strong>in</strong>t of view of master<strong>in</strong>g<br />
the profession. Only <strong>in</strong> exceptional cases a student can complete on-the-job learn<strong>in</strong>g<br />
at a tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitution <strong>in</strong> a practice enterprise or with similar arrangements.<br />
Cooperation between workplaces <strong>and</strong> the education provider ensures that onthe-job<br />
learn<strong>in</strong>g <strong>and</strong> other tra<strong>in</strong><strong>in</strong>g corresponds with the work<strong>in</strong>g life, is of quality<br />
<strong>and</strong> up-to-date. The education provider’s responsibility is to take <strong>care</strong> that all the<br />
280
partners <strong>in</strong> the area have the same view on arrang<strong>in</strong>g on-the-job learn<strong>in</strong>g. The education<br />
provider must see that the student receives sufficient counsell<strong>in</strong>g <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
dur<strong>in</strong>g on-the-job learn<strong>in</strong>g <strong>and</strong> that the teacher <strong>and</strong> other staff members have the<br />
resources to cooperate with work<strong>in</strong>g life. The education provider <strong>and</strong> teachers must<br />
together with work<strong>in</strong>g <strong>and</strong> bus<strong>in</strong>ess life ensure the quality of on-the-job learn<strong>in</strong>g so<br />
that the student achieves the skills requirements given <strong>in</strong> the <strong>qualification</strong> requirements.<br />
The education provider is responsible for the implementation of on-the-job<br />
learn<strong>in</strong>g. Implementation <strong>in</strong>cludes plann<strong>in</strong>g, student counsell<strong>in</strong>g <strong>and</strong> assessment.<br />
The education provider must also see to the teachers’ work<strong>in</strong>g life competence <strong>and</strong><br />
tra<strong>in</strong><strong>in</strong>g as well as tra<strong>in</strong><strong>in</strong>g workplace <strong>in</strong>structors. At the workplace special attention<br />
is paid to guid<strong>in</strong>g the student <strong>and</strong> giv<strong>in</strong>g feedback.<br />
Usually the student does not sign a contract of employment with the employer<br />
for an on-the-job learn<strong>in</strong>g period <strong>and</strong> he/she is not paid wages or a salary. Dur<strong>in</strong>g an<br />
on-the-job learn<strong>in</strong>g period a student is entitled to receiv<strong>in</strong>g student f<strong>in</strong>ancial aid <strong>and</strong><br />
student <strong>social</strong> benefits <strong>in</strong> accordance with separate <strong>in</strong>structions. When on-the-job<br />
learn<strong>in</strong>g is arranged abroad, local regulations are also taken <strong>in</strong>to consideration.<br />
In addition to what the Act on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Act<br />
630/1998, sections 19 <strong>and</strong> 28) <strong>and</strong> the work<strong>in</strong>g safety regulations <strong>in</strong> force stipulate,<br />
the follow<strong>in</strong>g is to be considered <strong>in</strong> work<strong>in</strong>g safety questions:<br />
The agreement on tra<strong>in</strong><strong>in</strong>g <strong>and</strong> skills demonstrations to be arranged at the<br />
workplace <strong>in</strong> connection with <strong>practical</strong> work assignments is to <strong>in</strong>clude the responsibilities<br />
related to safety, <strong>in</strong>juries <strong>and</strong> damages <strong>and</strong> <strong>in</strong>surances. Before start<strong>in</strong>g the<br />
work, the employer <strong>and</strong> education provider ensure together that the student has the<br />
resources to do the work <strong>in</strong> question safely <strong>and</strong> without risk<strong>in</strong>g his/her <strong>health</strong> <strong>and</strong><br />
by follow<strong>in</strong>g the <strong>in</strong>structions given.<br />
The regulations concern<strong>in</strong>g the employer accord<strong>in</strong>g to the Occupational Safety<br />
<strong>and</strong> Health Act Section 4 (1) are applied to the education provider when the work<br />
takes place at the <strong>in</strong>stitute or otherwise <strong>in</strong> the way determ<strong>in</strong>ed by the education<br />
provider.<br />
Student assessment dur<strong>in</strong>g on-the-job learn<strong>in</strong>g period is described <strong>in</strong> Chapter<br />
7.<br />
8.3 Vocational special education<br />
For equality <strong>in</strong> education to come true each student must have equal opportunities to<br />
pursue <strong>vocational</strong> studies <strong>and</strong> f<strong>in</strong>d employment after tra<strong>in</strong><strong>in</strong>g <strong>and</strong> assume the role of<br />
an <strong>in</strong>dependent citizen <strong>in</strong> society disregard<strong>in</strong>g their different learn<strong>in</strong>g capabilities.<br />
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The <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g of a special needs student must be arranged<br />
<strong>in</strong> view of the equality pr<strong>in</strong>ciple primarily <strong>in</strong> ord<strong>in</strong>ary <strong>vocational</strong> <strong>in</strong>stitutes<br />
<strong>in</strong> the same study groups with other students. Education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g can also be<br />
provided partly or completely <strong>in</strong> special groups. Vocational special education <strong>in</strong>stitutions<br />
primarily provide tra<strong>in</strong><strong>in</strong>g for severely h<strong>and</strong>icapped as well as preparatory<br />
<strong>and</strong> rehabilitative tra<strong>in</strong><strong>in</strong>g <strong>and</strong> counsell<strong>in</strong>g. They are also to offer expert help to<br />
other tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitutions. Vocational special education can also be provided as apprenticeship<br />
tra<strong>in</strong><strong>in</strong>g.<br />
Students who are <strong>in</strong> need of special teach<strong>in</strong>g arrangements or student <strong>social</strong><br />
services due to disability, illness, delayed development, emotional disorder or some<br />
other reason must receive special education. It ensures learn<strong>in</strong>g that is based on <strong>in</strong>dividual<br />
resources, self development <strong>and</strong> growth as a person. If necessary other support<br />
services <strong>and</strong> rehabilitation <strong>in</strong> cooperation with rehabilitation service suppliers<br />
are added to special education.<br />
The education provider determ<strong>in</strong>es the pr<strong>in</strong>ciples of special education: objectives,<br />
implementation, teach<strong>in</strong>g methods, support <strong>and</strong> special services, expert<br />
services, <strong>social</strong> partners <strong>and</strong> responsibilities. The <strong>in</strong>stitution must reserve sufficient<br />
resources for special education. Promot<strong>in</strong>g special needs students’ learn<strong>in</strong>g is everyone’s<br />
task <strong>in</strong> the <strong>in</strong>stitution.<br />
Need for special education must be determ<strong>in</strong>ed based on the Act on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g Section 20 <strong>and</strong> <strong>qualification</strong> requirements for each<br />
student <strong>in</strong>dividually. Reach<strong>in</strong>g the objectives must be supported with the help of an<br />
<strong>in</strong>dividually designed <strong>and</strong> guided learn<strong>in</strong>g process <strong>and</strong> different support activities.<br />
Individual educational plan (IEP)<br />
A written <strong>in</strong>dividual educational plan (IEP) must always be drawn up for a student<br />
<strong>in</strong> need of special education (Act 630/1998, section 20). The plan is to <strong>in</strong>clude<br />
(Decree 811/1998, section 8)<br />
• <strong>qualification</strong> to be completed<br />
• <strong>qualification</strong> requirements used <strong>in</strong> teach<strong>in</strong>g<br />
• scope of <strong>qualification</strong><br />
