15th June 2017 ICML+EAHIL2017 Embedded librarianship in collaboration with Finnish and Kenyan HEIs: the value of library services in Master s degree programme and in the intensive course in Kenya Marketta Fredriksson Information Specialist, Diak Library Key Expert in CRIPS HEI ICI project marketta.fredriksson@diak.fi
About Finnish Higher Eduducation The Finnish higher education system consists of two complementary sectors: universities of applied sciences (UAS) and universities. The mission of universities is to conduct scientific research and provide instruction and postgraduate education based on it. Universities of applied sciences train professionals in response to work life needs and conduct research, development and innovation (RDI) which supports instruction and promotes regional development in particular. UAS are multi-field regional institutions focusing on contacts with working life and on regional development. The total number of young and mature UAS students is 130,000. UAS award over 20,000 Bachelor degrees and 2,400 Master degrees annually. Source: The Finnish Ministry of Education (www.minedu.fi)
Diak s campuses and the degree programmes (1/2) Private UAS, values based on Christianity and committed to social justice, solidarity and the empowerment of people. It aims to train people to influence social change, work for a multicultural society and fight social exclusion. Five campuses, total number of students 3000, 250 staff members Bachelor Programmes (120 ect) - Nurse, Public Health Care Nurse, Diaconal Nurse - Bachelor of Social Services + Diaconal Social Work - Bachelor of Christian Child And Youth Work - Sign Language Interpreting Or Aac Interpreting Pori (Augmentative And Alternative Communication And Turku Supportive Sign Pedagogics) - Community Interpreting (Fluent Finnish + Arabic, Chinese (Mandarin), Kurdish (Sorani), Persian, Somali, Thai, Turkish, Vietnamese Oulu Helsinki Pieksämäki in English - Degree programme of Social Services
Diak s campuses and degree programmes (2/2) Master s Degree Programmes (90 Ects) in Finnish Master s Degree of Health Promotion - Promotion of the Health and Wellbeing of People in Danger of Marginalization - Development of Leadership and Socially Effective Service Provision Master s Degree of Social Services - Diaconia and Christian Social Practice - Intoxicants and Exclusion - Sign Language interpretation Master s Degree Programmes (90 Ects) in English - Master s Degree in Global Health Care; A joint programme between Diak, Arcada University of Applied Sciences (Finland) and University of Eastern Africa, Baraton (Kenya) Focus on disaster preparedness and management - Master s Degree in Community Development, Human Rights and Conflict Resolution; A joint programme between Diak, University of Iringa (Tanzania) and Sebastian Kolowa Memorial University (Tanzania)
About the Master s degree programme Joint degree programme of Global Health Care in collaboration of Diak & Arcada Universities of Applied Sciences in Finland, University of Eastern Africa Baraton The scope of the programme is 90 ECTS credit in Finland, 1,5 year (45 Kenyan credits, 2 year) Programme is loosely based on the Theory of Transcultural Nursing by Madeleine Leininger and core values of love, forgiveness and compassion in care. Information literacy and search skills visible in the curriculum
About the planning and implementing the Master s degree programme Activities with local stakeholders and working life partners (e.g. Kendu Adventist Hospital in Kenya and Finnish Lung Health Association FILHA in Finland) HEI ICI funded project CRIPS as a resource in preparing the curriculum and implementing the intensive course
HEI ICI funded CRIPS project 2013-2015: Curriculum development & capacity building (1/3) CRIPS (=Capacity Building in Crisis Preparedness in Health Care) contributed to the HEI ICI programme s result areas: Improved quality and relevance of higher education Improved information management in teaching and learning HEI ICI Higher Education Institutions Institutional Cooperation Instrument by Finland s Ministry for Foreign Affairs HEI ICI projects are carried out in 19 countries. Cooperation is focused on the least developed countries in Africa and Asia and Finland s longterm partner countries
HEI ICI funded CRIPS project 2013-2015: Curriculum development & capacity building (2/3) CRIPS Project purpose was to improve the capacities of crisis preparedness and the incident and emergency health care both in higher education and among the local health care stakeholders. Results: 1)The implementation of the Joint Master s Degree Programme in Global Health Care has been planned and the programme has been piloted 2) A global health care repository has been established at the University of Eastern Africa Baraton and it is in active local use
HEI ICI funded CRIPS project 2013-2015: Curriculum development & capacity building (3/3) Information Specialist from Diak library was invited to work as one of the Key Experts in the project to help in building up the repository for UEAB and for the local communities to save and share knowledge about disaster preparedness To provide library and information services and teach information literacy skills to joint degree programme of Global Health Care First trip to Kenya in 2013 was to study the existing facilities, charting the needed improvements and to train the staff members to use the learning platform Fronter
Intensive Course of the joint degree in Kenya (week1: Baraton campus: lectures and workshops) (1/2) Degree studies are carried out with the idea of blended learning and focus is in the crisis preparedness and disaster management Including two weeks of face-to-face intensive course in Kenya: one week of theoretical on-campus lessons and one week of field studies where the small groups of students carry out small scale educational interventions in rural communities in the area of Lake Victoria. 20 students travelled to Kenya to participate in the intensive course in 2014 and 2016
Intensive Course of the joint degree in Kenya (week1: Baraton campus: lectures and workshops) 2/2 Aim: to develop the awareness about disasters and to propose tools for better preparedness and for improving the level of knowledge in health issues during disasters. Groups were expected to produce a fact sheet, a kind of recommendation about the proposed safety improvements, for the future use of the community.
