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GUIDE FOR TUTORING MULTICULTURAL STUDENT GROUPS

KeVät - PROJEKTI

Yhteistyössä Helsingin ammattikorkeakoulu Hämeen ammattikorkeakoulu Lahden ammattikorkeakoulu

Pirkanmaan ammattikorkeakoulu

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Lukijalle

Tämä opas, Guide For Tutoring Multicultural Student Groups, on tehty Helsingin ammatti-korkeakoulu Stadian Sosiaali- ja terveysalan toimialan sekä Lahden ammattikorkeakoulunLiiketalouden laitoksen yhteistyönä. Oppaan tarkoituksena on tukea englanninkielisten, moni-kulttuuristen opiskelijaryhmien ohjauksesta vastaavia henkilöitä heidän työssään.

Opas on laadittu Ammattikorkeakouluopintojen keskeyttämisten vähentäminen - KeVät -projektissa. Tämän ESR -projektin kansallinen rahoittajaviranomainen on Etelä-Suomen lää-ninhallitus.

Helsingissä ja Lahdessa marraskuussa 2002

Ritva Liinamaa Elisa HassinenOpinto-ohjaaja, Kansainvälisten asioiden koordinaattori,Sosiaali- ja terveysala Liiketalouden laitosHelsingin ammattikorkeakoulu Lahden ammattikorkeakoulu

Irmeli Norokorpi Irene KallinenLehtori, tutkintovastaava, Opintosihteeri,Degree programme in Social Services Liiketalouden laitosSosiaali- ja terveysala Lahden ammattikorkeakouluHelsingin ammattikorkeakoulu

Päivi RimpiojaLehtori,Degree Programme in NursingSosiaali- ja terveysalaHelsingin ammattikorkeakoulu

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CONTENTS

lukijalle

1. INTRODUCTION ..................................................................................................................... 4

2. ABOUT TERMINOLOGY USED IN THIS GUIDE .............................................................. 5

3. TUTORING A MULTICULTURAL STUDENT GROUP ...................................................... 73.1 Tutor’s competences .............................................................................................................. 73.2 Strengthening your cultural awareness as a tutor ...................................................................... 8

4. STUDY GUIDANCE AT THE FACULTY OF HEALTH CARE AND SOCIALSERVICESAT HELSINKI POLYTECHNIC ........................................................................................... 134.1 Principles ............................................................................................................................. 134.2 Aims .................................................................................................................................... 134.3 Guidance and counselling at the beginning of the studies ........................................................ 14

5. TUTORING IN THE DEGREE PROGRAMME IN SOCIAL SERVICES ....................... 165.1 General information .............................................................................................................. 165.2 Implementation of tutoring ................................................................................................... 175.3 Contents of tutoring .............................................................................................................. 17

6. TUTORING IN THE DEGREE PROGRAMME IN NURSING ........................................ 216.1 Degree programme in nursing, specialisation in nursing / curriculum ........................................ 216.2 Objectives and contents of tutoring ....................................................................................... 22

7. TUTORING AT LAHTI POLYTECHNIC, FACULTY OF BUSINESS STUDIES .............. 267.1 The pre-entry phase ............................................................................................................ 277.2 The entry phase................................................................................................................... 277.3 The in-program phase ......................................................................................................... 287.4 The exit phase ..................................................................................................................... 297.5 The post-exit phase ............................................................................................................. 29

8. FOREIGN STUDENTS IN FINLAND: INFORMATION AND ADVICE......................... 308.1 Visas and residence permits ................................................................................................. 308.2 Student selection at Helsinki Polytechnic, Faculty of Health Care and Social Services ............. 328.3. Student selection at Lahti Polytechnic, Faculty of Business Studies........................................ 338.4 Social issues related to studies ............................................................................................. 348.5 Healthcare services ............................................................................................................. 348.6 Financial aid for students ..................................................................................................... 368.7 Housing .............................................................................................................................. 378.8 Useful links ......................................................................................................................... 37

9. CRISIS MANAGEMENT FOR INTERNATIONAL STUDENTS ..................................... 39

APPENDIX 1 ............................................................................................................................... 42APPENDIX 2 ............................................................................................................................... 43

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1. INTRODUCTION

The number of foreign students studying at Finnish polytechnics has increased due to educationbeing offered through other than domestic languages. The most used foreign language isEnglish. This guide deals with English degree programmes.

In some polytechnics it is possible to complete the whole degree programme in English; someoffer only certain study units in a foreign language. Foreign students can be immigrants orrefugees living in Finland, or students who have come to Finland for study purposes to completethe whole degree or only a part of their education here via different student exchangeprogrammes.

Finnish and foreign students studying in English form a multicultural or international studentgroup, whose tutoring on individual and group level requires special skills and positive andflexible attitude towards working with a very heterogenic and diverse student group. Additionalchallenges for tutoring and teaching are created by the fact that the language used, in this caseEnglish, is not the native language of the teacher, nor of most of the students.

The aim of this guide is to be a tool and a source of information for teachers who act as tutorsfor these multicultural student groups. The guide offers useful information also for the staff ofstudent affairs office who guide and advice foreign students in many different ways.

The guide describes tutor’s competences needed in multicultural education and gives practicalhints. The plans for tutoring in the degree programmes in Social Services and in Nursing atHelsinki Polytechnic and at Lahti Polytechnic, Faculty of Business Studies are used as examples.

At the end of the guide, there is information concerning residence permits, visas and issuesrelated to health care and social security as well as useful contact information for students.Though this information is aimed for students coming from abroad, it is also useful for anyonedealing with foreign students.

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2. ABOUT TERMINOLOGY USED IN THIS GUIDE

What is meant by Guidance, Counselling and Tutoring?

Guidance services, the aim of which is to support students in learning and studies, areincreasingly becoming a structured activity in higher education. These services provided bypolytechnics vary greatly in amount, content and quality. Likewise, the terminology used inconnection with guidance is varied. Here are some definitions used in this guide:

Advising (neuvonta): Usually a one-off situation, where a student’s simple and clear questions areanswered and s/he is given factual information. (Ohjaustoiminta Helsingin ammatikorkeakoulun So-siaali- ja terveysalan toimialalla 2002-2003,14)

Counselling (ohjaus): Supporting a student in planning the Individual Study Plan, dealing with personallife situations and finding alternative options. It is a process focused on and adapted to the student’spersonal needs. Counselling is given by trained persons, e.g. teacher tutors, student counsellors.(ibid. p.14) Ashcroft&Foreman-Peck (1994,14) defines Educational Counselling as a process thatmay be applied in crisis situations, or situations that students perceive as crisis (conflict in groups,emotional events that interfere with learning, personal life events etc.)

Tutoring (tuutorointi): Goal-oriented, versatile and flexible guidance and support given to a studentor a group of students by experts, concerning studying, studies, learning, contents of learning, diplomaproject or career choices. The aim is to promote students’ independent learning so that they achievetheir learning goals. The students’ need for guidance is the basis for tutoring. Tutoring happens ingroups, small groups or individually. (Ohjaustoiminta Helsingin ammattikorkeakoulun Sosiaali- jaterveysalan toimialalla 2002-2003, 16))

Very close to this is the following:Educational tutoring refers to a programme of regular events that are directed to such mattersas developing study skills, interpersonal skills and encouraging students’ development asautonomous learners. (Ashcroft&Foreman-Peck, 125-128)

Individual Study Plan (ISP) (henkilökohtainen opetussuunnitelma HOPS): Reflection on one’sown studies and a study plan supporting them, drawn up by the student for him/herself and based onthe curriculum. ISP describes in detail the student’s individual, study-related and professional growthaims, working schedule, follow-up on personal development and evaluation of one’s own work. It isa flexible tool for planning studies, and can change as studies progress or life situations change(Ohjaustoiminta Helsingin ammattikorkeakoulun Sosiaali- ja terveysalan toimialalla 2002-2003, 13)

Teacher tutor (opettajatuutori): A teacher, nominated as a tutor for a student group, who guides thelearning process and professional growth of the student throughout the studies. Teacher tutor supportsthe student in study planning, making choices and finding alternative options in different life situationsduring the studies. S/he will guide the student in drawing up the ISP and compiling the portfolio, andsupport, follow and assess the processes related together with the student and the tutor group. (ibid.p. 15)

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Multicultural student group: used in this guide to describe a group of students which consists ofFinnish and foreign students studying in the degree programme or completing a part of it (exchangestudents) in English at Finnish polytechnics. It could be called an international student group, too.The teacher tutor who guides this student group through their studies is often Finnish.

In a broad sense tutoring, as understood in this guide, includes the elements of advising,educational counselling, counselling and educational tutoring.

References:

Ashcroft, Kate & Foreman-Peck, Lorraine 1994: Managing Teaching and Learning in Further andHigher Education. London: Falmer Press

Ohjaustoiminta Helsingin ammattikorkeakoulun Sosiaali- ja terveysalan toimialalla 2002 – 2003

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3. TUTORING A MULTICULTURAL STUDENT GROUP

3.1 TUTOR’S COMPETENCES

The core competences needed in multicultural tutoring are knowledge, attitudes and skills that alltutors require regardless of their job setting. The tutor gives information, supports and motivatesstudents, helps create an encouraging learning environment and above all, promotes students’ self-directive learning to achieve their individual learning goals.