• <strong>in</strong>dividual study plan drawn up for the student<br />
• special teach<strong>in</strong>g <strong>and</strong> student <strong>social</strong> services the student receives<br />
• other personal services <strong>and</strong> support activities as well as<br />
• criteria for special education<br />
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An IEP is to be drawn up together with the student, when necessary his/her guardian,<br />
representatives of previous school as well as teachers <strong>and</strong> student service specialists.<br />
If <strong>vocational</strong> skills requirements have been adjusted, the personal study plan is<br />
to <strong>in</strong>clude a personal curriculum, which determ<strong>in</strong>es the student’s learn<strong>in</strong>g objectives.<br />
They are based on the requirements of the <strong>qualification</strong> the student aim for. Vocational<br />
special education must be planned so that the student reaches as extensively<br />
as possible the same competence as <strong>in</strong> other <strong>vocational</strong> education. The objectives<br />
can be adjusted accord<strong>in</strong>g to the student’s resources either so that all the learn<strong>in</strong>g<br />
objectives are adjusted or only those of one or more modules. Teach<strong>in</strong>g must focus<br />
on support<strong>in</strong>g the student’s strengths so that he/she is ensured good opportunities to<br />
f<strong>in</strong>d employment. Special attention must be paid to achiev<strong>in</strong>g work<strong>in</strong>g confidence<br />
dur<strong>in</strong>g on-the-job learn<strong>in</strong>g periods. The student must be expla<strong>in</strong>ed how he/she can<br />
get the special services required after the tra<strong>in</strong><strong>in</strong>g has been completed.<br />
Student’s progress must be monitored dur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g <strong>and</strong> the personal objectives<br />
<strong>and</strong> support activities changed as needed. Regulations on assess<strong>in</strong>g special<br />
needs students are to be found <strong>in</strong> Chapter 7.10.<br />
8.4 Teach<strong>in</strong>g immigrants <strong>and</strong> representatives of different language<br />
<strong>and</strong> cultural groups<br />
General<br />
The skills requirements for immigrant students <strong>and</strong> students belong<strong>in</strong>g to other language<br />
<strong>and</strong> culture groups, such as Saami, Romany <strong>and</strong> sign language students, are<br />
<strong>in</strong> the ma<strong>in</strong> the same as for other students. The requirements for <strong>vocational</strong> upper<br />
secondary <strong>qualification</strong> are applied to teach<strong>in</strong>g.<br />
Students, whose mother tongue is other than the language of teach<strong>in</strong>g at the<br />
<strong>in</strong>stitution, must receive support particularly <strong>in</strong> language studies <strong>and</strong> through special<br />
teach<strong>in</strong>g arrangements. If necessary the students’ background, like mother tongue,<br />
culture <strong>and</strong> the language skills develop<strong>in</strong>g dur<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g, must be observed.<br />
Teach<strong>in</strong>g arrangements are made to support students’ own l<strong>in</strong>gual identity along<br />
side with the majority language <strong>and</strong> culture. The education provider’s curriculum is<br />
to comprise the implementation immigrants’ <strong>and</strong> other language <strong>and</strong> culture group<br />
students’ teach<strong>in</strong>g arrangements.<br />
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Immigrants<br />
In this connection immigrants are taken to mean students who have moved to F<strong>in</strong>l<strong>and</strong><br />
or were born <strong>in</strong> F<strong>in</strong>l<strong>and</strong> but have an immigrant background. If necessary the<br />
reason for immigration, time spent <strong>in</strong> the country <strong>and</strong> develop<strong>in</strong>g F<strong>in</strong>nish skills are<br />
taken <strong>in</strong>to consideration <strong>in</strong> teach<strong>in</strong>g. The studies support the student’s growth <strong>in</strong>to<br />
an active <strong>and</strong> balanced member of both his/her own language <strong>and</strong> cultural community<br />
<strong>and</strong> F<strong>in</strong>nish society.<br />
Saami speakers<br />
Saami language teach<strong>in</strong>g started <strong>in</strong> basic education is cont<strong>in</strong>ued when possible <strong>in</strong> <strong>vocational</strong><br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g. Saami language tra<strong>in</strong><strong>in</strong>g can be provided <strong>in</strong> Northern<br />
Sami, Inari Sami <strong>and</strong> Skolt Sami. Saami can be studied as mother tongue although<br />
education would not otherwise be provided <strong>in</strong> Saami.<br />
Romanies<br />
Teach<strong>in</strong>g Romanies is done tak<strong>in</strong>g <strong>in</strong> to consideration the position of F<strong>in</strong>nish Romanies<br />
as an ethnic <strong>and</strong> cultural m<strong>in</strong>ority. Romany culture is considered <strong>in</strong> teach<strong>in</strong>g<br />
arrangements. Romany language tra<strong>in</strong><strong>in</strong>g is arranged as possible <strong>in</strong> cooperation with<br />
other education providers.<br />
Sign language users<br />
The requirements for <strong>vocational</strong> upper secondary <strong>qualification</strong> are applied to sign<br />
language culture <strong>and</strong> communication <strong>in</strong> sign language students’ teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g.<br />
F<strong>in</strong>nish or Swedish are used as read<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g language alongside with<br />
sign language. Sign language teach<strong>in</strong>g is planned so that it is possible for the student<br />
to act with an <strong>in</strong>terpreter. Sign language users <strong>and</strong> hear<strong>in</strong>g-impaired students’ opportunities<br />
to communicate naturally are to be taken <strong>in</strong>to consideration <strong>in</strong> learn<strong>in</strong>g<br />
environments.<br />
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Language teach<strong>in</strong>g arrangements<br />
The follow<strong>in</strong>g teach<strong>in</strong>g arrangements, which are <strong>in</strong> compliance with Government<br />
resolution (VnP 213/1999), can be applied to immigrants’, Saami <strong>and</strong> Romany<br />
speakers’ <strong>and</strong> sign language users’ language studies (mother tongue, second national<br />
language, foreign language), if their mother tongue is other than F<strong>in</strong>nish or Swedish.<br />
Mother tongue<br />
If the student’s mother tongue is other than F<strong>in</strong>nish or Swedish, the education provider<br />
can divide the compulsory modules <strong>in</strong> mother tongue <strong>and</strong> second national language<br />
differently from the stipulations of the Act on Vocational Education Section<br />
12 (2).<br />
The credits reserved for mother tongue <strong>and</strong> second national language (4 + 1<br />
= 5 credits) can be comb<strong>in</strong>ed <strong>and</strong> divided flexibly <strong>in</strong> possible student’s own mother<br />
tongue studies, F<strong>in</strong>nish or Swedish as second language studies <strong>and</strong> second national<br />
language studies. F<strong>in</strong>nish or Swedish as second language means a language that has<br />
been learnt after the mother tongue <strong>in</strong> a F<strong>in</strong>nish language environment. A separate<br />
F<strong>in</strong>nish or Swedish for sign language user module (Chapter 5) has been drawn up<br />
for sign language students.<br />
Students can study F<strong>in</strong>nish or Swedish either<br />
1) <strong>in</strong> accordance with F<strong>in</strong>nish or Swedish as second language objectives (Chapter<br />
5) or<br />
2) <strong>in</strong> accordance with Mother tongue, F<strong>in</strong>nish or Swedish objectives (Chapter 5),<br />