Activities in the intensive course in Kendu Bay Students prepared and accomplished their small scale developmental interventions. They worked in multicultural groups and visited the local communities with a local guide The groups prepared presentations to the dissemination seminar to which the locals were invited in the end of the intensive course, about 100 persons participated each time There were several workshops of information search to find background information for interventions Fact Sheets about the results and recommendations were submitted to open access repository in Baraton for the local communities to use.
Tools for the library services in programme (1/3) Tailored LibGuides in open Internet is used as a tool to integrate library services for the programme; Relevant research information for the program is filtered from the professional discussion forums, twitter, news feeds and latest publications and presented in LibGuides. authenticated access to the databases and scientific journals, reading lists through links to the Refshare-folders, news feeds and alerts from the selected content servers, introduction of relevant publications, tutorials of information search and guidelines in academic writing. There are also deep links to selected e-materials and to course books in electronical format, web-based tutorials and other information literacy content on the learning platform Fronter. In addition to these, scheduled on-line tutorials by AdobeConnect conferencing software
Tools for the library services in programme (2/3) There are reading lists in LibGuides of the course literature in each learning modules A reading list is created by integrating a shared Refworks folder in LibGuides page. Access to the course literature is provided via the proxy links in the full text view of the list
Tools for the library services in programme (3/3) Learning platform Fronter & Adobe Connect is used in teaching and learning activities in the programme http://libguides.diak.fi/c.php?g=145943
Evaluation of Library Services and the usefulness of ipads in the Intensive Week A survey about the learning experiences and library services were carried out after the intensive course. Students (n=26) gave responses also with open ended answers. The main opinion of the library services was positive. The scores in scale 1 5: the availability and accuracy of the library services 4,38; guidance to information search 4,31; the instructions and materials available 4,31 the usefulness the of ipads in access to e-learning materials as high as 4,46. Overall there were highly positive comments in open ended answers, although several students mentioned the challenges of weak internet connection and struggles in downloading reader applications.
The value of the Library services in Degree programme and in the intensive Course The student groups developmental interventions in the local communities should be founded on evidence-based research and for that reason information search skills and access to adequate information resources had a significant role during the intensive course IL matters are visible in the curriculum and the students are obliged to report the original references in their learning assignments throughout their degree studies. Information Specialist was in charge of teaching Information literacy in the intensive course and on the scheduled online tutoring sessions afterwards. For those students who could came to the Helsinki Campus during their studies tutoring in person is available, also online with Adobe Connect or with Skype The students and the staff members benefit from large library collections, while they have access to e-resources in three partner universities Intensive co-operation between the information specialist and the teachers has helped in developing the library collections with relevant literature local communities could benefit for the research literature which the students used in their assignments and field activities during the intensive week; also several co-created open access research articles has been published around the project
Further information Publications in connection to my presentation: Karvinen, I., Lejonqvist, G., Kinnunen, E., Fredriksson, M., Halonen, R., & Koski, A. (2016). A study of the community-based disaster preparedness in Kenyan rural communities. International Journal of Health System and Disaster Management, (3), 102. doi:10.4103/2347-9019.191103 http://www.ijhsdm.org/temp/intjhealthsystdisastermanage43102-2309755_062457.pdf Karvinen, I.,Lejonqvist, G-B., Fredriksson, M., Hälikkä, R., Halonen, R., & Kinnunen, E. (2016). Learning disaster preparedness Analysis of the CRIPS project and joint master s programme by using the Complex adaptive systems framework. In Erkkilä, A. et al. Better learning for better health: HEI-ICI projects and practices, s. 51-62). Kuopio : University of Eastern Finland. http://epublications.uef.fi/pub/urn_isbn_978-952-61-2022-5/urn_isbn_978-952-61-2022-5.pdf#page=61 Karvinen, I. (2015). Intensive Course as a learning Experience for Disaster Preparedness Education. Abstracts and Scientific Papers - 19th World Congress on Disaster and Emergency Medicine, Cape Town, South Africa. Prehospital and Disaster Medicine, Vol. 30, Supplement 1, 2015. p. 28. Karvinen, I. (2013). Safari ni taabu : Research and Curriculum Development as an Instrument for Greater Understanding of Spirituality and Love in Health Sciences Humanistic Personal and Professional Notes on a Journey in Africa. Journal of pain and symptom management, 45(5), 950-955. http://dx.doi.org/10.1016/j.jpainsymman.2013.01.015; http://www.jpsmjournal.com/article/s0885-3924(13)00194-2/pdf Fredriksson, M. (2014). The information specialist in an expert role in a capacity building project a unique possibility to enlarge the librarys role and status in higher education. Journal of European Association for Health Information and Libraries, 10(1), 10. http://eahil.eu/wpcontent/uploads/2014/11/journal_2014_vol10_n1.pdf#page=12 Anjejo, D., Karvinen, I., Kinnunen, E., Lejonqvist, G., Njeru, M., Nyaundi, N.,... Obey, J. (2013). Master's degree in global health care : The curriculum. Helsinki: Diaconia University of Applied Sciences. http://www.diak.fi/tyoelama/julkaisut/d-sarjajulkaisut/documents/d%2066%20isbn%20978-952-493-218-9.pdf Karvinen, I., Lejonqvist, G., Kinnunen, E., & Njeru, M. (2013). Love and forgiveness in the global community : Designing master's degree in global health care - master of health care. Helsinki : Diaconia University of Applied Sciences. http://www.diak.fi/tyoelama/julkaisut/d-sarjajulkaisut/documents/d_64_isbn_978-952-493-209-7.pdf About the Master s degree programs in English in Diak http://yhteishaku.diak.fi/en/koulutusohjelmat-en