Becoming Professionals Together
The Northern Savo Centre of Expertise for the Interprofessional Social and Health Care Education
There is an increasing need for new ways to think about how and on what we are working in health and social care. Interprofessional work and studying interprofessionally have become more important. The Northern Savo Centre of Expertise for the Interprofessional Social and Health Care Education builds new interprofessional environments and models, which respond to the changing needs of social and health care. It creates possibilities for the inventive collaboration between universities, health and social care sector and business.
This project has been planned together with the University of Eastern Finland (UEF) and Savonia University of Applied Sciences (Savonia). There are thousands of students in the UEF and Savonia studying health and social care disciplines. Therefore, we in Northern Savo have a unique opportunity to provide interprofessional education with the real health and social care environment and strengthen the connection between work and education.
The project has four missions:
The preparation of the interprofessional training model
New interprofessional learning environment in the acute care ward of the Kuopio University Hospital
New interprofessional learning environment in primary health care
Education of the social and health care professionals to act as tutors in the interprofessional training
The project is carried out from January 1, 2020 to December 31, 2022. It is funded by the European social fund.
For more information, please contact project manager Henna Saari: henna.saari@uef.fi
The SOKK Competency Objectives
We have defined general competency objectives for The Northern Savo Centre of Expertise for the Interprofessional Social and Health Care Education, also known as SOKK. The competency objectives are common to all social and health care students who study according to the SOKK Teaching Model.
The SOKK Competency Objectives are:
- The student knows how to operate in their professional role and explain the roles of different social and health care professionals in interprofessional services.
- The student is able to explain why and how interprofessional cooperation is done in social and health services.
- The student recognizes the principles of ethical and customer- and patient-oriented operations in interprofessional teams, working groups and networks.
- The student can analyze how interprofessional work promotes customer and patient safety.
- The student can reflect on the interaction and work of an interprofessional team as well as their own work as a member of an interprofessional team.
The SOKK Teaching Model
The SOKK Teaching Model proceeds in three stages:
1. The SOKK studies begin in the digital learning environment:
- Orientation to study, the implementation methods and the competency objectives.
- Familiarization with the study material.
- Getting to know the members of the interprofessional student team.
2. SOKK’s interprofessional learning in practice takes place in different learning environments:
- Participation as part of practical learning or training.
- Working as interprofessional student teams in client work, instructed by trained tutors and teachers.
3. Learning is assessed afterwards:
- Completion of joint assignments in interprofessional student teams.
- Gathering feedback and developing practices.
The SOKK Teaching Model.
The SOKK Pedagogical Model
The concept of learning in SOKK is based on a Pedagogical Model combining the Integrative Pedagogy Model (Tynjälä 2007; Tynjälä 2018; Tynjälä, Virtanen, Klemola, Kostiainen & Rasku-Puttonen 2016) and the Complexity Theory (Cooper, Braye & Geyer 2004).
The Integrative Pedagogy Model combines the key elements of expertise in learning situations: theoretical knowledge, practical knowledge, self-regulatory knowledge and sociocultural knowledge (Tynjälä et al. 2016; Tynjälä 2018). The Integrative Pedagogy Model is based on the understanding that learning takes place at three levels of human activity: social, cognitive and emotional (Tynjälä 2018).
The Complexity Theory is based on Tosey’s (2002) outline of the four complexity theory principles: the self-organization of learning, the paradox of learning, the emergence of learning and learning on “the edge of chaos”.
References:
Cooper, H., S. Braye, & R. Geyer. 2004. ”Complexity and Interprofessional Education.” Learning in Health and Social Care 3:4, 179–189.
Tosey, P. 2002. Teaching on the Edge of Chaos. Complexity Theory and Teaching Systems. LTSN Imaginative Curriculum Knowledge Development Paper.
Tynjälä, P. 2007. ”Integratiivinen pedagogiikka osaamisen kehittämisessä.” In Taidon tieto, edited by H. Kotila, A. Mutanen, & M. V. Volanen. Helsinki: Edita, 11–36.
Tynjälä, P. 2018. Integratiivinen pedagogiikka asiantuntijuuden kehittymisen tukena (video).
Tynjälä, P., A. Virtanen, U. Klemola, E. Kostiainen, & H. Rasku-Puttonen. 2016. ”Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy.” European Journal of Teacher Education 39:3, 368–387.
The SOKK Pedagogical Model.
Accessibility and Data Protection
Accessibility
Website accessibility
This accessibility statement pertains to the website available at www.sokk.fi, and it has been drawn up on September 23, 2020. The accessibility of the website has been assessed by our team members. In addition, we have reviewed the website by using the Wave service and followed the Papunet accessible website design guide.
Accessibility status of the digital service
The website meets the AA level accessibility requirements, which we have set as our goal. The accessibility requirements have guided the layout design of and content production for our website. We are committed to enhancing the accessibility of our digital services, and we are continuously working to improve it. For users to whom our digital services remain inaccessible, we offer special support. If this is the case, please contact us at anna.miettinen@uef.fi
Did you discover an accessibility issue in our digital service?
Please let us know, and we will do our best to fix the issue. You can give feedback relating to accessibility by sending an email to: anna.miettinen@uef.fi
If you discover an accessibility issue on our website, please give us, i.e. the website administrators, feedback first. Please note that it may take up to 14 days to reply to your feedback. If you are not satisfied with our response or if you receive no response at all within two weeks, you can lodge a complaint with the Regional State Administrative Agency for Southern Finland. The website of the Regional State Administrative Agency for Southern Finland explains, in detail, how you can lodge a complaint and how the matter will be processed.
Contact information for the supervisory authority:
Regional State Administrative Agency for Southern Finland
Accessibility oversight unit
www.saavutettavuusvaatimukset.fi
saavutettavuus@avi.fi
Telephone number 0295 016 000 (switchboard)
Data Protection
Processing of personal data
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Data protection and processing of personal data in UEF
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