if the student’s F<strong>in</strong>nish or Swedish skills are assessed to be of mother tongue<br />
level.<br />
A student, whose F<strong>in</strong>nish or Swedish skills are not of mother tongue level on all<br />
the area of language skills, studies accord<strong>in</strong>g to F<strong>in</strong>nish or Swedish as second language<br />
objectives <strong>and</strong> contents. His/Her F<strong>in</strong>nish or Swedish language competence<br />
is assessed accord<strong>in</strong>g to these objectives whether or not the education provider has<br />
offered F<strong>in</strong>nish or Swedish as second language teach<strong>in</strong>g. Education provider can<br />
offer <strong>and</strong> student’s study plan may <strong>in</strong>clude both of the above mentioned studies. A<br />
student can change <strong>in</strong> the middle of his/her F<strong>in</strong>nish or Swedish as second language<br />
studies over to study<strong>in</strong>g F<strong>in</strong>nish or Swedish accord<strong>in</strong>g to Mother tongue, F<strong>in</strong>nish<br />
or Swedish objectives.<br />
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A student must be offered his/her mother tongue studies when possible. As a<br />
mother tongue as student can choose to study also Romany, sign language or some<br />
other mother tongue (Act 630/1998, section 12 (3). The immigrants’ own mother<br />
tongue objectives are given <strong>in</strong> Chapter 5. A student can study his/her own mother<br />
tongue <strong>in</strong> accordance with the objectives of either Mother tongue, own mother<br />
tongue for foreign students (4 credits) or Foreign language (2 credits) or as free<br />
choice studies.<br />
If a student studies his/her mother tongue accord<strong>in</strong>g to the objectives of Own<br />
mother tongue for foreign students, his/her studies are to <strong>in</strong>clude F<strong>in</strong>nish or Swedish<br />
language studies.<br />
Second national language<br />
The students’ second national language (Swedish or F<strong>in</strong>nish) teach<strong>in</strong>g is arranged<br />
<strong>in</strong> accordance with the objectives of second national language tak<strong>in</strong>g <strong>in</strong>to consideration<br />
the level of the students’ language skills.<br />
Foreign students can also replace second national language studies with their<br />
own mother tongue or F<strong>in</strong>nish or Swedish language studies (5 credits), Chapter 5.<br />
If necessary the teach<strong>in</strong>g can be arranged as basics <strong>in</strong> second national language depend<strong>in</strong>g<br />
on the needs of the student <strong>and</strong> the <strong>vocational</strong> field.<br />
Foreign language<br />
A student’s studies must also <strong>in</strong>clude foreign language studies. The foreign language<br />
of a student, whose mother tongue is other than F<strong>in</strong>nish or Swedish, can also be his/<br />
her mother tongue.<br />
8.5 Apprenticeship tra<strong>in</strong><strong>in</strong>g<br />
Apprenticeship tra<strong>in</strong><strong>in</strong>g is regulated by the stipulations of the Act on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Act 630/1998, sections 8 <strong>and</strong> 17), the Decree on Vocational<br />
Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Decree 811/1998, sections 6 <strong>and</strong> 7) <strong>and</strong> the Act on<br />
the F<strong>in</strong>anc<strong>in</strong>g of the Provision of Education <strong>and</strong> Culture (635/1998).<br />
The valid <strong>qualification</strong> requirements (national core curriculum <strong>and</strong> <strong>qualification</strong><br />
Requirements of competence-based <strong>qualification</strong>s) are applied to apprenticeship<br />
tra<strong>in</strong><strong>in</strong>g arranged as curriculum-based <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g.<br />
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The education provider issues a <strong>qualification</strong> certificate <strong>in</strong> accordance with the<br />
<strong>qualification</strong> requirements for a <strong>qualification</strong> taken <strong>in</strong> <strong>vocational</strong> upper secondary<br />
education <strong>in</strong> accordance with the regulations of Chapter 7.9.<br />
8.6 Cooperation between home <strong>and</strong> educational <strong>in</strong>stitution<br />
In addition to what the Act on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Act 630/1998,<br />
sections 5 <strong>and</strong> 14) stipulates, the follow<strong>in</strong>g is to be observed when arrang<strong>in</strong>g cooperation<br />
between home <strong>and</strong> educational <strong>in</strong>stitution:<br />
In education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g offered to the young the education provider <strong>and</strong> the<br />
educational <strong>in</strong>stitution must take the <strong>in</strong>itiative <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong> cooperation with a student’s<br />
parents or guardians. Cooperation between home <strong>and</strong> <strong>in</strong>stitution is arranged<br />
so that it enhances student’s <strong>in</strong>dependence <strong>and</strong> responsibility, advances studies <strong>and</strong><br />
offers support <strong>in</strong> matters related to student’s <strong>health</strong>, security <strong>and</strong> wellbe<strong>in</strong>g. The<br />
<strong>in</strong>dividual needs of special needs students <strong>and</strong> students with different language <strong>and</strong><br />
cultural backgrounds are to be taken <strong>in</strong>to consideration <strong>in</strong> the cooperation.<br />
The education provider <strong>and</strong> the guardians must cooperate <strong>in</strong> student counsell<strong>in</strong>g<br />
both dur<strong>in</strong>g <strong>and</strong> at the end of studies. Counsell<strong>in</strong>g must support the students’<br />
transition to work<strong>in</strong>g life or further studies <strong>and</strong> enhance students’ life management<br />
skills.<br />
The part of the curriculum deal<strong>in</strong>g with cooperation between home <strong>and</strong> educational<br />
<strong>in</strong>stitution is to be drawn up <strong>in</strong> cooperation with the authorities <strong>in</strong> charge<br />
of the implementation of <strong>social</strong> <strong>and</strong> <strong>health</strong><strong>care</strong> <strong>in</strong> the home municipality of the<br />
educational <strong>in</strong>stitution.<br />
8.7 Student welfare services<br />
In addition to what the Act on Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (Act 630/1998,<br />
Sections 14, 28 <strong>and</strong> 37 a) stipulates on implementation of student welfare services<br />
<strong>and</strong> student’s right to a safe learn<strong>in</strong>g environment, the follow<strong>in</strong>g is to be observed:<br />
The objective of student welfare services is to create a safe <strong>and</strong> <strong>health</strong>y learn<strong>in</strong>g<br />
environment <strong>and</strong> promote the community spirit of the educational <strong>in</strong>stitution,<br />
wellbe<strong>in</strong>g <strong>and</strong> pleasantness. The objective is to support the student <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><br />
the <strong>in</strong>stitution community’s ability to function <strong>in</strong> situations threaten<strong>in</strong>g physical<br />
<strong>and</strong> psychological safety. Student welfare services are to promote early recognition<br />
of learn<strong>in</strong>g difficulties <strong>and</strong> other problems <strong>and</strong> prevent school drop-outs. In the case<br />
of m<strong>in</strong>or students the education provider must cooperate with the guardians.<br />
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The education provider is to ensure the achievement of the objectives of student<br />
welfare services by issu<strong>in</strong>g <strong>in</strong> its curriculum operat<strong>in</strong>g <strong>in</strong>structions which promote<br />
students’ <strong>health</strong> <strong>and</strong> safety together with prevention <strong>and</strong> early recognition<br />