The core competencies are connected to– Communication skills– Counselling skills– Being familiar with the learning process, the contents of the curriculum and the learning

environment.

Tutors also need practical skills. They have to be able to use the IT system for recordingstudents’ achievements and register (e.g. WinhaPro). In addition to this, a big part of tutoringcan happen via e-mail or virtually (on the Internet); personal contact is not always needed.

It is important for a tutor to be able to communicate with an individual student as well as agroup. Communication skills are especially important when tutoring a multicultural studentgroup studying in a foreign language. The teaching language (most often English) being themother tongue of only a few – if any – students or teachers creates additional challenges. Inaddition to possessing good language skills, the tutor should demonstrate awareness andappreciation of the students’ cultural differences to interact effectively with the students. So-cial and cross-cultural sensitiveness are also needed.

To be able to support students in their learning, the tutor must be familiar with the learningprocess and know the curriculum structure and contents well. The learning environment,including placements and professional vocabulary, must be familiar to the tutor.

Tutoring within the learning process should be primarily directed at helping the students learnto become more self-directive and helping them to deal with ongoing situations. The tutorshould be able to encourage the student or a group of students to explore issues and problemsusing their own resources, rather than relying on the tutor to do the thinking and feeling forthem. This non-directive style in tutoring is sometimes against students’ expectations: theywould rather have direct advice than be supported to find the solutions by themselves. Tutor’sactive role in counselling is appreciated by many students. Becoming self-directive andindependent is a process, which might take a long time for students who are used to a moreauthoritarian system and culture. The tutor needs to explain the meaning of tutoring andcounselling style in order to avoid the misunderstanding that she is not interested in helpingthe student.

Often the students – especially foreign and immigrant students – turn to their tutor in personalwell-being issues and crisis situations. Many tutors feel unable to deal with issues like theseor that they do not have enough time to help the student properly. It will not be enough to enable the

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tutor to tackle deep-seated emotional or very delicate problems - they usually require outside helpand advice, or at the minimum, time to think and discuss, before they can be dealt with by the non-specialist tutor. One of the most important tutoring skills to develop is the ability to recognise one’sown limitations and to see when a problem is too great to manage unaided.

To be successful in tutoring, the teacher tutor needs all the skills and knowledge mentionedabove and an attitude to be willing to support students. After all, the most important elementis to be one’s genuine, real self.

3.2 STRENGTHENING YOUR CULTURAL AWARENESS AS A TUTOR

3.2.1 Knowing your own cultural background

Although it is unrealistic – and unnecessary – to expect that the tutors will have an in-depth knowledgeof all cultures, it is possible to have a comprehensive grasp of general principles for working successfullywith students from different cultural backgrounds.

There is a common recognition that helpers’ – in this case tutors’ – self-awareness is as importantas cultural awareness in multicultural counselling situations.

To be able to learn how to appreciate and work with diversity in the student group, the tutorsshould understand how their own cultural background has contributed to who and what theyare and honestly examine their basic views about diversity.

There is a link between our culture and our behaviour:– Our perceptions of the world are culturally learned and culturally mediated.– People from different cultural backgrounds perceive their worlds differently.

However, the tutor should not get into the trap of perceiving individuals as simply belongingto a group. The differences between individuals within the same group are often greater thanthe differences between groups. Individuals who share the same ethnic and cultural backgroundare likely to have sharp differences. Tutors must be prepared to deal with complex differencesamong individuals from every cultural group.

It is essential that the tutors honestly examine their own expectations, attitudes, and assumptionsabout working with various cultural and ethnic groups.

Focus questions to start with:– How much thought have you given to your own cultural background and the assumptions

that you have developed?– To what degree are you open to expanding your vision of reality?– What problems and pitfalls are associated with multicultural perspective?– What values do you hold that could make it difficult for you to work with students who

have different worldview or a different cultural background?– For example, if you value self-determination and this is not a central value in your

student’s culture, could this cause problems?

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3.2.2 Challenging your cultural assumptions

Culturally learned basic assumptions deeply influence the ways in which we perceive andthink about reality and how we act.

Assumptions about time: in some cultures there is a great respect for the present but lessconcern for the future. Many people in these cultures are not ruled by the clock and simplywill not be rushed. This does not mean, however, that they are uncooperative or resistant toauthority. Rather, it means that time will wait; and if not, who cares? To avoid problems thatmay result from this conception of time, it is important to stress the meaning of being punctualand keeping schedules at the college and working places in our culture.

Assumption about self-disclosure: Highly valued in traditional counselling but is foreign to thevalues of some cultural groups.

Assumption about family values: Obedience and respect towards parents is emphasised in somecultures (e.g. Chinese) but self-determination and independence are less valued than family bondsand unity.

Assumptions about trusting relationships: Among many cultures it takes a long time to developmeaningful relationships. The tutor has to earn the trust of the students before they talk about themselveson a personal level.

Assumptions about self-actualisation: In Western cultures it is assumed that it is important forthe individual to become a fully functioning person. But some students are more concerned abouthow their problems or changes are likely to affect others in their life. In Eastern orientation one of theguiding principles is the achievement of collective goals.

Assumptions about directness: Western cultures prise directness, whereas some cultures see itas a sign of rudeness and something to be avoided.

Assumptions about assertiveness: Western orientation assumes that people are better off if theycan behave in assertive ways, such as telling people what they think, feel and want. This is not alwaysviewed as appropriate behaviour in other cultures.

3.2.3 Culturally Appropriate Communication Styles

Tutoring is based on communication. For effective tutoring to occur, both the tutor and the studentmust be able to send and receive both verbal (content of what is said) and non-verbal (how somethingis said) messages accurately and appropriately.

Communication style consists of verbal and non-verbal messages. A gesture, tone, posture or eyecontact may enhance or negate the contents of a message.

In educating ourselves in non-verbal behaviour, it is important to become aware of and understandour own communication style. What does it say about my values, biases, and assumptions about

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human behaviour? How do my non-verbals reflect stereotypes, fears or preconceived notions aboutvarious racial groups? In what way does my tutoring style hinder my ability to work effectively witha culturally different student?

There are personal limits to how much we can change our communication styles to matchthose of our culturally different students. Often, a tutor who is able to recognise the limitationsof her communication style, and knows how it will impact the culturally different student, cantake steps to minimise possible conflicts. Once rapport and a working relationship areestablished with a student, the tutor may have greater freedom in using communication stylequite different from that of the student.

Communication styles are strongly correlated with race, culture, and ethnicity. Differences incommunication style are most strongly manifested in non-verbal communication. Non-verbalcommunication often occurs outside our level of awareness.

Students can disclose themselves in many non-verbal ways, and thus it is a mistake to relysolely on what they talk about. But how to “read” non-verbal messages? There are no universalmeanings of non-verbal behaviour!

Here are some hints:

Kinesics refers to bodily movements. It includes facial expression, posture, characteristics ofmovements, gestures and eye contact. In western cultures we assume that facial cues expressemotions and demonstrate the degree of responsiveness and involvement of the individual.We believe that good eye contact is a sign of presence and the lack of such contact is evasive,but for example Asians may view direct eye contact as a lack of respect and good manners oras a sign of aggressiveness.

Smiling is a type of expression, which is believed to indicate liking or positive affect. However,in Asian cultures smiling and laughing may convey embarrassment, discomfort, shyness orweakness.

In some cultures silence indicates respect and politeness. A silent student might be waiting forthe tutor to ask her questions – not meaning that she is passive.

Proxemics refers to personal space: perception and use of personal and interpersonal space. Clearnorms exist concerning the use of physical distance in social interactions. Different cultures dictatedifferent distances in personal space. In western cultures, individuals seem to become moreuncomfortable when others stand too close rather than too far away. Members of other culturesmight interpret this as indicative of aloofness, coldness, or desire not to communicate, or a sign ofsuperiority. Conversational distances are a function of the racial and cultural background of theconversants.

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3.2.4 Possible sources of conflict and misinterpretation

Focus on the Individual vs. Collectivism

Individualism, autonomy, ability to become your own person – healthy and desirable goals inWestern tradition, but not all cultures view individualism as a positive orientation. In somecultures it may be perceived as a handicap to attaining enlightenment, one that may divert usfrom important spiritual goals.

In many non-western cultures (e.g. African, Asian), identity is not seen apart from the grouporientation (collectivism). Reflecting one’s professional growth, individual learning goalsand study plan might sound selfish to students from collectivist culture. In classroom thesestudents are not accustomed to direct questioning; they fear loss of face and if making amistake think that they bring shame not only on themselves and on the student group but moreon the teacher, who they think will feel accused of not having taught well.

Self-disclosure (Openness and Intimacy)

Intimate revelations of personal or social problems may not be acceptable since such difficultiesreflect not only on the individual, but also on the whole family. Uncritical self-disclosure toothers is not seen healthy.

