Specialized Mental Health and Substance Abuse Care (5 cr)

Objectives (course unit)

The Student
- is able to critically evaluate his/her own spesific working area in mental health and substance abuse care (e.g child psychiatry, forensic psychiatry, promotive mental health care);
- is able to recognize the development needs in his/her own spesific working area and is able to critically evaluate them with evidence-based knowledge;
- is able to describe development suggestions and is able to present an action plan for these in his/her own spesific working area.

Content (course unit)

- directives, laws and recommendations in a spesific area of mental health and/or substance abuse care (accroding the student’s field of working)
- evidence-based knowledge concerning the spesific area of mental health and/or subtance abuse care
- suggestions for development, action plan and actual change in practice according to the Peppa model

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to search for information on the subject and is able to use national and international sources
- is able to apply the collected information at a descriptive level when reviewing current practices and means of action
- does not display a critical evaluation of the topic
- participates in the course inconsistently.

Assessment criteria, good (3-4) (course unit)

The student
- is able to seek evidence-based knowledge from both national and international sources, and is able evaluate the sources critically
- is able to construct both analyses and syntheses of the topic
- is able to use the acquired knowledge in critical evaluation and development of current practices
- generally participates in the course actively and professionally.

Assessment criteria, excellent (5) (course unit)

The student
- is able to retrieve evidence-based knowledge from a number of national and international sources of information, critically evaluate the studies and synthesise the collected data
- shows a profound command of the subject
- is able to evaluate current practices critically and is able to create new evidence-based practices
- participates in the course actively and professionally.

Assessment scale

0-5

Learning materials

Ahonen P. (2012) Kliininen asiantuntija. Uutta osaamista ylemmästä ammattikorkeakoulu tutkinnosta. Raportteja 130 Turun Ammattikorkeakoulu. Tampereen yliopistopaino 2012 http://julkaisut.turkuamk.fi/isbn9789522162588.pdf

Bovero M, Giacomo C, Ansari M, Roulin MJ (2018). Role of advanced nurse practitioners in the care pathway for children diagnosed with leukemia. European Journal of Oncological Nursing. Oct; 36:68-74. doi: 10.1016/j.ejon.2018.08.002. Epub 2018 Aug 25.

ETENE (2001) Valtakunnallinen terveydenhuollon eettinen neuvottelukunta 2001. Terveydenhuollon yhteinen arvopohja, yhteiset tavoitteet ja periaatteet. ETENE-julkaisuja 1. Sosiaali- ja terveysministeriö.

Hautamäki L. (2016) Movements of Moods: Interplay between Science, Clinical Practice and Patient in Psychiatry. Sosiologia. Väitöskirja. Helsingin yliopisto

Laki potilaan asemasta ja oikeuksista (785/ 1992)

Mielenterveyslaki (1990/1116)

Further information

Opintojakson toteutuksesta vastaa Turun ammattikorkeakoulu. Opintojakson tehtävä ja muu opintojaksoon liittyvät tiedot löytyvät DigiCampukselta.

Opintojaksolle voivat osallistua Tampereen, Jyväskylän, Turun ja Satakunnan yamk/mielenterveys- ja päihdetyön opiskelijat näiden ammattikorkeakoulujen keskinäisen sopimuksen mukaisesti. Opintojakso ei ole avoinna muille opiskelijoille.