The competence-based curriculum is structured in study units, which signifies that it is recommended that the studies are carried out in a specific succession. Individual study plans are made if required to facilitate the course of studies.
The student learns to critically analyse their environment in order to comprehend the benefits of in-depth analysis. The student understands the need to communicate purposefully and develops a basic understanding of the human, health and society.
Subject of study
Basic studies – Health promotion, patient safety and evidence-based work
The student has a clear picture of their professional function and an ability to develop into a professional practitioner. The student works from a health-promoting angle with focus on patient safety. The student has a command of basic skills within clinical care and understands the structure of the human body and the basics of medical science. The student can utilise concepts within caring science and apply evidence-based knowledge in various clinical contexts.
Subject studies – Clinical competence + Professionalism and centering on the individual
The student has the knowledge and preparedness to function in different care contexts, with patients of various ages, from different cultures and with diverse problems and health hindrances. The student can analyse, interpret and apply knowledge from medicine and science in the patient’s care process. The student can identify the need for development within the health- and hospital care district as well as actively seek and obtain research-based knowledge to develop the care.
Extension studies – Subject specific specialisation, practical training and project work (30 ects)
The student has a specific knowledge interest and engagement that supports the competence development within the field. The student extends and expands their knowledge and skills within their field. The student is able to cooperate in multi-professional groups and with industry and commerce as well as participate in projects that support innovational thinking.
The education follows the EU directives of 90 ects guided practical training for nurses. The education commences with theoretical instruction which is followed by simulation exercises in the Arcada Patient Safety- and Learning Centre (APSLC) and practical training within the respective competence areas. The practical training is integrated in the education and the students participate in practical training periods from the first year of studies to the end of the studies.
The practical training always takes place outside the institution and is mostly situated in hospitals, institutions and health centres in the Helsinki area, but can also be carried out in other parts of Finland or abroad. Booking of practical training positions primarily takes place through the Jobiili employment service.
The extent of the workload during the practical training period should correspond to a full week of work for a full-time employee ( 38h/ week). In the table below you can see how the credits are distributed per weeks.
|15 cr||10 weeks|
|10 cr||7 weeks|
|8-9 cr||6 weeks|
|7,5 cr||5 weeks|
|6 cr||4 weeks|
|5 cr||3 weeks|
|3 cr||2 weeks|
|1,5 cr||1 week|
Field assignments performed during the practical training are handed in at the latest two weeks after finishing the training period.
The supervising teachers and examiners can be found in the descriptions of the practical training on ASTA. Assessment forms can be found on the practical training page here on Start.
Methodology and degree thesis (30 ects)
The student masters the fundamentals of information gathering, can critically evaluate scientific publications and apply research results and –methods to support the care. The student is able to participate in research-, development- and innovation activities and is able to write a project- or research report.