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Actively involved in the changes in the social and health care field

The Finnish social and health care system as a whole is undergoing reform. This structural change also impacts education in the field, so it is important for us to be involved in the reform.

Finland is ageing rapidly and Lapland more rapidly than the rest of the country. More workers are needed to care for the elderly. Educational focus and content development must to take this need into account. The School of Social Services, Health and Sports at Lapland University of Applied Sciences listens carefully to even the weakest signals in the operating environment and customises its training to meet the needs of the working life.


Results through co-operation despite turbulent change

2014 involved building a joint operating culture as the Lapland University of Applied Sciences started operations. The key issues included harmonising the curricula, sharing good practices, ensuring occupational wellbeing and the change process connected to supervisory work.

The simulated learning environments and teaching methods at both campuses were special development targets. The development work was supported by an ERDF and ESF-financed Simulation and Development Environment (SKY) project and the ERDF-financed ENVI II project for developing an innovation and learning environment for seamless care and service chains out of the wellness sector’s virtual and simulation centre.

The launching of the new simulation environments can be considered the highlight of 2014.

Nursing Lecturer Anna-Leena Nousiainen was elected as the adult education instructor of the year. The honour was awarded by the Finnish Association for the Development of Vocational Education and Training AMKE ry. In her teaching, Anna-Leena combines the principles of simulation teaching and problem-based learning. This operating model is well-suited for nursing instruction, and the aim is to expand the use of the model in education in the field.

Despite the great changes, the basic processes of education and RDI have functioned well.

Results in accordance with the result agreement were achieved in almost every area. The results were exceeded in terms of completed degrees, students who completed 55 credits, research and development points, publications and business operations. There is room for improvement, especially in increasing the international exchanges of students and decreasing the number of drop-outs.


Development focus 2015

In 2015, we will continue reforming our curricula. Strengthening the competence-based approach and competence assessment in particular will be central.

Our aim is also to enhance the functioning of learning environments and connect them more closely to chargeable services and RDI activities.

The projects are collected in the strategic areas of emphasis, and especially under special themes of the School of Social Services, Health and Sports, such as occupational wellbeing. We will also increase the integration of projects and instruction.


Outi Hyry-Honka
School of Social services, Health and Sports