Verbal, emotional, behavioural expressiveness

In western cultures it is important that individuals are able to express their thoughts andfeelings clearly. Emotional expressiveness is also valued: we like individuals to be in touchwith their feelings and to be able to verbalise their emotional reactions. There are many culturalgroups in which restraint of strong feelings is highly valued. Many cultural minorities tendnot to value verbalisation in the same way as we do. Patterns of communication tend to bevertical, flowing from those of higher status to those of lower status.

Patterns of communication

We expect our students to be self-directive and taking the responsibility and initiative intutoring sessions so that communication moves from the student to tutor. In the case of Asians,for example, counselling is seen as an authoritative process in which a good tutor is moredirect and active. A student who has been asked to initiate conversation may becomeuncomfortable and respond with only short phrases or statements.

High versus low uncertainty avoidance

Human beings are constantly confronted with unknown and unexpected events and life changes thatcreate feelings of uncertainty. In some cultures people can handle this with relative ease, while inother cultures people try to gain control over almost everything. In this issue there are big differencesbetween individuals within one culture.

In class students with high-level uncertainty avoidance prefer a well-structured, formal situation.Teachers are expected to know all the answers and teach universal theories. These students

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have difficulties if they have to take part in group work focused on problem-based learning.

One way to avoid misinterpretation and even conflicts in communication is to discuss openly with thetutor group about these issues and show respect to students for example by asking them to tell aboutthemselves and listen to their underlying values. This does not mean, however, that we have toaccept everything and adjust our own behaviour. The students should understand that most conflictsand distresses are not caused by anything done on purpose; explicit comparison of cultural notionscould clarify a lot on both sides and act as an eye-opener.

References:

Ansari, Khizar Humayun & Jackson, June 1996: Managing Diversity at Work. Great Britain: ClaysLtd St Ives Plc

Matinheikki-Kokko, Kaija 1997:Challenges of Working in a Cross-Cultural Environment. Jyväskylä:The University of Jyväskylä

Schneider Corey, Marianne & Corey, Gerald 1998: Becoming a Helper, 3rd Edition. USA: Brooks/Cole

Sue, D.W. & Sue, David 1999: Counselling the Culturally Different. Theory and Practice. USA: JohnWiley & Sons, Inc.

www.uta.fi/tyt/verkkotutor

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4. STUDY GUIDANCE AT THE FACULTY OF HEALTH CAREAND SOCIALSERVICES AT HELSINKI POLYTECHNIC

4.1 PRINCIPLES

Guidance services at the faculty of Health Care and Social Services include guidance andcounselling connected to studies. This service system supports students in their learning, careerplanning and psycho-social issues.

Guidance covers all the phases throughout studies:– before studies– at the beginning of studies– during studies– at the end of studies– after graduating.

Guidance is given by everyone working at the faculty of Health Care and Social Services, aswell as peer tutors (senior students trained for this task). Guidance can take the forms ofadvising, tutoring and counselling. Counselling and tutoring is given by teacher tutors andstudy counsellors.

Each degree programme will have a tutoring plan of its own, designed according to theprogramme’s special needs. In this guide we will present the tutoring plans of the degreeprogrammes in Nursing and Social Services.

4.2 AIMS

The aims of guidance at the faculty of Health Care and Social services are

- Effective informing and marketing activities: the applicant succeeds in choosing asuitable career

- Implementing such selection process of students that the faculty gets motivated andsuitable students for each degree programme

- The students familiarise themselves with the culture of Helsinki Polytechnic and Facultyof Health Care and Social Services, and commit themselves to the studies of their ownfield

- Supporting, encouraging and guiding students during their studies to grow professionallyand to become assured of a right career choice.

- The student will receive guidance to acquire study skills and to be able to study self-directively

- The students’ individual solutions will be supported so that they experience their studiesas meaningful, achieve their study goals and progress according to schedule

- Counselling the students in problem situations to prevent them from dropping out ofthe Polytechnic.

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– Career and recruiting counselling so that- the graduating students will be employed and are capable of making decisions

regarding career choices- the students return to Helsinki Polytechnic for post-graduate studies according to

the principles of life-long learning- the students give positive information about Helsinki Polytechnic and some

students participate in Alumni activities.

4.3 GUIDANCE AND COUNSELLING AT THE BEGINNING OF THESTUDIES

This programme is common to all new students at the faculty. An orientation period of sixmonths is offered to students at the beginning of their studies giving the students an opportunityto familiarise themselves with the study environment and their studies. Students attain skillsto look for achievement and to find individual learning paths. During this period, students aresupported in co-ordinating their studies, work, and other spheres in their lives to enable andensure a smooth study progress.

During the orientation period, the students need to register. So called orientation days arearranged, during which students are introduced to their study environment, the organisationof Helsinki Polytechnic, the faculty and their own degree programme. Additionally, computerstudies, communication studies, learning to learn, the structure of the curriculum and designinga individual study plan and portfolio are included in the period. Students also familiarisethemselves with Winha and other computer systems and library services to enable a smoothstudy process. Moreover, students are supported in drawing up an individual study plan andportfolios as well as encouraged to take a self-directed study approach. Students gain creditsfor this study unit.

Guidance and counselling during the orientation period is mostly given by student tutors andteacher tutors at the faculty of health care and social services during various informativegatherings as well as in small groups.

The study counsellors and tutors (students and teachers) are responsible for the implementation,planning of the programme and co-ordination of the first three days of contact teaching in thedegree programmes of health care and social services (not applicable to adult education).During the first day of contact teaching, the student tutors will familiarise the new studentswith their own study group and the facilities at the polytechnic as well as with the location ofthe campuses. Also, these tutors assist in practical arrangements, student activities and insocial matters related to the studies. Teacher tutors, on the other hand, instruct the first-year-students in matters concerning the studies within the degree programmes. Information is sharedin degree-programme-based small groups or in bigger ones. If need be, different specialistsand directors of the polytechnic are invited to inform the students additionally. Theimplementation of these first three days is jointly evaluated by student tutors, teacher tutors,and study counsellors with the aim of ensuring even more enriching orientation days for newstudents the following term, based on the feedback received.

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During the orientation period, guidance and counselling concerning students’ individual study planand portfolios as well as guidance on the realisation of self-directiveness are provided throughindividual, group, virtual and peer tutoring by teacher tutors, subject tutors and student tutors.

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5. TUTORING IN THE DEGREE PROGRAMME IN SOCIALSERVICES

5.1 GENERAL INFORMATION

The curriculum of the English Degree Programme in Social Services at Helsinki Polytechnicincludes three credit units of tutoring (study guidance).

The study unit Personal and Professional Development comprises of two parts: Orientationto Studying (1cu) at the beginning of studies, and Tutoring (2cu), which continues throughoutthe studies. For this part, new students are divided into tutor groups of approximately 10. Thegroup will be appointed a teacher tutor for individual and small group guidance. The tutorgroup will meet regularly, about once a month. Individual tutor meetings take place usuallyonce per term, but often foreign students need more tutoring.

Aims and objectives for the study unit Personal and Professional Development:

Orientation to Studying (1 cu):– the student familiarises himself with the study possibilities, learning environment and

his own field of study and its curriculum offered by Helsinki Polytechnic– the student becomes aware of his own view of learning and learning style and he also

learns to know his own strengths and weaknesses as a student– the student learns to draw up an individual study plan– the student understands what it means to study in a foreign language.

Tutoring (2 cu):– the student has skills in self-directive learning and understands its significance for the

profession– the student is conscious about his own professional action– the student starts to participate actively in the professional discussion in the social care

field– the student demonstrates a clear understanding of self-assessment and planning– the student initiates and maintains a personal development plan– the student demonstrates the skills and understanding required for effective team

membership.

Contents:– the study possibilities and the content of the curriculum offered by the polytechnic and

the degree programme– the student as an expert on his own studying and learning– team work skills and project learning as learning methods– language and content integrated learning– support for starting the studies– support for professional development– support for diploma project– support for finishing the studies and recruitment to work.

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Assessment / what is expected of the student:– regular participation in tutorial sessions during the studies– making an individual study plan, checking and evaluating it every term in the discussion

with the teacher tutor– portfolio /self-reflection.

The student evaluates him/herself and gets feedback from the tutor from the point of view ofprofessional growth.

Each student compiles a personal portfolio, which is a collection of learning tasks, practiceplacement reports, different and updated versions of individual study plans etc. The portfolioshould portray the student’s personal and professional growth, and will be used as a basis forassessment.

In addition to professional growth, it is important to evaluate the student’s functioning in amulticultural student group and studying in a foreign language and possibly in a foreign culture.

5.2 IMPLEMENTATION OF TUTORING

New students are divided into tutor groups (10 students) for study guidance, which continuesthroughout the studies. Guidance is given both individually and in the group by a teachertutor. During the first study year, the group will also have a peer tutor (senior student trainedfor this task). The peer tutor participates in the tutor group’s meetings during the first term,especially to support the forming of the group and group spirit. The peer tutor is partlyresponsible for the new students’ induction into studying at Helsinki Polytechnic and studentlife as well as introducing Helsinki and helping with study-related problems.

At the beginning of studies tutoring is much needed. The need diminishes as self-directivenessgrows. For foreign students, this might take a long time, if the learning culture in their owncountry has been more authoritative and has not supported self-directiveness. In addition tothis, living in a foreign country and adapting to a new culture creates challenges not faced byFinnish students. Foreign students new to Finland would probably benefit from a nominatednative ”support student” from the same tutor group.