of different problems. Education provider is to issue <strong>in</strong>structions on attend<strong>in</strong>g to<br />
such activities of the educational <strong>in</strong>stitution as student’s participation <strong>in</strong> tra<strong>in</strong><strong>in</strong>g,<br />
monitor<strong>in</strong>g the progress of studies <strong>and</strong> stay<strong>in</strong>g at the school dormitory. Preventive<br />
<strong>in</strong>structions are to be issued on smok<strong>in</strong>g, use of substances, school bully<strong>in</strong>g <strong>and</strong><br />
disturb<strong>in</strong>g. The education provider must have a crisis plan <strong>and</strong> <strong>in</strong>structions <strong>in</strong> case<br />
of disturb<strong>in</strong>g behaviour, violence, <strong>in</strong>juries, accidents <strong>and</strong> deaths.<br />
The education provider must monitor the outcome of the student welfare services<br />
<strong>and</strong> take necessary action. Students are to be encouraged to take part <strong>in</strong> <strong>and</strong><br />
contribute to promot<strong>in</strong>g wellbe<strong>in</strong>g <strong>in</strong> their own school community. All those work<strong>in</strong>g<br />
with the students <strong>in</strong> the school community are responsible for student welfare<br />
services. The duties of multi-professional student welfare staff <strong>in</strong>clude coord<strong>in</strong>at<strong>in</strong>g<br />
<strong>and</strong> develop<strong>in</strong>g student welfare services.<br />
The part <strong>in</strong> the curriculum deal<strong>in</strong>g with student welfare services is to be drawn<br />
up <strong>in</strong> cooperation with the authorities <strong>and</strong> other parties attend<strong>in</strong>g to the implementation<br />
of <strong>social</strong> <strong>and</strong> welfare matters <strong>in</strong> the municipality or municipalities the<br />
<strong>in</strong>stitution operates <strong>in</strong>. The stipulations of the Primary Health Care Act <strong>and</strong> the<br />
Child Welfare Act must be considered when arrang<strong>in</strong>g student welfare services. At<br />
the same time arrangements must be made to ensure <strong>social</strong> <strong>in</strong>clusion <strong>and</strong> expert<br />
services <strong>in</strong> student welfare <strong>and</strong> psycho-<strong>social</strong> support. Student feedback is to be used<br />
<strong>in</strong> develop<strong>in</strong>g the services.<br />
Dur<strong>in</strong>g <strong>vocational</strong> education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g a student must be <strong>in</strong>formed on the<br />
implementation of student counsell<strong>in</strong>g <strong>and</strong> welfare services, the services of different<br />
adm<strong>in</strong>istrative sectors, local support networks <strong>and</strong> <strong>qualification</strong> specific <strong>health</strong><br />
requirements. In addition to the student also the guardian of a m<strong>in</strong>or student must<br />
be <strong>in</strong>formed of matters related to occupational safety <strong>and</strong> labour protection dur<strong>in</strong>g<br />
on-the-job learn<strong>in</strong>g.<br />
The education provider must see that the students know the school rules that<br />
are <strong>in</strong> force <strong>in</strong> the <strong>in</strong>stitution. The student’s own responsibility must be emphasized<br />
<strong>in</strong> the observance of the school rules <strong>and</strong> other <strong>in</strong>structions.<br />
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9<br />
APPENDIX<br />
9.1 Description <strong>and</strong> value premises of the Social <strong>and</strong> Health Care field<br />
Social <strong>and</strong> <strong>health</strong> <strong>care</strong> work means work<strong>in</strong>g with <strong>and</strong> for people. It requires extensive<br />
competence <strong>and</strong> specialisation skills. There are different client groups, <strong>and</strong><br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> professionals work with them <strong>in</strong> many types of sett<strong>in</strong>gs. Furthermore,<br />
the clients’ cultural backgrounds vary quite a lot. Vocational, ethical, human<br />
relations <strong>and</strong> <strong>in</strong>teractions skills are emphasised <strong>in</strong> work, as well as technology,<br />
<strong>in</strong>clud<strong>in</strong>g <strong>in</strong>formation technology. Social <strong>and</strong> <strong>health</strong> <strong>care</strong> work requires flexibility<br />
<strong>and</strong> the ability to conform to chang<strong>in</strong>g situations, as well as the capacity to adopt<br />
new <strong>in</strong>formation <strong>and</strong> skills.<br />
Social <strong>and</strong> <strong>health</strong> <strong>care</strong> services are provided by the public, private <strong>and</strong> third<br />
sector. A <strong>practical</strong> <strong>nurse</strong> who has completed a Vocational Qualification <strong>in</strong> Social <strong>and</strong><br />
Health Care works <strong>in</strong> a multi-discipl<strong>in</strong>ary team <strong>in</strong> different sett<strong>in</strong>gs or as a private<br />
entrepreneur.<br />
The <strong>practical</strong> <strong>nurse</strong> carries out education, <strong>care</strong> <strong>and</strong> nurs<strong>in</strong>g, which promotes<br />
<strong>health</strong>, prevents problems <strong>and</strong> provides rehabilitation <strong>in</strong> basic <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong><br />
services. Possible <strong>social</strong> work sett<strong>in</strong>gs <strong>in</strong>clude e.g. early childhood education <strong>and</strong><br />
child welfare units; families; disability, mental <strong>health</strong> <strong>and</strong> substance abuse welfare<br />
work units; home <strong>care</strong>; <strong>and</strong> different outpatient <strong>and</strong> <strong>in</strong>stitutional units for the <strong>care</strong><br />
for the elderly. In basic <strong>and</strong> specialised <strong>health</strong> <strong>care</strong> sett<strong>in</strong>gs, <strong>practical</strong> <strong>nurse</strong>s work<br />
e.g. <strong>in</strong> wards <strong>and</strong> cl<strong>in</strong>ics at <strong>health</strong> <strong>care</strong> centres; oral <strong>and</strong> dental <strong>care</strong> units; emergency<br />
departments; perioperative units; emergency <strong>care</strong>; <strong>and</strong> home <strong>care</strong>.<br />
Social <strong>and</strong> <strong>health</strong> <strong>care</strong> aims at ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the clients’ functional abilities <strong>and</strong><br />
promot<strong>in</strong>g their participation, well-be<strong>in</strong>g <strong>and</strong> <strong>health</strong>, <strong>in</strong> all respects. In the future,<br />
the dem<strong>and</strong> for <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> services will rise due to the age<strong>in</strong>g population,<br />
a grow<strong>in</strong>g need for services <strong>in</strong> families, substance abuse <strong>and</strong> mental <strong>health</strong> problems,<br />
<strong>and</strong> other common diseases. The work <strong>in</strong>volves, more <strong>and</strong> more, an early <strong>in</strong>tervention<br />
<strong>in</strong> <strong>social</strong> problems <strong>and</strong> <strong>health</strong> risks, community work <strong>and</strong> partnership cooperation<br />
with different networks. The <strong>practical</strong> <strong>nurse</strong> works with clients, patients <strong>and</strong><br />
colleagues from different cultures. Nurs<strong>in</strong>g, <strong>care</strong>, rehabilitation, education <strong>and</strong> sup-<br />
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9 Appendix<br />
port for parenthood <strong>in</strong> homes will <strong>in</strong>crease <strong>and</strong> diversify. New forms of services will<br />
develop to support the <strong>in</strong>dependent cop<strong>in</strong>g at home of all population groups.<br />
Practical <strong>nurse</strong>s with a Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care<br />
