Study Guide

Location and time

Virtual study unit. See time-table in Finnish.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Virtual and digital teaching and learning methods. Activating lectures and learning activities in Zoom (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy and medical terminology tutorial 4. Kanta-service in guiding and counselling 5.Patient medical history and report 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Nursing and health care working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Written exam is done in the Exam system. Spoken exam booking is done through Moodle and implemented in Zoom.

International connections

Englanniksi
The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment. Initial self assessment is obligatory for the completion of the study unit.
1. Course option (see description above): competence demonstration through active participation in 80% of the Zoom learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in AC sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.

Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.

Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.

Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.

Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.

Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.

Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.

Location and time

Virtual study unit. See time-table in Finnish.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Virtual and digital teaching and learning methods. Activating lectures and learning activities in Zoom (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy and medical terminology tutorial 4. Kanta-service in guiding and counselling 5.Patient medical history and report 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Nursing and health care working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Written exam is done in the Exam system. Spoken exam booking is done through Moodle and implemented in Zoom.

International connections

Englanniksi
The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment. Initial self assessment is obligatory for the completion of the study unit.
1. Course option (see description above): competence demonstration through active participation in 90% of the Zoom learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in AC sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.

Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.

Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.

Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.

Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.

Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.

Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Virtual and digital teaching and learning methods. Activating lectures and learning activities in Zoom (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy tutorial 4. Kanta-service in guiding and counselling 5.Patient anamnesis and ward meeting 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Student participates in a feedback session.

International connections

The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment.
1. Course option (see description above): competence demonstration through active participation in 90% of the Zoom learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in Zoom sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.

Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.

Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.

Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.

Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.

Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.

Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.

Location and time

Virtual study unit. See time-table in Finnish.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Virtual and digital teaching and learning methods. Activating lectures and learning activities in Zoom (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy tutorial 4. Kanta-service in guiding and counselling 5.Patient anamnesis and ward meeting 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Student participates in a feedback session.

International connections

Englanniksi
The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment.
1. Course option (see description above): competence demonstration through active participation in 90% of the Zoom learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in AC sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.

Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.

Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.

Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.

Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.

Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.

Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.

Location and time

Virtual study unit. See time-table in FInnish.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Teaching methods
Virtual and digital teaching and learning methods. Activating lectures and learning activities in Adobe Connect (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy tutorial 4. Kanta-service in guiding and counselling 5.Patient anamnesis and ward meeting 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Student participates in a feedback session.

International connections

The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment.
1. Course option (see description above): competence demonstration through active participation in 90% of the AC learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in AC sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.
Assessment criteria applied to each of the assignments and the final grade comply with the Finnish national English competence level descriptions of Universities of Applied Sciences.
Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.
Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.
Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.
Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.
Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.
Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.

Location and time

Virtual study unit. See time-table in FInnish.

Materials

Moodle materials. Student generated learning materials.External online materials.

Teaching methods

Teaching methods
Virtual and digital teaching and learning methods. Activating lectures and learning activities in Adobe Connect (31h), learning tasks and independent learning in small study groups (103h), feedback sessions (3 h)
Learning tasks (demonstration of spoken and written competence) :
1.Initial and final self assessments (initial self assessment and selection of study unit completion option, commitment to selected option, assessment of competence development) 2. Scientific article skimming assignment 3. Anatomy tutorial 4. Kanta-service in guiding and counselling 5.Patient anamnesis and ward meeting 6. Client- nurse case
Tutoring, feedback and guidance.

Employer connections

Working life based themes and cases.

Exam schedules

In the independent completion option, the student takes a written and spoken exam and shows his/her competence in terms of the study unit themes and vocabulary. Student participates in a feedback session.

International connections

The study unit aims to foster the student's international competence in terms of academic and practical themes in nursing.

Completion alternatives

Student can choose from two study unit completion options. Commitment to the selected option will be indicated in the initial self assessment.
1. Course option (see description above): competence demonstration through active participation in 90% of the AC learning sessions, by theme related learning tasks in small study groups, ( no exam) and in the feedback sessions.
2. Independent completion option: competence demonstration through written and spoken exams about the theme related vocabulary and contents, (no participation in AC sessions) and by participating in a feedback session.