The tutor group is encouraged to take responsibility for its functioning and creating a positiveand supporting atmosphere for studying.

5.3 CONTENTS OF TUTORING

A common framework, based on the aims of the study unit, has been created to help the tutorsin realising the programme, but every teacher tutor makes his/her own solutions and choicesaccording to the group’s needs and own motivation. Nobody is able to handle all issuesmentioned here.

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Topical and current matters, information from students to tutors and vice versa, and development ofteaching and studying are all subjects that are discussed in tutor group meetings. Depending on theneeds of the group, different themes can be taken up. The teacher tutor is not solely responsible forthese discussions; students are also encouraged to bring up subjects and themes and to give theirown presentations. This makes tutor group meetings an ideal place for learning and professionalgrowth.

Examples of themes, which arise from the multicultural point of view:Studying in a foreign language / Multicultural student group / Presenting one’s own culturalbackground / Communication skills – differences between cultures / Working principles insmall groups (confidentiality, respecting others, effective team membership etc).

The actual topics vary during different phases of studies. Important topics and issues for thewhole study period from year one to year four are presented here. Hopefully you will benefitfrom the list and get ideas and inspiration to your work as a tutor!

5.3.1 First year

It is important for the teacher to get to know the students and the students to know each otherat the beginning of the term. This helps in creating a confidential and approving atmosphere,which is essential for students to learn and commit to their studies. Different ’ice breakers’and getting-to-know-each-other games can be used during the first tutor group meetings. Forexample, students’ own stories and photos can be topics in the meetings. There are a lot of usefuland informative sites on the Internet. Here are some links to multicultural activities and icebreakers:http://www.mhhe.com/socscience/education/multi/activities/circlesofself.htmlhttp://www.mhhe.com/socscience/education/multi/activities/inclusion.htmlhttp://curry.edschool.virginia.edu/go/multicultural/activityarch.html

During the first year, the studies comprise mainly of basic studies. Themes for tutor groupmeetings related to basic studies include:

– tutor’s role– the contents and curriculum of the degree programme– studying in a foreign language / in a multicultural student group– social pedagogical framework– practice placement / professionalism– significance of the Finnish language for foreign students– responsibility for one’s own studies and self-directness / individual study plan– commitment to studies / working principles (schedules, time concept)– open communication– exchanging experiences, positive and negative– student’s possibilities to influence at Polytechnic / quality teams:– at the beginning of the term, one student is elected as a member for the degree programme

quality team– another student will be chosen to act as a representative of the new students in the

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degree programme. The representative will take part in e.g. feedback meetings organisedby the President of the Polytechnic.

At the end of the first term, each student has a personal evaluation meeting with the tutor.During this meeting, the following can be discussed: career planning, identification of currentskills and areas of expertise, transferable skills, interpersonal skills, recognition of strengthsand weaknesses for enhancement of performance.

5.3.2 Second year

The main focus is on professional studies during the second year. Tutor groups meet threetimes per term, and more often if needed. Professional growth and motivation are essentialthemes:

– Professional growth– attitudes; becoming aware of one’s own attitudes

NB: Individualism (personal goals and motives; self reflection) is considered selfish insome cultures (e.g. African / Asian); students from such cultures should be encouragedby explaining that this is a way of learning and a prerequisite for professional growth inour culture

– emotionsNB: Some students might be uncomfortable in disclosing their feelings and emotions

– ethical issues– responsibility– study motivation – how to keep it going– Diploma project– brainstorming for themes/subject matter– research plan handed in in March (2. Year) / in October (3. Year)– Third practice placement– aims and objectives– support for finding a suitable place / career planning– International exchange programmes

Individual tutor meetings take place in December/January. A written individual study planand the portfolio should be presented and evaluated at the meeting.

5.3.3 Third year

The main focus is on professional method studies. Students start their third practice placementand diploma project seminars. Tutor groups meet three times per term, and more often if needed.

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Themes:– Discussions on practice placements / exchanging experiences– Diploma project– International exchange experiences– Additional themes chosen by students.

Individual tutor meetings take place in December/January. A written individual study plan and theportfolio should be presented and evaluated at the meeting.

5.3.4 Fourth year

There are only one or two tutor group meetings during the last year. The main focus is on individualtutoring.

Themes:– Realities of working life – significance of the Finnish language (immigrant students)– Career planning: recognising own motivation, strengths and weaknesses– www.jobstep.net– Students’ feedback on the degree programme– OPALA-feedback (Ministry of Education) via Internet.

Individual tutor meetingsSelf-assessment; tutor’s feedback. Evaluation based on student’s portfolio.

During the last year, the Polytechnic organises information events concerning employment, tradeunions, recruitment, post-graduate studies etc.

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6. TUTORING IN THE DEGREE PROGRAMME IN NURSING

6.1 DEGREE PROGRAMME IN NURSING, SPECIALISATION INNURSING / CURRICULUM

6.1.1 Rationale

Students taking the Specialisation in Nursing complete the Polytechnic Degree in Nursing(Bachelor of Nursing).

Those who have completed the degree have the extensive professional skills required fornursing. Nurses master the knowledge base of nursing and use it when treating people’s health-related changes. Nurses know how to plan, implement and evaluate the treatment of patientsin changing situations. They are also capable of ethical and responsible decision-making innursing. Nurses have the ability for critical thinking and reflection. Consequently, they havethe capabilities to continuously evaluate and develop nursing, their professional skills andtheir working community.

6.1.2 Description of the profession

The work of nurses is preventive, health-promoting, curative and rehabilitative. Nurses alsosupport and assist people, their close friends and relatives as death approaches. Nurses’ expertiseis based on the use of knowledge and research in nursing science and other sciences as well ason the continuous reform of nursing work. In addition, nurses function in accordance with thevalues and principles of nursing, both national and international statutes, and ethical guidelines.Nurses co-operate with patients, their close friends and relatives and with experts in otherfields. The objective is for patients to manage in their own lives, recognise their own resources,commit to and participate in their treatment and in making decisions concerning it. Nursesoperate in different nursing, teaching, planning, development, project and expert assignments.These may be either national or international. Nurses may work in different primary orspecialised health care environments. In addition, they may work in the home environmentsof their patients and their families. Nurses may be either self-employed or work for private orpublic health care and social services. Changes in society are reflected as new types ofrequirements set on the health care and social service system and the nurse’s work. Nurses arerequired to participate in health-promoting social planning, decision-making and in themonitoring and evaluation of the operations.

In addition to the details given above, the Degree Programme in Nursing, which offersinstruction in English, specifically focuses on the following aspects: Upon completion of theprogramme, students will possess the skills to provide nursing and health care services thatmeet the needs of clients from various cultural backgrounds in Finland and abroad, in nationaland international, governmental and non-governmental organisations. Furthermore, studentswill be capable of working as members of multinational and multidisciplinary teams in variousparts of the world. As well as their mother tongue, students will have a good command ofEnglish in order to provide services within health care environments.

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6.1.3 Structure of studies

The Nurse’s Curriculum (140 cu) consists of basic studies (12 cu), language studies (4 cu), professionalstudies (104 cu), free-choice studies (10 cu) and the thesis/final project and the maturity test (10 cuin total). The education includes 50 credit units of practical training and 15 credit units of studiespromoting professional studies.

General objectives of tutoring in the English Degree Programme in Nursing are as follows:

– students familiarize themselves with the values directing the procedures at HelsinkiPolytechnic and at their own faculty

– students familiarize themselves with their own field of study and their curriculum aswell as the different forms of studying applied in the Degree Programme

– students gain an awareness /identify / understand / recognize the preconditions forlearning and understand their own responsibility in shaping a constructive learningenvironment

– students are be able to design their individual study plan and analyze their own strengthsand developmental needs/challenges as learners

– students manage in the English nursing education and graduate from the polytechnic inthe recommended 3,5 years

– students find their own place in the study group by integration to the group andconsequently to the Finnish society

– students learn about intercultural interaction and gain cultural competence during theirstudies as members of a tutor group

– students learn to act in multicultural and international, both English- and Finnish-speaking, work or study settings

6.2 OBJECTIVES AND CONTENTS OF TUTORING

6.2.1 First year / DPN / Tutoring

Objectives

– Students commit themselves to their learning environment and their tutor and becomepart of a multicultural student group

– A senior student tutor is responsible for his/her own part during the initial days of thestudies and participates in tutoring when needed during the first year. Student tutors aswell as teacher tutors plan jointly the initial tutoring of the student group.

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– The DPN group (approx. 20 students) forms its own group in tutoring during the studyunit ”Orientation to studying”. The group has 1-2 teacher tutors.

– Students plan individually their own individual study plan in a dialogue with their tutorand produce a written version of it during the first six months.

– Each student has a personal appointment with his/her teacher tutor within the first sixmonths. Group tutorials take place approximately twice a term including the initialbriefing and a summary.

– Students understand the meaning and significance of tutoring as to enable them a smoothstudy progress

Contents

During the first year of the DPN education, tutoring is focused on the following:

– The organization of Helsinki Polytechnic, study opportunities and procedures pertainingto studying: degree regulations of Helsinki Polytechnic, duration of studies (rights andrecommendations).