have good <strong>in</strong>teraction, human relations <strong>and</strong> negotiation skills <strong>and</strong> they are able to<br />
work <strong>in</strong> multi-discipl<strong>in</strong>ary teams <strong>and</strong> projects <strong>and</strong> as entrepreneurs. They are able<br />
to work <strong>in</strong> multi-cultural sett<strong>in</strong>gs <strong>and</strong> they speak many languages. They have solid<br />
competence <strong>in</strong> nurs<strong>in</strong>g, <strong>care</strong>, rehabilitation, education <strong>and</strong> guidance tasks with<strong>in</strong><br />
the <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> field. They apply a rehabilitative approach <strong>in</strong> their work<br />
<strong>and</strong> promote their clients’ well-be<strong>in</strong>g. Practical <strong>nurse</strong>s master the <strong>vocational</strong> knowledge<br />
related to man, his <strong>social</strong> <strong>and</strong> physical environment <strong>and</strong> society, <strong>and</strong> take this<br />
knowledge <strong>in</strong>to account <strong>in</strong> their work. They comply with privacy protection, occupational<br />
<strong>health</strong> <strong>and</strong> safety <strong>and</strong> ergonomics <strong>in</strong> their work. Work as <strong>practical</strong> <strong>nurse</strong>s<br />
requires good physical <strong>and</strong> mental <strong>health</strong> <strong>and</strong> the will<strong>in</strong>gness to participate <strong>in</strong> the<br />
constant improvement of one’s competence, <strong>and</strong> the ma<strong>in</strong>tenance of one’s work<strong>in</strong>g<br />
ability <strong>and</strong> occupational well-be<strong>in</strong>g.<br />
Practical <strong>nurse</strong>s encounter their clients holistically, humanely <strong>and</strong> tolerantly.<br />
Resource-based approach is emphasised <strong>in</strong> their work. Practical <strong>nurse</strong>s respect their<br />
client <strong>and</strong> patient’s ideology, values <strong>and</strong> experiences. Their <strong>vocational</strong> skills <strong>and</strong> personal<br />
competence also <strong>in</strong>clude so-called tacit knowledge: balance with one’s own<br />
emotions, values <strong>and</strong> attitudes; creative use of one’s own personality; one’s own life<br />
management; <strong>and</strong> confidence <strong>in</strong> one’s own abilities. Practical <strong>nurse</strong>s comply with<br />
<strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> legislation <strong>and</strong> regulations, <strong>in</strong> order to materialise the safety<br />
<strong>and</strong> rights of patients <strong>and</strong> clients.<br />
A <strong>practical</strong> <strong>nurse</strong>’s <strong>vocational</strong> skills consist of<br />
• <strong>vocational</strong> competence <strong>in</strong> terms of ethics (recognis<strong>in</strong>g, deal<strong>in</strong>g with <strong>and</strong> solv<strong>in</strong>g<br />
ethical problems, work<strong>in</strong>g <strong>in</strong> a responsible <strong>and</strong> fair manner, <strong>and</strong> comply<strong>in</strong>g<br />
with <strong>vocational</strong> ethics)<br />
• theoretical competence (master<strong>in</strong>g the <strong>vocational</strong> knowledge, lifelong learn<strong>in</strong>g,<br />
ability to acquire <strong>and</strong> apply new <strong>in</strong>formation <strong>and</strong> justify one’s decision<br />
<strong>and</strong> entrepreneurial spirit)<br />
• <strong>practical</strong> competence (<strong>in</strong>teraction <strong>and</strong> communication skills, <strong>social</strong> skills <strong>and</strong><br />
<strong>vocational</strong> skills)<br />
• aesthetic competence (tak<strong>in</strong>g account of the aesthetic aspects of work<strong>in</strong>g <strong>and</strong><br />
liv<strong>in</strong>g environment, creat<strong>in</strong>g a positive atmosphere <strong>and</strong> pay<strong>in</strong>g attention to the<br />
feel<strong>in</strong>gs of others)<br />
A <strong>practical</strong> <strong>nurse</strong>’s work is guided by respect for life <strong>and</strong> human dignity, the client’s<br />
right to decide on his/her matters, justice <strong>and</strong> equality. Accord<strong>in</strong>g to the ethical<br />
290
<strong>in</strong>structions, a <strong>practical</strong> <strong>nurse</strong> is primarily accountable for his/her work to the client<br />
<strong>and</strong> also to the society. This responsibility dem<strong>and</strong>s the <strong>practical</strong> <strong>nurse</strong> to cont<strong>in</strong>ually<br />
keep his/her profession <strong>and</strong> competence updated <strong>and</strong> acquire further tra<strong>in</strong><strong>in</strong>g<br />
<strong>in</strong> order to deepen his/her <strong>vocational</strong> skills.<br />
9.2 Qualification specific <strong>health</strong> requirements <strong>in</strong><br />
<strong>vocational</strong> upper secondary education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
Guidel<strong>in</strong>es for the admission of students <strong>in</strong>to tra<strong>in</strong><strong>in</strong>g lead<strong>in</strong>g to a <strong>vocational</strong> upper<br />
secondary <strong>qualification</strong> are set <strong>in</strong> Section 27 of the Act on Vocational Education<br />
<strong>and</strong> Tra<strong>in</strong><strong>in</strong>g.<br />
A person, whose illness or <strong>in</strong>jury is likely to prevent him/her participat<strong>in</strong>g <strong>in</strong><br />
tra<strong>in</strong><strong>in</strong>g, cannot be admitted as a student. Student admission <strong>in</strong>to <strong>vocational</strong> education<br />
can only be limited when the illness, objectively assessed, prevents studies or<br />
would endanger the safety of the student or others. The <strong>practical</strong> problems an illness<br />
or <strong>in</strong>jury causes to studies must primarily be solved us<strong>in</strong>g teach<strong>in</strong>g arrangements<br />
<strong>and</strong> student welfare services.<br />
An applicant is to provide education provider such <strong>in</strong>formation on his/her<br />
<strong>health</strong> condition as the admission process requires. Education provider must also<br />
make sure that the <strong>health</strong> condition of the person admitted is such that he/she can<br />
also cope with on-the-job learn<strong>in</strong>g <strong>in</strong> a way that work<strong>in</strong>g <strong>in</strong> the tasks <strong>in</strong> the field <strong>and</strong><br />
achiev<strong>in</strong>g the <strong>qualification</strong> skills requirements presuppose.<br />
From the po<strong>in</strong>t of view of a student’s legal protection it is justified that he/she<br />
is not admitted to a study programme the future work<strong>in</strong>g tasks of which his/her<br />
<strong>health</strong> would not allow. When decid<strong>in</strong>g who is admitted the various tasks related to<br />
the professions <strong>and</strong> work must be taken <strong>in</strong>to consideration. It is possible that there<br />
are modules <strong>in</strong> a <strong>qualification</strong> that presuppose different <strong>health</strong> requirements <strong>and</strong><br />
thus allow a student to make <strong>in</strong>dividual decisions on how to complete the tra<strong>in</strong><strong>in</strong>g.<br />
For student admission to have the best possible result from the student’s po<strong>in</strong>t<br />
of view, education provider must <strong>in</strong>form applicants of the requirements of the <strong>vocational</strong><br />
upper secondary <strong>qualification</strong> or <strong>vocational</strong> field as well as of possible <strong>health</strong><br />
risks <strong>in</strong> the Guide for Applicants <strong>and</strong> dur<strong>in</strong>g student admission process. Applicant’s<br />
own description of his/her <strong>health</strong> condition or treatment of illness is most often<br />
enough <strong>in</strong> the admission situation.<br />
If the legislation on or special features of the tra<strong>in</strong><strong>in</strong>g sector or <strong>qualification</strong> <strong>in</strong><br />