Evaluation scale

H-5

Assessment methods and criteria

Study unit grade (K5 – F) is based on the student’s spoken and written nursing English competence.
Competence is demonstrated within the modules of the study unit in workshops, by learning assignments and/or exam (independent option) and in the feedback sessions.
Assessment criteria applied to each of the assignments and the final grade comply with the Finnish national English competence level descriptions of Universities of Applied Sciences.
Assessment Criteria
Grade 5
Student uses English with ease in all his/her assignments. He/she communicates professional language and idiomatic expressions naturally and fluently. The terms and concepts used are appropriate and correct for the situation. Grammatical forms and structures are versatile and for the most part flawless. Student communicates clearly in the context of the modules both in terms of writing and speaking. Pronunciation, word choices, sentence stress and intonation are natural. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Students participates actively in the feedback sessions.
Grade 4
Student uses English with ease in all modules and assignments. He/she is able to communicate using professional language and terminology both orally and in writing with no misunderstandings. Student has a wide vocabulary knowledge in use and he/she produces language in a clear and well-structured manner. Professional terms and concepts used are appropriate and for the most part correct. There are some shortcomings in grammatical forms and structures but they do not impede comprehension. The content of communication is correct for various situations. Pronunciation, word and sentence stress and intonation are mostly correct. The English language the student produces has an individual flavor and there are no visible, evident traces to the use of digital language aids present. Digital means (such as dictionaries and translators) have been used in a clever, moderate manner. Spoken and written competence correspond. Student participates actively in the feedback sessions.
Grade 3
Student communicates in a comprehensible manner in all modules and assignments, using also professional language and terminology. The language is appropriate for the situation and the terms and concepts used are mostly correct. All expressions used in English are not exact to convey the message but the student can communicate the main ideas intelligibly in her/his own words. The basic grammatical forms are correct. Occasional errors in grammatical forms and structures are not systematic, and they do not impede interaction. There are shortcomings in pronunciation, word and sentence stress and intonation but they do not for the most part obstruct intelligibility of communication. There are some challenges, and yet the student is able to complete the given tasks to demonstrate coping in English. The English language the student produces somewhat lacks individual flavor and there some visible, evident traces to the use of digital language aids present. The use of digital means (such as dictionaries and translators) is sometimes too obvious. Spoken and written competence correspond in most of the assignments. Student participates actively in the feedback sessions.
Grade 2
Student communicates in English with shortcomings in the use of professional terminology and concepts. The use of variable grammatical forms and structures is limited. Grammatical errors occur but the main message can be understood. Student has major challenges in correct pronunciation, word and sentence stress and intonation and they may impede intelligibility of the main message. Student fails to communicate clearly and the language produced may be hard to understand. Student may fail to comprehend the given learning tasks independently. The English language the student produces lacks individual flavor and there are often visible, evident and obvious traces to the use of digital language aids present. Spoken and written competence correspond in some of the assignments. Student participates in the feedback sessions.
Grade 1
Student communicates with difficulties in words choices, grammar and structures. Grammatical structures are very basic and most of the time incorrect. Communicated sentences are short and simple making the speech fragmented and difficult to understand. There are major problems in pronunciation, word and sentence stress and together with intonation challenges the language produced may be very difficult to understand. The student is able to complete tasks with others and to demonstrate coping in a professionally in English. The English language the student produces lacks individual flavor and there many visible, evident traces to the use of digital language aids present. Spoken and written competence do not correspond in the assignments. Student participates in the feedback sessions.
Fail / Redo
Student’s performance is below the requirements for Grade 1. The content is not correct for the situation because the student does not know the correct words and expressions or how to use them. Student is unable to understand the instructions to the various assignments independently. The language used and the grammatical forms are incorrect to the extent that the output is incomprehensible. Vastly incorrect pronunciation makes it impossible to communicate in English. There is no interaction on any level in English and the student is not able to demonstrate his/her competence in the assignments. The English language the student produces totally lacks individual flavor and it is evident that the assignments have been completed by using merely digital language aids (direct translation etc.). Spoken and written competence do not correspond at all. Student fails to participate in the feedback sessions.