– The value foundation and organizational culture at one’s own faculty– Own degree programme, curriculum and various forms of studying; independent studying

and orientation to it (possible study ”base groups”) and supporting learning – students’commitment to their studies

– conceptions of learning and teaching; different learning types– quality learning environment as a precondition to professional growth. Students’ rights

and obligations in shaping the environment and functioning in it– the full nursing education and studies proceeding according to the curriculum– planning of free-choice studies (language studies cover the majority of these 10 cu)– EU-directives and meeting these directives in nursing (Appendix 1. EU-directives in

nursing education)– the importance of clinical skills and taking care that the skills are practiced during the

education at the polytechnic and the clinical periods– the responsible and broad nature of nursing, functioning in a multiprofessional work

and study group (studies of the faculty of health care and social services)– Portfolio and its use during the education and after graduation– Winha-student interface: registration to the study modules and resits. Monitoring one’s

own study register– to register for attendance or non-attendance each term– the use of email: group-specific email lists that tutors use if need be– the use of Web-CT:n in the study units– the services of study counsellors and healthcare– the services of student affairs office– initial briefing on international student exchange– Studying in a multicultural group and encountering students with diverse cultural

backgrounds; cultural competence/cultural sensitivity as concepts. Embracing theseconcepts in the nursing profession .

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6.2.2 Second year

Objectives

Students make progress in their studies, grow professionally, are well-motivated in their studiesand show improved cultural competence.

Contents

During the second year of the DPN education, tutoring is focused on the following:– revising issues already dealt with during the first year according to the needs of the

group– carrying out free-choice studies. Information relating to free-choice studies– the opportunities of international student exchange and students’ plans on exchange– accumulation of EU-directives and estimation– planning of alternative studies– introduction of thesis/final project; gathering interesting ideas– two group tutorials in every six months and an individual discussion, an hour per student,

relating to student’s individual study plan when needed.– planning of the practical training linked to the study unit ”Nurse as a developer of

nursing”.

6.2.3 Third year

Objectives

– students make progress in their studies, grow professionally, are well-motivated in theirstudies and show improved cultural competence.

Contents

During the third year of the DPN education, tutoring is focused on the following:– revision of general information according to the needs of the group– matters related to the thesis/final project– planning and implementing individually the three-month period abroad connected to

alternative studies– accumulation of free-choice studies– EU-directives and accumulation of clinical skills.

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6.2.4 Fourth year

Objectives

Students graduate on time and are professionally capable of making the shift to work life.They possess necessary language skills (Finnish, English and Swedish for the Finnish students)and cultural skills to work as nurses in various settings, nationally and internationally.

Contents

During the fourth year of the DPN education, tutoring is focused on the following:– general information according to the needs of the group– accumulation of credits on study cards, examining the personal curricula, monitoring

Winha for possible hindrance for graduation, degree certificate– registration with National Authority for Medicolegal Affairs (TEO)– matters relating to graduation.– OPALA-feedback– Jobstep and employment issues– students not meeting the graduation requirements on time– information on trade unions, nurse’s brooch.

Time set aside for individual student meetings with teacher tutor. Group tutorials at thebeginning and end of term.

QUALIFICATION REQUIREMENTS FOR TEACHER TUTORS IN THE ENGLISHNURSING EDUCATION:

– Teacher tutors should be competent as to the contents of their subject matter as well aspedagogically competent. Moreover, they should possess good language skills and asensitivity and an ability to understand students with diverse cultural backgrounds.

– Teacher tutors should observe that preparing lessons/tutorials in a non-native languageis far more time consuming compared to teaching in one’s native language. Also, themethods should be more diversified taking into account the various backgrounds whenteaching, tutoring and assessing a multicultural student group.

– Teacher tutors should bear in mind that apart from tutoring and teaching in a non-nativelanguage, relating duties involve translations, production of written material in a foreignlanguage, correspondence, foreign visitors etc.

– Teacher tutors are required to master the English language and the profession-specificvocabulary. They should know the professional field of nursing in order to present totheir students a sufficiently updated profile of the realities in the work life.

– The job descriptions of teacher tutors in the English degree programme in nursing involvean active approach to maintaining and improving their language skills.

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7. TUTORING AT LAHTI POLYTECHNIC, FACULTY OFBUSINESS STUDIES

The following five points form the main purpose of the student guidance process for theFaculty of Business at the Lahti Polytechnic:

1. The successful recruiting of highly qualified applicants2. To provide orientation for the incoming class of students to ensure they successfully

develop their individual learning plan3. To engage the students in active and life-long learning so that they are able to graduate

within the legal time and are able to be fully employed upon graduation4. To support students in their career planning and professional development5. To widen the multicultural understanding of the entire faculty of business, both within

the student body, and within the larger environment of the community

Student guidance is an integrated process that follows and supports the entire academic processwithin the Faculty of Business here at Lahti Polytechnic. This guidance process is supportedthrough the learning environment and the non-academic support systems within the school.Our main principle of guidance for the student is to support the learning process throughoutthe student’s individual learning plan. Each student is expected to develop a learning plan inaccordance with the program of study and their personal learning goals. In formulating thisplan, the student is encouraged to apply independent thinking and personal perceptions indesigning their plan. Through experimentation within the learning process, the student shoulddevelop professional skills in accordance with their personal learning plan. These professionalskills are expected to mature throughout the students learning process and are supported througha variety of active learning experiences such as structured group tasks and field-based learning.

The process of student guidance is only one aspect of the total support provided from differentperspectives by the entire professional team within the Faculty of Business. For example, theprocess of student guidance is given support from the study affairs secretary during the pre-entry and entry phases of the student enrolment. During the program phase and exit phase ofthe program the principal lecturer is responsible for giving guidance in helping to formulatethe student’s personal learning plan. The principal lecturer also provides follow-up with thestudent over the course of the student’s studies to develop formulation of the final thesis. Inaddition, the international coordination team provides guidance with respect to the overseasstudent exchange processes. The student office provides students guidance in the day to dayoperations of the school and helps to coordinate the student tutor and teacher tutor activitieswhich have been increasing in importance in the last years with respect to integrating thestudent guidance support systems here in the Faculty of Business. Of course, the practicaldetails of the classroom and the learning process within the classes remain the responsibility of theteachers, but this process is developed through student feedback at the end of each course, and theresults are used to improve the programs from year to year. The student guidance process can bemore fully understood by looking more closely at the phases of student participation.

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7.1 THE PRE-ENTRY PHASE

During the Pre-entry Phase the relevant information about the student application process andthe student selection process is provided to the potential applicants. The student tutorsparticipate by going to the upper secondary schools to provide information and personalperspectives about the programs. In this process the information gathering process becomesmore accessible for the potential applicants. The Final Selection Process of Admission isbased on the aptitude tests, interviews, and group tasks that are used in order to ensure studentsaccepted into the programmes are motivated.

7.2 THE ENTRY PHASE

During the Entry Phase of the studies, student guidance is given mostly in groups because theneeds of incoming students are fairly similar. There is a compulsory one-credit, year long,course for all first year students to ensure they are integrated successfully into the Polytechnic.During this course students become acquainted with Lahti Polytechnic, its operating principles,and their own faculty. They learn what support systems are available and the various types ofstudent guidance that are available during their studies, for example: the school as a learningenvironment, their study benefits and student aid, the library services, the student union,international studies and practical training possibilities, careers and recruitments services;alumnus/alumna experiences. This type of information helps to develop a common platformof understanding for the first year students and reduces the numbers of disrupted studies forthe programs.

Since the academic year 2001- 2002, the Faculty of Business Studies at Lahti Polytechnic hasprovided a teacher tutor for every incoming group with a maximum of twenty students to helpcommunications between the first year students and the administration. In these open forums,different practical matters about the program of study, study progress, career demands, timemanagement can be discussed in an informal environment. These discussion forms also helpto gather information about the perceptions of the students during the very critical first year ofstudies. These discussion forms also provide the practical information about special requirementof a program. For example, in the International Business degree programme there is arequirement of a third foreign language, and this means the students needs to begin theirforeign language study in the first year in order to have a sufficient number of credits prior totheir exchange period and work placement in their third year of studies. Another example ofstudent involvement is the SWOT-analysis some groups of students create for their IndividualStudy Plan. At the end of their first year, their Individual Study Plans will be compared withtheir individual progress.

The Student Tutors have a very important role in the student guidance process. They help theincoming class to become familiar with the facilities and the processes. There is a minimumof two student tutors for each incoming group, and each incoming exchange student has astudent tutor student of his/her own.

Each student tutor participates in a two-credit course as elective credits in order to provide acohesive background for this role. One part of the elective tutorial course is lectures, but the main

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weight is placed on the tutoring activities that are included in the written report at the end of tutoringperiod that is normally one academic year. There is a separate support effort for the special needs ofthe foreign students.