question require a person admitted <strong>in</strong>to the <strong>in</strong>stitution to present a doctor’s certificate<br />
on his/her <strong>health</strong>, it is enough that the certificate states the student is suitable<br />
for the <strong>vocational</strong> field. Student admission is conditional until such a doctor’s certificate<br />
has been presented.<br />
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9 Appendix<br />
Student’s illness or <strong>in</strong>jury must not stop his/her studies or lead to a rash decision<br />
to change of profession or tra<strong>in</strong><strong>in</strong>g sector. The <strong>practical</strong> problems an illness or<br />
<strong>in</strong>jury causes <strong>in</strong> tra<strong>in</strong><strong>in</strong>g must primarily be solved us<strong>in</strong>g <strong>in</strong>dividual teach<strong>in</strong>g arrangements<br />
<strong>and</strong> personalisation that meet the student’s needs. Student counsell<strong>in</strong>g, student<br />
support, <strong>in</strong>struct<strong>in</strong>g on the use of ergonomic work methods <strong>and</strong> aids facilitate<br />
complet<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g. When a student falls ill or is <strong>in</strong>jured cooperation between<br />
student welfare services <strong>and</strong> occupational <strong>health</strong> <strong>care</strong> at workplaces is absolutely<br />
necessary.<br />
In all situations where personal data specified as sensitive <strong>in</strong> the Personal Data<br />
Act, such as <strong>in</strong>formation on the student’s state of <strong>health</strong>, the education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g<br />
provider must observe <strong>care</strong> <strong>and</strong> good <strong>in</strong>formation process<strong>in</strong>g practice required <strong>in</strong><br />
the provisions.<br />
A <strong>practical</strong> <strong>nurse</strong> with a Vocational Qualification <strong>in</strong> Social <strong>and</strong> Health Care is a professional<br />
whose title (<strong>practical</strong> <strong>nurse</strong>) is protected <strong>in</strong> the Act on Health Care Professionals <strong>and</strong><br />
she/he fulfils the requirements for <strong>social</strong> welfare work. The tra<strong>in</strong><strong>in</strong>g <strong>in</strong>cludes a fair<br />
amount of on-the-job learn<strong>in</strong>g <strong>in</strong> genu<strong>in</strong>e work<strong>in</strong>g life situations <strong>and</strong> different work<br />
environments. The patients <strong>and</strong> clients’ safety <strong>and</strong> the accountability of activities are<br />
emphasised <strong>in</strong> the work. The <strong>health</strong> status of <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> students must<br />
not prevent them from study<strong>in</strong>g <strong>and</strong> practis<strong>in</strong>g their profession. It is advisable for<br />
students seek<strong>in</strong>g admission to <strong>social</strong> <strong>and</strong> <strong>health</strong> <strong>care</strong> tra<strong>in</strong><strong>in</strong>g to take <strong>in</strong>to account<br />
that<br />
• study<strong>in</strong>g <strong>and</strong> practis<strong>in</strong>g one’s profession requires a good physical condition,<br />
mental balance <strong>and</strong> the ability to <strong>in</strong>teract with different people<br />
• diseases of the locomotor system as well as chronic eczemas <strong>and</strong> allergies may<br />
hamper study<strong>in</strong>g <strong>and</strong>, later, cop<strong>in</strong>g <strong>in</strong> work<strong>in</strong>g life<br />
• the profession is unsuitable for substance abusers<br />
• diseases which are transmitted via blood may limit the chances of job placements.<br />
9.3 Vocational skills requirements, targets of assessment <strong>and</strong><br />
general assessment criteria<br />
Determ<strong>in</strong><strong>in</strong>g the skills requirements as well as the targets of assessment <strong>and</strong> general<br />
assessment criteria are to help education providers when draw<strong>in</strong>g up curricula for<br />
modules that are not determ<strong>in</strong>ed <strong>in</strong> the national core curriculum.<br />
Vocational modules are formed accord<strong>in</strong>g to <strong>and</strong> named after work entities.<br />
Skills requirements are described as concrete work outputs. Assessment criteria are<br />
determ<strong>in</strong>ed for three levels: Satisfactory 1, Good 2 <strong>and</strong> Excellent 3.<br />
292
The follow<strong>in</strong>g criteria are meant as guidel<strong>in</strong>es so that they are applied accord<strong>in</strong>g<br />
to the objectives of core subjects <strong>and</strong> the skills requirements set for <strong>vocational</strong><br />
modules. The criteria proposed are always portrayed aga<strong>in</strong>st the requirements of<br />
the <strong>qualification</strong> module <strong>in</strong> question, which is to say that the work described <strong>in</strong> the<br />
criteria always means work conta<strong>in</strong>ed <strong>in</strong> the module concerned.<br />
TARGETS OF<br />
ASSESSMENT<br />
1. Master<strong>in</strong>g the<br />
work process<br />
Plann<strong>in</strong>g one’s own<br />
work, self-assessment<br />
of performance <strong>and</strong><br />
development of one’s<br />
activities.<br />
Performance,<br />
<strong>in</strong>dependence <strong>and</strong><br />
responsibility of work<br />
package.<br />
ASSESSMENT CRITERIA ON A GENERAL LEVEL<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
plans his/her work but need plans his/her own work<br />
<strong>in</strong>struction <strong>in</strong> new situation<br />
or work<strong>in</strong>g environment<br />
changes<br />
assesses the success of his/<br />
her performance<br />
performs <strong>in</strong> familiar work<br />
assignments<br />
work so that the outcome<br />
can be accepted as fulfill<strong>in</strong>g<br />
the work plan <strong>and</strong> quality<br />
objectives<br />
need occasional guidance to<br />
advance <strong>in</strong> work phases<br />
follows work<strong>in</strong>g <strong>in</strong>structions,<br />
work<strong>in</strong>g hours, agreements<br />
<strong>and</strong> negotiates on<br />
discrepancies<br />
assesses the success of his/<br />
her performance while<br />
work<strong>in</strong>g <strong>and</strong> copes with<br />
new <strong>and</strong> chang<strong>in</strong>g situations<br />
without help<br />
considers the work entity<br />
while work<strong>in</strong>g (e-g- where<br />
to start, where to f<strong>in</strong>ish <strong>and</strong><br />
what tools <strong>and</strong> equipment<br />
to use etc.)<br />
works so that the outcome<br />
<strong>in</strong>cludes some of the special<br />
requirements of the work<br />
assignment<br />
advances fluently from one<br />
work phase to another<br />
completes given assignments<br />
<strong>in</strong>dependently <strong>and</strong><br />
takes <strong>care</strong> of his/her assignments<br />
from start to f<strong>in</strong>ish<br />
<strong>and</strong> assumes responsibility<br />
for his/her own part of the<br />
work<br />
plans <strong>in</strong>dependently work<br />
assignments <strong>and</strong> tasks he/<br />
she is responsible for<br />
assesses the success of his/<br />
her performance, justifies<br />
the assessment <strong>and</strong> assesses<br />
<strong>and</strong> develops his/her work<br />
methods <strong>and</strong> environment<br />
considers the work entity <strong>in</strong><br />
the work<strong>in</strong>g environment<br />
<strong>and</strong> his/her own work as<br />
part of it<br />
works accord<strong>in</strong>g to the<br />
special requirements of the<br />
workplace so that the outcome<br />
is <strong>in</strong> accordance with<br />
the objectives set<br />
advances systematically <strong>and</strong><br />
fluently <strong>in</strong> his/her work<br />
adjust<strong>in</strong>g it to other activities<br />
<strong>in</strong> the work<strong>in</strong>g environment<br />
spontaneously completes<br />
duties other than those<br />
assigned <strong>in</strong> his/her area of<br />
responsibility<br />
