Course: The Enterprising Healthcare Professional credits: 5

Course code
FYVB25OZP
Name
The Enterprising Healthcare Professional
Study year
2025-2026
ECTS credits
5
Language
Dutch, with parts in English
Coordinator
A.J. Beetsma
Modes of delivery
  • Action learning
  • Education
Assessments
  • Conditional assignment - Assignment
  • Group Assignment & Presentation - Report
  • School of Health Care Studies project 2 - Active participation

Learning outcomes

Learning Outcomes
  • 1OD-M 13. The student articulates, within the educational setting, the rights of patients who have an indication for physiotherapy, based on legislation.
  • 1OD-M 45. The student, as an entrepreneurial individual, can independently describe the medical ethical rules that apply to every healthcare provider.
  • 1OD-M 47. The student, as an entrepreneurial individual, can independently identify the laws and regulations applicable to the practice of the physiotherapist.
  • 2OD-O 14. The student, in collaboration with fellow students, can develop a business plan.
  • 2OD-O 12. The student, in collaboration with fellow students, can develop a project plan.
  • 2OD-E/M 27. The student, as an entrepreneurial professional, demonstrates creativity in collaboration with fellow students by showing new possibilities or combinations in products and/or services.
  • 2OD-E/M 35. The student, as an entrepreneurial professional, can describe how marketing objectives and a marketing strategy for products or services can be developed using a SWOT analysis.
  • 2OD-E/M 37. The student, as an entrepreneurial professional, can identify at least two marketing mix instruments that can be used to implement a marketing strategy.
  • The student, as an entrepreneurial individual, demonstrates commitment by persisting in achieving goals within the context of this academic unit.
  • The student, as an entrepreneurial individual, is willing to make choices outside the established paths within the context of this academic unit.
  • The student, as an entrepreneurial individual, demonstrates the ability to think strategically by creating opportunities in the context of this academic unit.
  • 2OD-M 27. The student, in collaboration with fellow students, demonstrates creativity as an entrepreneurial professional by showing new possibilities or combinations in products and/or services.
  • 3OD-M 36. The student, as an entrepreneurial professional, can conduct a SWOT analysis in the context of developing marketing objectives and a marketing strategy for products or services.
  • 3OD-M 38. The student, as an entrepreneurial professional, can apply marketing mix instruments for the implementation of a marketing strategy.
  • 3OD-M 28. The student, as an entrepreneurial professional, demonstrates creativity by showing new possibilities or combinations in products and/or services.

IPE academyproject SAGZ year 2: uncoded learning outcomes
  • The student can explain the own tasks, roles and powers of his/her future profession.
  • The student expresses which relevant professionals he/she will have to deal with in his/her future work.
  • The student identifies and defines interprofessional issues that their own profession shares with other professions.
  • The student determines his/her contribution on the basis of interprofessional coordination around a specific interprofessional issue.
  • The student will contribute relevant content aspects for planning during coordination consultations with other professionals.
  • In the context of the present issue, the student assesses the consequences of goals and interventions of other relevant professions in relation to their own goals and interventions. The student decides by joint decision-making together with other professionals what choices are made.
  • The student applies the principles of value creation, such as: Business Model Canvas Design Thinking.
  • The student performs a pitch from the process and solution to present.
  • The student investigates the possible use of technology in the care that contributes to Sustainable Development Goals (SDGs).
  • The student describes the interprofessional process and the added value within Sustainable Development Goals (SDGs) at the micro and or macro level.
  • The student works together with students from other disciplines within the SAZG in a constructive and entrepreneurial way on this project.

Content

In the section of the curriculum dedicated to entrepreneurship, the focus is on innovation in physiotherapy. Within the competence profile of the physiotherapist, the ability to organize and innovate becomes increasingly crucial. The dynamics in healthcare are changing, as are the needs of patients. This calls for flexibility and an expanded skill set for new healthcare providers.
At Hanze University of Applied Sciences, entrepreneurship is considered a key focal point, but it does not mean that every physiotherapist must start their own business. However, every University of Applied Sciences (HBO) student is expected to possess entrepreneurial qualities by the end of their studies.
Entrepreneurial qualities are also important in existing organizations. These qualities are necessary to continually innovate and develop new ideas to enhance physiotherapeutic care.
As an entrepreneurial physiotherapist, it is crucial to respond to the needs of the environment. To understand these needs effectively, various research methods are employed. Only when the needs are clear we contemplate possible solutions. Different techniques and methodologies are applied for this purpose, such as design thinking, moonshot thinking, and the business model canvas.
By practising and working with these methods, students are able, by the end of this module, to make an innovative contribution to the organization of healthcare.

This course also includes the IPE Academy project SAGZ year 2 (1 EC).

Included in programme(s)

School(s)

  • School of Health Care Studies
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