7.3 THE IN-PROGRAM PHASE

During the In-program phase the method of student guidance that is chosen varies with thescope of the appropriateness for the students. More basic information is given in larger groupsessions, however individual guidance is available during the weekly office hours of principallecturers and of the teachers. The study affairs secretary, the international coordinator and thestudent office staff are available on a full-time basis. It is during the In-program Phase thatstudent guidance for professional growth is strongly integrated into the professional studies.After the first year of studies the role of the principal lecturer as a personal tutor increasesaccording to the individual needs of the student. The professional studies and advancedprofessional studies, combined with the elective studies, and practical training, should supportthe professional growth and the individual goals of students which are reflected in the student’spersonal learning plan. Each program has its own instructions for completing the compulsorypractical training that is scheduled during the third year of study. The principle lecturercoordinates and participates in the supervision of the students during the practical trainingperiod. In addition, each student has his or her own supervisor within the faculty and fromwithin the company. The faculty supervisor discusses the practical training responsibilitieswith the student and with the company supervisor during the period, and the student is requiredto provide a mid-term report based on these discussions. During the final seminar, the studentprovides a final report both orally, and in written form, based on their training experiences.Prior to starting their practical work placement the students are required to complete a courseon the research process, where a basic overview of the final thesis procedure is provided. Thepurpose of this training is to help the student in formulating the research area and the scopefor the final thesis, so the student can try to develop a thesis using the practical work placementas a case company. In most cases the final thesis is paid for by the company, and is provided tothe company, the school library and the appropriate supervisors for future reference and istherefore part of the student guidance systems in the future by setting the level of expectationsfor what is considered professional work.

One recent challenge, during the In-program Phase of student’s progress, has been complicatedby the student’s right to register for a leave of absence, for up to two academic years, duringthe completion of their degree. This can lead to some confusion since some courses may notbe offered anymore, even though they were originally required for the student’s originalIndividual Study Plan. This possible leave of absence makes the logistics of providing guidancefor students much more complicated. A returning student may need to work out an entirelynew Individual Study Plan and check it with the study secretary or the principal lectureraccording to the new program offerings. This trade-off in flexibility vs. following the structureof a program is very necessary in order to manage the development of a program, in a costeffective manner. It is not possible to offer a course for an individual student simply becausethey have missed it during their absence.

Another area of concern for the student guidance process is the timely completion of the studieswithin the requisite time according to the outline of the study program. In order to avoid studentsfailing to make academic progress, the study secretary and the student staff office will monitor the

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student progress, by group, once or twice per year, in order to confirm that appropriate progress isbeing maintained. If a problem of satisfactory student progress is identified, an individual meetingwith either the study affairs secretary or the principal lecturer will be scheduled with the student, inorder to make a new plan for supporting the student’s timely completion of the studies. It is interestingto note that this challenge of student guidance also occurs when a student begins working beforethey have actually graduated, and they become absorbed in the requirements of their new life, at theexpense of the requirements of their old one.

7.4 THE EXIT PHASE

During the last semester of 3,5 years studies, the student completes any missing courses andthe final thesis. Since most of the final theses are completed in cooperation with a company,the student has at least one supervisor from the company and two supervisors at the Faculty ofBusiness for his/her final thesis process. During the final thesis process, the student willreceive individual counselling from all of these parties. This counselling occurs over theentire final thesis process, including topic analysis and mid-term seminars on a variety ofthesis themes that should extend the professional viewpoint of students.

During the Exit Phase of the student’s academic process, each student is required to completean application for graduation, which is reviewed by both the principal lecturer and the dean ofthe Faculty of Business. There is an exit procedure where information is collected for studentfeed-back and general statistical and specialized reporting requirements, for example, OPALA-feedback, recruiting services, trade unions, post-graduate studies and Alumni-actions at LahtiPolytechnic.

7.5 THE POST-EXIT PHASE

The Post –exit Phase is supported and developed through the Alumni-network of the LahtiPolytechnic. The business faculty members within the network will be informed regularlyabout post-graduate studies and different events within the faculty. These alumni provide avery important link between the enterprises and the faculty; for example, recent graduates areinvited back to describe their own experiences of studies and job placements and they givethe important feedback for developing business studies to both the incoming class and theadministration of the Faculty of Business here at Lahti Polytechnic.

The process of student guidance is evolving each year within the Faculty of Business at LahtiPolytechnic. We have attempted to provide clear concise information and counselling servicefrom various vantages within the community, to the student body during all of the differentphases of their professional development, from the application phase, through to theirgraduation and transition into their professional lives within the community. We certainly donot have all of the answers to the challenges of student guidance, but we have made a veryconscientious beginning and we believe that we are on the right track in developing and integratingour approach into the general cultural makeup of our community. We thank you for your time andconsideration on our thoughts on this matter.

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8. FOREIGN STUDENTS IN FINLAND: INFORMATION ANDADVICE

8.1 VISAS AND RESIDENCE PERMITS

The Schengen Agreement took effect in March 2001 in Finland. The citizens of EU-countries(except Great Britain and Ireland) as well as the Nordic countries need an official identitycard or a valid passport to prove their identity. A visa issued by a Schengen country entitles itsholder to travel and stay in all other Schengen states. All other foreigners need a valid passport.

Depending on your nationality and the length of your stay in Finland, you will require a visaor a residence permit.

8.1.1 Students coming form outside EU / EEA countries

Students coming from outside EU / EEA-countries need to acquire a visa. It has to be appliedfor before departure to Finland in the country where the applicant permanently resides. AFinnish visa is granted for a maximum of three months and cannot be extended in Finland.Students who have been accepted to participate in entrance examinations must apply for avisa for the period of the examinations unless their home countries have concluded an agreementwith Finland abolishing this requirement. The Ministry for Foreign Affairs of Finland hascompiled a list of states the citizens of which are not required to have a visa in order to enterFinland (see http://virtual.finland.fi/ministry/oik/viisumit.html)

You can also check at your local Finnish embassy or legation whether you are required tohave a visa to enter Finland. To be issued a visa, you must show that you have enough fundsto cover living expenses in Finland.

Citizens from countries outside the EU / EEA who intend to stay in Finland for more thanthree months must obtain a residence permit through the Finnish embassy or legation in theirhome country before arrival in Finland. If you have been issued a visa to take an entranceexamination in Finland and you pass this examination, you will be eligible for a residencepermit for one academic year at a time; the permit then needs to be extended at the beginningof each academic year by the local police authorities.

Foreign students from countries outside the EEA are required to demonstrate that they havesufficient funds by depositing the sum of 6000 €, with no conditions restricting the use of thisaccount. A new deposit is required at the beginning of each academic year. Foreign studentsparticipating in a scholarship or exchange programme show proof of acceptance by the programmesponsor instead of this deposit.

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8.1.2 Students coming from EU / EEA countries

Citizens of EEA countries (European Economic Area = EU countries and Iceland, Liechtensteinand Norway) need not apply for a visa or a residence permit before arriving in Finland if theyintend to stay for less than 3 months. If they stay longer, a residence permit must be appliedfor. Citizens of an EEA country must also demonstrate that they have sufficient means tocover their living expenses in Finland, but a guarantee sum is not required.

Citizens of the Nordic countries may arrive, reside, study and work in Finland withoutlimitations. They do not need visas, residence or work permits.

How to obtain a residence permit?

All foreign students, outside and from EU / EEA countries, must meet the following conditionsin order to obtain a residence permit to study in Finland:– they must be at least 18 years old (in most cases)– they intend to study at a university or another institution of higher education or in a

secondary vocational institution– they can show proof that they have been accepted to study at such an istitution– their application indicates the degree to which their studies lead, and the estimated

length of the studies– they have funds or scholarships that will cover their study and living expenses in Fin

land.

For a residence permit you need:– a completed residence permit application– a passport– two photographs– a certficate of your registration at the polytechnic– proof of your funds or scholarships to cover your expenses in Finland.

Residence permit applications can be obtained from local police authorities. The residencepermit costs 26 €.

8.1.3 Civil registration

If you reside in Finland for at least 12 months, you must be registered in the PopulationInformation System. The information registered is used for example for the purposes ofelections, taxation, health care, judicial administration and statistical purposes. On the basisof registration, a foreigner is given a Finnish personal identity number. It is used foridentification purposes in many situations such as in banks, hospitals and libraries.

The registration takes place in a local Register Office. You should bring with you your passportand a valid residence permit, a possible certificate of marriage and birth certificates of anychildren you have.

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8.2 STUDENT SELECTION AT HELSINKI POLYTECHNIC, FACULTYOF HEALTH CARE AND SOCIAL SERVICES

You apply for the Finnish degree programmes within the nation-wide joint application system.Degree programmes taught in a foreign language and degree programmes for adults are notincluded in this system; applications are made directly to the polytechnics. At the faculty ofhealth care and social services at Helsinki Polytechnic, programmes taught in English are thefollowing: the Degree Programme in Nursing and the Degree Programme in Social Services.You apply to these programmes by the turn of April each spring.

The applicant completes an application form obtained from the student affairs office in thepolytechnic and returns it to the same office by due date. Relevant certificates and referencesare enclosed to the application.

The student selection is based on the polytechnic’s selection criteria. Credit is given foreducational achievement and work experience. Depending on the application documents,some of the applicants will be invited to take the entrance examination. A psychologicalaptitude test and an interview conducted by a teacher are included in the entry exam, which isfree of charge for the applicant and taken at the end of May.