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9 Appendix<br />
TARGETS OF<br />
ASSESSMENT<br />
2. Master<strong>in</strong>g the<br />
work method,<br />
equipment <strong>and</strong><br />
material<br />
Choice <strong>and</strong> use<br />
of work method,<br />
equipment <strong>and</strong><br />
materials that suit<br />
the assignment <strong>and</strong><br />
work environment.<br />
TARGETS OF<br />
ASSESSMENT<br />
3. Underp<strong>in</strong>n<strong>in</strong>g<br />
knowledge<br />
Possession <strong>and</strong><br />
application of the<br />
knowledge needed<br />
at work<br />
ASSESSMENT CRITERIA ON A GENERAL LEVEL<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
uses the most common<br />
work methods, equipment<br />
<strong>and</strong> materials related to his/<br />
her work <strong>in</strong> repeat<strong>in</strong>g work<br />
situations, but needs some<br />
<strong>in</strong>struction (procedures,<br />
equipment <strong>and</strong> materials<br />
are def<strong>in</strong>ed by <strong>qualification</strong><br />
module)<br />
ASSESSMENT CRITERIA ON A GENERAL LEVEL<br />
uses work methods, equipment<br />
<strong>and</strong> materials related<br />
to his/her work <strong>in</strong>dependently<br />
<strong>in</strong> work situations<br />
chooses the most suitable<br />
work methods, equipment<br />
<strong>and</strong> materials <strong>and</strong> uses<br />
them skilfully <strong>in</strong> various<br />
work situations<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
uses the knowledge that is searches <strong>and</strong> uses <strong>in</strong>dependently<br />
searches <strong>and</strong> uses <strong>in</strong>for-<br />
the basis for the most common<br />
<strong>in</strong>formation needed mation <strong>in</strong>dependently <strong>in</strong><br />
procedures, equipment<br />
at work<br />
his/her work <strong>in</strong> various<br />
<strong>and</strong> materials needed<br />
situations <strong>and</strong> justifies the<br />
<strong>in</strong> repeat<strong>in</strong>g work situations<br />
work-related decisions on<br />
(i.e. the procedures, equipment<br />
the basis of the <strong>in</strong>formation<br />
<strong>and</strong> materials that<br />
gathered<br />
have been def<strong>in</strong>ed <strong>in</strong> section<br />
2), but needs guidance<br />
<strong>in</strong> acquir<strong>in</strong>g the knowledge<br />
<strong>and</strong> apply<strong>in</strong>g it<br />
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TARGETS OF<br />
ASSESSMENT<br />
4. Key competences<br />
for lifelong learn<strong>in</strong>g:<br />
a) The four key<br />
competences to<br />
be assessed <strong>in</strong><br />
their own group <strong>in</strong><br />
Po<strong>in</strong>t 4<br />
Learn<strong>in</strong>g <strong>and</strong> problem<br />
solv<strong>in</strong>g<br />
Own competence<br />
as an employee<br />
<strong>and</strong> work development,<br />
problem<br />
solv<strong>in</strong>g as well as<br />
mak<strong>in</strong>g choices<br />
<strong>and</strong> decisions.<br />
Interaction <strong>and</strong><br />
cooperation<br />
Actions <strong>in</strong> <strong>in</strong>teractive<br />
situations<br />
<strong>and</strong> cooperative<br />
abilities.<br />
Vocational ethics<br />
Activities based<br />
on <strong>vocational</strong><br />
ethics, professional<br />
value basis<br />
<strong>and</strong> the agreements<br />
made.<br />
ASSESSMENT CRITERIA ON A GENERAL LEVEL<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
searches for <strong>in</strong>formation<br />
under <strong>in</strong>struction<br />
plans his/her work but<br />
needs <strong>in</strong>struction <strong>in</strong> new<br />
situations or when the work<br />
environment changes<br />
assesses the success of his/<br />
her work<br />
copes with familiar situations<br />
but needs <strong>in</strong>struction<br />
<strong>and</strong> support <strong>in</strong> change <strong>and</strong><br />
option situations<br />
abides given <strong>in</strong>structions on<br />
<strong>in</strong>teractive situations <strong>in</strong> his/<br />
her own learn<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g<br />
environment<br />
completes the work assignments<br />
he/she is responsible<br />
for but needs <strong>in</strong>struction<br />
from time to time<br />
works <strong>in</strong> a familiar work<br />
community <strong>and</strong> group <strong>and</strong><br />
asks for help from the others<br />
when needed<br />
abides the ethical <strong>in</strong>structions<br />
<strong>and</strong> timetables given<br />
searches for <strong>in</strong>formation<br />
accord<strong>in</strong>g to <strong>in</strong>structions<br />
plans his/her work <strong>and</strong><br />
assesses its success while<br />
work<strong>in</strong>g<br />
accepts feedback <strong>and</strong> acts<br />
accord<strong>in</strong>g to it<br />
copes with change <strong>and</strong><br />
option situations spontaneously<br />
considers the situation <strong>in</strong><br />
his/her learn<strong>in</strong>g <strong>and</strong> work<strong>in</strong>g<br />
community <strong>in</strong> different<br />
<strong>in</strong>teractive situations<br />
completes the work assignments<br />
he/she is responsible<br />
for spontaneously<br />
works with different people<br />
<strong>in</strong> a work community <strong>and</strong><br />
group<br />
abides the given ethical <strong>in</strong>structions,<br />
agreements <strong>and</strong><br />
decrees as well as timetables<br />
searches for <strong>in</strong>formation<br />
<strong>in</strong>dependently<br />
plans the assignments he/<br />
she is responsible for <strong>in</strong>dependently<br />
<strong>and</strong> assesses his/<br />
her competence <strong>and</strong> the<br />
success of the work <strong>and</strong> also<br />
justifies the assessment<br />
assesses <strong>and</strong> develops his/<br />
her work methods <strong>and</strong><br />
work environment<br />
develops his/her actions on<br />
the basis of feedback<br />
acts <strong>in</strong>dependently <strong>in</strong> different<br />
situations <strong>in</strong> a way<br />
that suits the situations <strong>and</strong><br />
f<strong>in</strong>ds alternative procedures<br />
to his/her actions<br />
expresses him-/herself clearly<br />
<strong>and</strong> br<strong>in</strong>gs forth different<br />
viewpo<strong>in</strong>ts constructively<br />
acts responsibly, cooperatively<br />
<strong>and</strong> equally with different<br />
people as a member<br />
of a work community <strong>and</strong><br />
group<br />
supports <strong>and</strong> helps others<br />
<strong>and</strong> also takes <strong>in</strong>to account<br />
the next work phase <strong>and</strong><br />
employee <strong>in</strong> his/her work<br />
acts accord<strong>in</strong>g to the values<br />
<strong>in</strong> the work community,<br />
ethical <strong>in</strong>structions, agreements<br />
<strong>and</strong> regulations <strong>in</strong><br />
variable situations <strong>and</strong> also<br />
keeps to timetables<br />
295
9 Appendix<br />
Health, safety <strong>and</strong><br />
ability to function<br />
Actions that<br />
ma<strong>in</strong>ta<strong>in</strong> <strong>health</strong><br />
<strong>and</strong> safe operations<br />
<strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><br />
the ability to<br />
function.<br />
abides the given safety<br />
<strong>in</strong>structions <strong>and</strong> does not<br />
endanger him- /herself or<br />
others<br />
ensures safety <strong>in</strong> accordance<br />
with <strong>in</strong>structions<br />
uses safely protective equipment,<br />
tools <strong>and</strong> work<br />
methods as <strong>in</strong>structed<br />
works ergonomically <strong>in</strong><br />
most situations<br />
abides the work community’s<br />
<strong>in</strong>structions <strong>and</strong> takes<br />
<strong>in</strong>to account the safety of<br />
the members of the work<br />
community <strong>and</strong> work<strong>in</strong>g<br />
environment<br />
ensures safety<br />
uses protective equipment,<br />
tools <strong>and</strong> work methods<br />
safely<br />
works ergonomically<br />
abides the work community’s<br />
