Qualification awarded: Yrkeshögskoleexamen inom hälsovård och det sociala området, Hälsovårdare (YH) och Sjukskötare (YH); equivalent to Bachelor of Health Care, Public Health Nurse
Level of qualification: 1st cycle
Scope: 240 ECTS credits
Duration: 4 years
Mode of study: full-time
Language of tuition: Swedish
Programme director: Anu Grönlund
The goal of the education in public healthcare is to educate professional public healthcare workers with competence as nurses. The healthcare competence is wide and is strongly anchored within both caring science and public health science, and thus provides an encompassing view on health both for the single individual of any age, groups of various kinds and the population as a whole. The mode of operation is characterized by a health-promoting and disease-preventing approach as well as evidence-based care safe for the patient, where the patient is in focus and participates in their own care and decisions concerning it.
The healthcare worker can participate in multi-professional teams as an expert. The healthcare worker can act as a representative for the care process from a broad perspective, as an expert within the areas of health promotion and disease prevention and has the competence required to further educate themselves to teachers, managers and researchers.
Lifelong learning and constant updating and acquisition of new knowledge is underlined, and the student is supported in gaining independence and responsibility while the education simultaneously prepares for work in multi-professional teams.
A competence-based curriculum that on the one hand is in line with the national competences and on the other conforms to EU directives supports the student in reaching the goals of the education.
Many courses are based on so-called blended learning with e.g. lectures, workshops, case studies, simulations, web-based courses, projects related to working life, practical training and visiting experts as well as theme days and seminars.
The Arcada patient Security and Learning Centre (APSLC) offers an active simulation environment that connects theory and practice. Through simulations you learn to handle risk-filled situation and specialised equipment as well as gain practice in leadership and teamwork. A wide spectrum of difficult crisis and accident scenarios can today be recreated through the patient simulator, which in an authentic manner reflects reality. The environment is safe and secure, easily adjustable and realistic. In comparison to more conventional teaching methods, e.g. lectures, simulations have a developing and innovative approach with a great degree of knowledge processing, personal creativity and reflection.
For the Public Healthcare programme, Arcada has collaboration contracts with institutions of higher education in the Nordic countries and Europe. One or two terms of studies/practical training abroad promotes the knowledge- and competence development as well as supports development of international competence. Exchange studies facilitate international contacts within the chosen field. The recommended time for exchange studies is the three last terms of study of the education.
Research, development and innovation
Research, development and innovation (RDI) is strongly integrated in the education and degree theses and different projects connected to working life are part of the RDI-activities. In the RDI-activities within the department for health and welfare we primarily focus on three areas of knowledge development:
Within health promotion, expert knowledge within the production of health promoting and preventive services and the areas of workplace health promotion, physical activity and health exercise and support of living conditions for elderly in their home environment are developed. The knowledge development concerns the individual’s health and welfare on an individual, group and societal level within varied health promoting arenas within daily and working life.
Within the area of social participation one target area for knowledge development is groups with special needs, another is the social capital. To facilitate community, a sense of belonging, active participation and responsibility in the development of the society within vulnerable and exposed target groups is a comprehensive focus area. Another challenge is to develop rehabilitation models and –networks that support the physical, psychological and social functional capacity and control for risk groups with functional challenges such as mental illness and various functional hindrances.
The area of patient safety focuses on three sections; advanced clinical care, safety in relation to human factors and simulation as a means of pedagogy to increase patient safety. The section concerned with advanced clinical care concerns ensuring patient safety in high-risk areas of care such as resuscitation, medical treatment, emergency-, intensive- and anaesthetic care as well as childbirth. The section dealing with human factors is concerned with how risks can be minimised and a safe and secure care and treatment can be guaranteed by developing processes taking into account leadership, decision making, task management and situation assessment as well as anticipatory reporting.
In addition to a wide academic network within education, research, development and innovation activities and a versatile cooperation with the partner institutions, Arcada has close contacts to working life. In addition to guest lecturers from our partner institutions we also invite representatives for working life and alumni as guest lecturers and inspirers. In order to meet the demands of the future labour market, both representatives for working life and alumni participate in the development of the educational programmes of the institution. Through these networks with institutions of higher education and working life the students at Arcada profit of the latest expertise and valuable work experience already during their studies.
Placement in working life/career openings
Degrees from universities of applied sciences are vocationally oriented undergraduate degrees at bachelor level and provide a professional identity and a direct connection to the labour market. Students who have studied at Arcada have placed themselves well in working life and the degree of employment for students from Arcada after finished studies is good. After graduating you are able to work as a specialist within your field both in private and public social- and healthcare or in the third sector.
With an education in public healthcare, you can function within mother-, child-, school-, student- and occupational healthcare as well as in health centre functions and home care. You can also work in various bodies and associations as an expert on health-promoting and disease-preventing care. As a public healthcare professional you can also work as an expert in various projects both nationally and internationally. You can also function as a private entrepreneur within various fields.
Students who have completed a bachelor’s degree at a university of applied sciences and acquired at least three years’ experience in working life can extend their professional competence by completing a master’s degree at a university of applied sciences. The master’s degree programmes consist of 60 or 90 ECTS credits and can often be completed as part-time studies while working. The education involves a deepening of knowledge, skills and abilities aiming at developing the student’s prerequisites to engage in professional endeavours requiring independence or research, development and innovation activities within the field. A master’s degree at a university of applied sciences provides eligibility for public employment with requirement of higher academic degree.
Arcada offers five Master’s programmes within social- and healthcare: the social field, health promotion, rehabilitation and advanced clinical care (focus on patient safety) as well as global health care (in cooperation with Diak UAS). Through the Open UAS you can also carry out studies on master level without three years’ professional experience.
After completing a bachelor’s degree at a university of applied sciences, students can also apply to a master’s degree programme at a university. The admission decisions are made by the receiving higher education institution. A person who has graduated with a master's degree has access to third-cycle university programmes (licentiate and doctoral degrees) at universities. The university assesses individually for each case whether the applicant has sufficient knowledge and skills for university postgraduate education.