Admission requirements for Degree Programmes:– General upper secondary school/matriculation examination– International Baccalaureate-, Reifeprüfung- or European Baccalaureate - examination– Vocational upper secondary education– A minimum three-year vocational training examination– Studies undertaken abroad equivalent to examinations mentioned above

Helsinki Polytechnic will inform successful applicants by post by the end of July. Studentsshould confirm in writing their acceptance of the student place.

The applicant is obligated by the regulation known as one degree-awarding student place atan institution of higher education. According to the regulation, the student can only acceptone degree-awarding student place at an institution of higher education during an academicyear. In other words, a person who has accepted a student place at polytechnic or at a univer-sity is not entitled to another degree-awarding student place during the same academic year.

For further information on student selection at Helsinki Polytechnic, please turn to our webpages (www.stadia.fi), application/student affairs office, study counsellors and the handbooksand guides for applicants by the Ministry of Education and Helsinki Polytechnic.

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8.3 STUDENT SELECTION AT LAHTI POLYTECHNIC, FACULTY OFBUSINESS STUDIES

– Degree Programme in International Business– Degree Programme in Business Information Technology

Entrance eligibility requirements

One of the following:– completion of the Finnish upper secondary level education (lukion oppimäärä), or

Matriculation Examination (ylioppilastutkinto)– International Baccalaureate– Reifeprüfung– European Baccalaureate– completion of a vocational education programme at the school level on the desired

main field of study (diploma)– corresponding studies abroad leading to higher education eligibility.

Fees

Tuition is provided free of charge, but the students have to buy books and other educationalmaterial themselves.

General selection criteria

1st phase: Prior educational achievements; Relevant work experience, including nationalservice.

2nd phase: Final selection based on the entrance examination / aptitude test (on invitationonly).

Entrance examinations vary in content based on the degree programme and major subject.Various tasks, aptitude tests, and interviews reveal your inclinations, mental strengths, personalinteraction skills, capacities of development, and motivation.

Students from abroad are selected by their earlier studies and work experience; additionally,documented (TOEFL, IELTS, or equivalent) good written and oral command of the Englishlanguage is required.

The Finnish Polytechnics will arrange an entrance exam in China for Chinese applicants, pre-accepted on the basis of the application forms.

Officially certified copies of the transcripts should be attached to an application form. Alldocuments must be received in English or in Finnish and translated by official translators.

For further information, please see http://www.lamk.fi/engl/education/admission

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8.4 SOCIAL ISSUES RELATED TO STUDIES

Social security for permanent residents

The Finnish Social Insurance Institution, better known as Kela, is responsible for the social securitythat covers the entire population of Finland. The Social Insurance Institution is responsible for thebasic social security provision of everyone living in Finland. The system ensures that people have abasic income and provides financial aid for new mothers, students and people suffering from illnesses,unemployment or a disability, as well as upon retirement. Social security is financed out of tax revenues,and by contributions from insured persons and employers. All employers pay social security andpension payments for their employees, including trainees.

The Finnish social security system is based both on residence and employment. In order to qualifyfor Kela social security benefits, you must live in Finland and the residence must be consideredpermanent. Kela does not insure foreign students as their residence in Finland is not regarded aspermanent. However, long-time residence or marriage to a Finn may serve as qualification for Kela.Upon application Kela will consider whether you fulfil the criteria of living in Finland. If so, Kelaissues a Kela-card as proof that you are insured in Finland and are entitled to social security benefits.

If you have any questions about social security in Finland in general, please contact your localKela office. The telephone number of the head office in Helsinki is 43 411. Additionalinformation at www.kela.fi/english/index.html.

8.5 HEALTHCARE SERVICES

The level of health care in Finland is high. There are two parallel systems: the public sector,financed by the government and municipalities, and the private sector. Communal healthcarecentres are available everywhere in the country. Citizens of EU and EEA countries are entitledto all health services at the same cost as Finns if they are covered by a health insurance in theirown country.

If you come from an EU / EEA-country, you should bring with you the form E109 or E111 inorder to prove that you are insured in your home country. If you fail to produce a properlyfilled form, it is advisable to order the necessary forms directly from the place you or yourparents are insured at.

Public healthcare centres charge an initial fee of 8-25 € for citizens of EU countries and thosecountries that have a social insurance agreement with Finland. Do notice that you can becharged all costs at communal healthcare centres and hospitals. In case major surgery orintensive care is needed, the costs can rise to hundreds of euros. For this purpose you shouldhave a medical insurance if your home country is not one of the EU / EEA-countries.

You can also consult physicians at private medical centres for which you will be charged. Thefees are considerably higher than in the public sector. Students from EU / EEA-countries canreceive some compensation from Kela retroactively when using private medical care in Fin-land.

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Students at the polytechnic are entitled to communal healthcare at the study locality regardless oftheir domicile. Should you fall ill and need healthcare services, contact the nearest healthcare centreor the polytechnic’s public health nurses. A help line offering personal guidance on healthcare servicesof Helsinki will provide you with updated information 24 hours a day at 10023.

Call the polytechnic’s nurses of the faculty of health care and social services at:– 09 - 310 81 751 or 09 - 310 81 708 (Tukholmankatu 10)– 09 - 310 81 220 (Vanha Viertotie 23)– 09 - 310 81 182 (Sofianlehdonkatu 5 B)

Should you need hospital treatment, the following hospitals are on call 24 hours a day:Marian sairaala: Lapinlahdenkatu 16. Tel. 310 66 11Töölän sairaala: Töölönkatu 37 A. Tel. 405 0600

Should you need medication, please notice that medicines can only be bought in pharmacies.At the Finnish chemist’s/drugstore you can only buy cosmetics. The pharmacies dispend somemilder medicines over the counter, but a doctor’s prescription is needed for stronger medication.

Vaccinations

Following vaccinations should be valid when studying within the healthcare field in Finland:– Polio, 10 years in Europe and US– Tetanus-diphteria (ted.d), 10 years (world wide)– MPR (vaccination against German measles, mumps, measles)

Since 1982, MPR has been part of a vaccination series directed at children in Finland.Two vaccinations are given. If you have only been vaccinated once under the age of 10in your home country, a booster is recommended

– or Rubella (vaccination against German measles)Until 1988, 12-year-old schoolgirls were vaccinated in Finland

– or German measles-antibodiesUntil 1994, German measles-antibodies of clients at maternity clinics in Finland werechecked and documented in the maternity follow-up card.

Should you need further information on immunisation, do not hesitate to get in touch with thenurses at the polytechnic.

Insurance Cover

All the students at Helsinki Polytechnic regardless of domicile are covered by insurance at theinsurance company Pohjola issued by the City of Helsinki. Thus, foreign students are includedas well. The insurance provides cover in the event of accidents in Finland that have occurredat the place of study, during fieldwork practice or when travelling between place of study andhome.

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A statutory accident insurance is valid abroad during fieldwork practice that is part of the curriculumand no salary is paid. Subsequently, in the event of accidents and occupational injury and illnessesduring the practice period, compensation is provided for expenses.

Additionally, the polytechnic and the insurance company Tapiola have a separate travel-timeagreement including a traveller’s, luggage and travel-liability insurance pertaining to tripsabroad that are part of the curriculum or arranged by the polytechnic.

TEHY (the major trade union for trained practitioners of health and social care in Finland)provides students taking their basic vocational education a free membership with variousbenefits. One of these benefits includes student insurance cover at the insurance companySampo. The insurance includes liability insurance, legal expenses insurance and an accidentinsurance. These insurances are valid abroad during employment or practical training lastingless than 12 months.

Accidents are mainly treated at healthcare units in the public sector. However, if emergencyor specialised care is needed, students are referred to the closest healthcare service administeringthe appropriate care and examinations needed.

Students should be able to produce their insurance certificate (Pohjola) when using healthcare services. In emergencies, the certificate can be delivered later. The insurance certificateas well as a form for claiming compensation of the insurance company in the event of accidentsare available from public health nurses at the polytechnic and from the student affairs office.

8.6 FINANCIAL AID FOR STUDENTS

Foreign citizens can get financial help with studies if they have lived in Finland at least twoyears for some other purpose than studies, and their residence in Finland is considered to bepermanent. A permanent residence permit is required (i.e. A-status in practice). Even if youhave been in Finland for less than two years, you may qualify for student financial aid if youe.g. are a refugee, a family member of a refugee, or if you have remigrated to Finland. Likewise,you may qualify if you have moved to Finland under the age of 18 and have parents or fosterparents permanently living in the country.

You apply for a study grant using an application form available from the polytechnic or officesof the Social Insurance Institution (Kela). The form is also accessible on the Internet and canbe printed. You return the completed form to the student affairs office at the polytechnic ordirectly to the Kela Centre for Student Financial Aid.

Financial aid is available in the form of study grants, housing supplements and governmentguarantees for student loans. The monthly rates of the study grants vary between 38,68 € and259,01 € per month depending on applicant’s age and form of housing. The housing supplementcan be paid to students living in a rented, right-of-tenancy or right-of-purchase dwelling.Also, childless cohabiting or married couples are eligible. The housing supplement covers 80% of the monthly rent up to euro 214,44.