<strong>in</strong>structions <strong>and</strong> takes<br />
<strong>in</strong>to account the safety of<br />
the members of the work<br />
community <strong>and</strong> work<strong>in</strong>g<br />
environment<br />
ensures safety <strong>and</strong> reports<br />
on dangers <strong>and</strong> risks he/she<br />
observes<br />
uses protective equipment,<br />
tools <strong>and</strong> work methods<br />
safely<br />
uses safe, variable work<br />
methods, which do not<br />
cause excessive workload<br />
while tak<strong>in</strong>g ergonomics<br />
<strong>in</strong>to account<br />
Are <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of the core subjects , Psychical<br />
education (1 credit) <strong>and</strong> Health education (1 credit). Respective skills requirements<br />
<strong>and</strong> assessment criteria for <strong>health</strong>, safety <strong>and</strong> ability to function are drawn up for every<br />
<strong>vocational</strong> <strong>qualification</strong> if needed.<br />
TARGETS OF<br />
ASSESSMENT<br />
4. b) Rest of the<br />
key competences<br />
for lifelong learn<strong>in</strong>g<br />
Initiative <strong>and</strong><br />
entrepreneurship<br />
target-oriented, economic<br />
<strong>and</strong> productive<br />
operations <strong>and</strong> self<br />
management.<br />
Susta<strong>in</strong>able development<br />
Observ<strong>in</strong>g<br />
technological,<br />
economic, <strong>social</strong><br />
<strong>and</strong> cultural<br />
pr<strong>in</strong>ciples.<br />
Aesthetics<br />
Tak<strong>in</strong>g aesthetics<br />
<strong>in</strong>to account<br />
while work<strong>in</strong>g<br />
ASSESSMENT CRITERIA ON A GENERAL LEVEL<br />
Satisfactory 1 Good 2 Excellent 3<br />
Student<br />
Are <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of the core subjects , <strong>social</strong>,<br />
bus<strong>in</strong>ess <strong>and</strong> labour-market subjects (1 credit) <strong>and</strong> also <strong>in</strong> the skills requirements <strong>and</strong><br />
assessment criteria of the entrepreneurship part that is <strong>in</strong>cluded <strong>in</strong> the skills requirements<br />
of the <strong>vocational</strong> modules. In addition, when necessary, skills requirements <strong>and</strong><br />
assessment criteria for the <strong>vocational</strong> modules of each <strong>qualification</strong> have been drawn<br />
up.<br />
works <strong>and</strong> acts tak<strong>in</strong>g susta<strong>in</strong>able<br />
development <strong>in</strong>to<br />
account under <strong>in</strong>struction<br />
works accord<strong>in</strong>g to the aesthetic<br />
pr<strong>in</strong>ciples, pleasantness<br />
of work environment<br />
<strong>and</strong> other factors that affect<br />
the appearance of the end<br />
result under <strong>in</strong>struction<br />
works <strong>and</strong> acts tak<strong>in</strong>g susta<strong>in</strong>able<br />
development <strong>in</strong>to<br />
account<br />
works accord<strong>in</strong>g to the aesthetic<br />
pr<strong>in</strong>ciples, pleasantness<br />
of work environment<br />
<strong>and</strong> other factors that affect<br />
the appearance of the end<br />
result<br />
works <strong>and</strong> acts <strong>in</strong>dependently<br />
tak<strong>in</strong>g susta<strong>in</strong>able<br />
development <strong>in</strong>to account<br />
<strong>and</strong> takes up development<br />
needs<br />
makes versatile use of<br />
aesthetic pr<strong>in</strong>ciples <strong>in</strong> the<br />
field – works to promote<br />
the pleasantness of the<br />
work<strong>in</strong>g environment <strong>and</strong><br />
other factors that impact<br />
the appearance of the end<br />
result<br />
296
Communication <strong>and</strong><br />
media skills<br />
Objective recognition,<br />
observation<br />
<strong>and</strong> <strong>in</strong>terpretation<br />
of the<br />
media products<br />
<strong>and</strong> use of media<br />
<strong>and</strong> <strong>in</strong>formation<br />
technology<br />
Mathematics <strong>and</strong><br />
natural sciences<br />
Numeracy required<br />
at work<br />
<strong>and</strong> knowledge of<br />
the laws of physics<br />
needed<br />
Technology <strong>and</strong> <strong>in</strong>formation<br />
technology<br />
Use of technology<br />
<strong>and</strong> <strong>in</strong>formation<br />
technology<br />
<strong>in</strong> the <strong>vocational</strong><br />
field <strong>and</strong> tak<strong>in</strong>g<br />
<strong>in</strong>to account the<br />
benefits, limitations<br />
<strong>and</strong> risks of<br />
technology<br />
Active citizenship <strong>and</strong><br />
different cultures<br />
Participat<strong>in</strong>g <strong>in</strong><br />
community activities<br />
<strong>and</strong> decision<br />
mak<strong>in</strong>g<br />
with people from<br />
different backgrounds<br />
<strong>and</strong> observ<strong>in</strong>g<br />
the rights<br />
<strong>and</strong> obligations<br />
as an employee<br />
<strong>and</strong> citizen <strong>and</strong><br />
abid<strong>in</strong>g equality<br />
regulations.<br />
Are <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of the core subjects Mother<br />
tongue (4 credits). In addition, when necessary, skills requirements <strong>and</strong> assessment<br />
criteria for communication <strong>and</strong> media skills <strong>in</strong> compliance with the requirements of<br />
each <strong>vocational</strong> field have been drawn up.<br />
Are <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of the core subjects Mathematics<br />
(3 credits), Physics <strong>and</strong> chemistry (2 credits). In addition, skills requirements <strong>and</strong> assessment<br />
criteria for mathematics <strong>and</strong> natural sciences <strong>in</strong> compliance with the requirements<br />
of each <strong>vocational</strong> field have been drawn up.<br />
uses common technical <strong>and</strong><br />
<strong>in</strong>formation technical systems<br />
that are needed <strong>in</strong> his/<br />
her profession, <strong>in</strong> repeat<strong>in</strong>g<br />
work situations, but sometimes<br />
needs <strong>in</strong>struction<br />
chooses the mach<strong>in</strong>ery <strong>and</strong><br />
equipment needed, under<br />
<strong>in</strong>struction <strong>and</strong> recognises<br />
the risks<br />
uses common technical<br />
<strong>and</strong> <strong>in</strong>formation technical<br />
systems that are needed <strong>in</strong><br />
repeat<strong>in</strong>g work situations<br />
chooses the mach<strong>in</strong>ery <strong>and</strong><br />
equipment needed <strong>and</strong><br />
recognises the risks<br />
uses common technical<br />
<strong>and</strong> <strong>in</strong>formation technical<br />
systems that are needed <strong>in</strong><br />
repeat<strong>in</strong>g work situations<br />
variedly<br />
chooses the mach<strong>in</strong>ery <strong>and</strong><br />
equipment needed <strong>in</strong>dependently<br />
<strong>and</strong> recognises<br />
the limitations <strong>and</strong> risks<br />
Information technology is <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of core<br />
subjects (<strong>social</strong>, bus<strong>in</strong>ess <strong>and</strong> labour-market subjects). In addition, skills requirements<br />
<strong>and</strong> assessment criteria for technology <strong>and</strong> <strong>in</strong>formation technology <strong>in</strong> compliance with<br />
the requirements of each <strong>vocational</strong> field have been drawn up.<br />
Are <strong>in</strong>cluded <strong>in</strong> the objectives <strong>and</strong> assessment criteria of the core subjects <strong>social</strong>, bus<strong>in</strong>ess<br />
<strong>and</strong> labour-market subjects (1 credit) <strong>and</strong> also Mother tongue (4 credits). In addition,<br />
when necessary, the skills requirements <strong>and</strong> assessment criteria for this key skill<br />
have been drawn up consider<strong>in</strong>g the skills requirements of each <strong>qualification</strong>.<br />
297
F<strong>in</strong>nish National Board of Education<br />
www.oph.fi/english<br />
ISBN 978-952-13-4873-0 (pdf)