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Student loans are guaranteed by the state. The rate of interest, terms of repayment and other creditterms are agreed upon by the bank and the student.

Aid recipients are obliged to take 3 cr on average per financed month. The financial aidcommittee of Helsinki Polytechnic checks study registers annually.

8.7 HOUSING

Students are obliged to arrange their own dwelling as Helsinki Polytechnic does not havedormitories for students.

The dwellings of HOAS (Helsingin seudun opiskelija-asuntosäätiö - Helsinki Student HousingFoundation) are meant for students. For a family to be eligible for housing, one of the applicantsmust be engaged in full-time studies. Students outside the capital area are prioritized.Application forms are available from the office of HOAS or can be completed and submittedon the internet at www.hoas.fi.

OVV (Opiskelijoiden vuokravälitys) student rental housing services provide housing on theopen market with affordable fees. Register as an applicant at www.ovv.com.

8.8 USEFUL LINKS

International Cultural Centre Caisa: www.kulttuuri.hel.fi/caisaCaisa is an International Cultural Centre that serves as a meeting point for foreigners andFinns. It is situated in Kaisaniemi in the centre of Helsinki. Within a few years, Caisa hasdeveloped into a centre already familiar to foreign newcomers. The centre serves as an aid intheir ‘settling in’ and organises various occasions open to the public: various cultural festivities, cultureevenings, discussion forums, art exhibitions and concerts. It also offers counselling, listening andguidance.Caisa: Kaisaniemenkatu 6 B and 13 A, 00100 Helsinki. Tel. 169 3897, 169 3902.

Internet Cafés

In the following places you have access to Internet:– Academic Bookstore / Micronia department: Keskuskatu 2. Tel. 121 41– Café Giovanni, World Trade Centre: Keskuskatu 7. Tel. 622 60 121– Fubar Internet Bar & Café: Vuorikatu 16. Tel. 622 73 701– Libraries in the capital area– International Cultural Centre Caisa: Kaisaniemenkatu 6 B. Tel. 169 3902– Lasipalatsi Media Centre: Mannerheimintie 22 - 24– Netcup, Stockman: Aleksanterinkatu 52. Tel. 121 3759– Pullman Bar: Railway Station. Tel. 030 722 930

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Cimo - Centre for International Mobility- Hakaniemenkatu 2, 2nd floor, 00530 Helsinki- Helpline +358 10 806 767 (Mon - Thu 10-12 am, 1-3 pm)- Switchboard +358 9 7747 7033- Enquiries: cimoinfo@cimo.fi

Foreigners’ Crisis Centre: Simonkatu 12 B 13. Tel. 685 2828.Foreigners’ Crisis Centre assists with mental health and social problems free of charge.

Student crisis prevention centre Nyyti: www.nyyti.fiNyyti is a service assisting students in all their problems, academic or social. You can discussyour problems confidentially and free of charge. The centre is open to all students and itoperates on a voluntary basis. Consultation hours Mon, Wed and Fri 16-20. Tel. 09-68406655. e-mail:nyyti@helsinki.fi

The national emergency telephone number is 112.The national police emergency number is 100 22.Other emergency numbers can be found in telephone booths and directories.

For residence permit contact / Helsinki Police Department: Punanotkonkatu 2, 00130 Hel-sinki. Tel. 1891. Office hours: 8.00-16.15 (Wednesdays 8.00-17.30). To get there, take busnumber 17 or tram number 10. www.poliisi.fi/english.

For further information on formalities see also:- Directorate of Immigration www.uvi.fi/englanti/oleskelu.html- Ministry of Interior / Police Department www.poliisi.fi/english/pi278en.htm.

Basic Information for Foreigners and immigrants also available at the MCL - Multiculturallibrary www.lib.hel.fi/mcl/ulko-eng.htm.

Register Offices:- Albertinkatu 25, 00181 Helsinki. Tel. 695 44 312- Neilikkatie 8, 01301 Vantaa. Tel. 836 2480- Itätuulentie 2 A, 02101 Espoo. Tel. 502 4270.

For more information, visit the homepages of Population Register Centrewww.vaestorekisterikeskus.fo/prc.htm.

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9. CRISIS MANAGEMENT FOR INTERNATIONAL STUDENTS

Crisis management includes the procedure and immediate help in sudden and unexpectedtraumatic situations; mental first aid. The right actions can relieve or ease the pain caused bythe situation and help the individuals and community to get back to normal again. In order tocontrol the crisis situation, are plan and training required. Precise instructions in crisis areneeded as, usually, there is not much time for considerations and since the situation is farmore difficult when dealing with a multi-cultural environment.

The instructions for crisis management should very precisely define the crisis, theresponsibilities and the steps to be taken. The most important thing is to know where to gethelp.

Crisis situations are– death, suicide– accidents; traffic, drowning, fire, etc.– violence; assault, rape, etc.– mental problems, drugs– robbery, theft.

NB All these situations can occur either at home or abroad.

Crisis management in institutions

The coordinating group for crisis management should consist of the rector, deans, representativeof the property owner, the international coordinator and teachers. The main task of thecoordinating groups is to ensure the general readiness of the crisis work, to coordinate generalinstructions for crisis situations and be responsible for notification and media relations.

Functional crisis groups consist of the staff, students and health care personnel. These groupsare voluntary.

Any of each group member can convene the meeting together and it is necessary that thegroup assembles as soon as possible. The plans and instructions should be very exact to meetthe demands of different crisis situations. Since there is not much time to react in crisis situationsit is important to make different plans and instructions for each type of a crisis situation.

Action plan

Situation– what has happened, what is the source of information– have support measures already been started?

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The level of activity– the whole institution, staff, student groups, students?

Information– how and who will notify– which parties are to be notified, permission from relatives, what kind of reactions

are to be expected.

Measures of support– who needs support (the victims)– instant help– what kind of help– outside help needed?– who, where and when– how long is help needed– is personnel in need of support?

In case of death– how is the memorial ceremony organized in the institution.

Documentation of the process– who is responsible– where documented.

Legal responsibilities– any hearings or trial?– what consequences are to be expected– who is in charge of legal matters.

Media relations– rector in charge of notification– written press release needed?– any outside assistance needed?

The names and contact details of the crisis group members should be given to the personneland to the students so that anyone can contact either the coordinating group or the unit’sfunctional group. The switchboard operator has an important role in the crisis situation.

Special features of crisis management with international students

– all information and instructions must be in English as well– the stages of crisis reaction should also be in English; preferably in other languages as well– what is the role of international office personnel– the availability of interpreters must be checked– contact details of next of kin or some other close person must be requested upon arrival– culture-related factors which might trigger off traumatic crisis should be ascertained

beforehand (such as violence, suicide, etc).

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The stages of crisis reaction

1. Instant reaction, shock– the basic reaction is survival, everything else is irrelevant– it lasts from moments to a couple of days– the person cannot understand what has happened, emotions disappear– behavior totally rational or totally inappropriate to the situation– physical reaction: feeling cold.

NB Be careful, it is difficult to recognize the shockRemember to say something positiveDecision making difficult, do not ask if the person needs help, just get help.

2. Reaction stage– the person tries to understand what has happened– it lasts from 2 days to a month– mental defence mechanism start to work and the denial decreases– strong emotional reactions and physical symptoms– sleeping is difficult– the home becomes a very important place.

3. Stage of processing– sadness and acceptance– lasts from weeks to months, sometimes years– the crisis reaction can also change to mental disorder, which needs

professional help– even though the ability to work/study is not normal, they should soon

return to work/school.

Instructions to meet a shocked person

– introduce yourself and explain your role in the situation– ask with whom you are you talking and how she/he is related to the situation– help even if you are not asked to do it– find a quiet place where you can sit down– look the person in the eye, touch (but remember the cultural differences)– tell her/him the truth in one sentence, repeat it if necessary– bad news are better than no news, be honest– stay calm– listen carefully, ask questions, wait for questions and answer them– make sure that the she/he is not left alone– sometimes it is enough just to be present - without any words; silence can help too.

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APPENDIX 1

EU-DIRECTIVES IN NURSING EDUCATION

Practical training in accordance with EU-directives:

1. General medicine and specialism within medicine

2. Prenatal care/maternity welfare

3. Home care

4. Surgery and specialism within surgery

5. Geriatrics

6. Pediatrics

7. Mental health and psychiatrics

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APPENDIX 2

ORIENTATION PROGRAMME FOR INTERNATIONAL STUDENTS

– Information package to be sent along with the Letter of Acceptance

Includes: - the description of the degree programme- International Student guide- information about accommodation- maps- English brochure about the institution- arrival instructions

– Student tutorsAppointed to every international student before the start of the studies

– Induction dayGeneral information about the polytechnic and studying system

– Institution presentation

Includes: - the building, classrooms and codes- the library- Student Union- the Student cafeteria system- copying- computer labs

– Tutor teachersMeeting with the tutor teacher and making of the personal study plan (“how to getstarted”)

– Living in Finland

Includes: - Finnish language studies- studies of Finnish culture and society

– Cross-cultural education to both Finnish and international students