Study Guide

Objective

- The student can prevent infections and understand the meaning of asepsis in nursing. The student can apply the infection prevention principles and explain why these principles are important in clinical nursing.
- The student understands the meaning of individual, family and resource-centered nursing, the effect of health and illness on the client's life. The student also understands the meaning of sustainable development in nursing.
- The student can practice most common hand skills needed in nursing. And students will be able to respond to the need for care using evidence-based nursing support methods.
- The student can assess the patient's need for treatment using appropriate clinical and physiological assessment and measurement methods.
- The student is able to take into account the need and function of nutrition in the organism during nutritional care, guidelines for healthy nutrition to prevent prevalent diseases, challenges in the nutrition of people of different ages. And the student understands how to use Finnish nutrition recommendations.
- The student can document the nursing plan and understand the meaning of the documentation.
-The student is able to document according to the national structured documentation model.

Content

Under supervision the student practices:
- Infection control and asepsis in nursing.
- Individual- and family-centered nursing, resource-oriented nursing, the impact of health and illness on the life of the client.
- Assessment of care needs.
- Monitoring the patient's basic vital functions.
- Key nursing intervention methods.
- Special activities (urinary and bowel function)
- Skin and wound care.
- Pain management.
- Sleep management.
- In nutritional care, the need for and role of nutrients in the body, dietary recommendations for health promotion and prevention of common diseases, nutritional challenges of different age groups.
- Spirituality and culture in nursing.
- End of life care.
- Legal obligations and other guidelines on safety in the health care setting, e.g. how to deal with needlestick accidents and a safe care environment.
- National structured documentation model for nursing care.
- Basics of clinical nursing, bedside testing.
- Monitoring the patient's vital functions by using ABCDE-protocol and NEWS.

Materials

Essentials for Nursing Practice, 9th edition, 2019.
Book:Essentials for Nursing Practice, ninth edition, 2019
Infection Prevention and Control; pages 235-266
Safety; pages 782-803
Hygiene; pages 812-850
Nutrition; pages 972-1000
Urinary Elimination; pages 1018-1046
Bowel Elimination; pages 1059-1083
Sleep; pages 917-937
Pain Management; pages 939-965
Spiritual Health; pages 578-595
Skin Integrity and Wound Care; pages 1100-1137
Informatics and Documentation; pages 157-176

Teaching methods

Online teaching, flipped learning, face-to-face teaching, independent tasks, exam

Student workload

1ECTS = 27h student work

Further information

Skills labs are obligatory.
The course is conducted in Finnish and English

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student
- searches for information required in individual situations in client-centered clinical nursing.
- demonstrates that he/she is able to some extent to use the knowledge base of client-centered clinical nursing.
- makes a difference between everyday knowledge and evidence-based knowledge in client-centered clinical nursing.
- follows instructions, is competent to work in individual client-centered clinical nursing situations.
- demonstrates that he/she knows the ethical principles for registered nurses in client-centered clinical nursing.
- is competent to work as a member of a team and shares some of his/her knowledge in client-centered clinical nursing.
- is able to analyze his/ her strengths and development needs in client-centered clinical nursing.

Assessment criteria, good (3)

3-4
The student
- searches various sources for information required in client-centered clinical nursing and actively familiarizes himself/ herself with the knowledge base of client-centered clinical nursing.
- uses and applies evidence-based knowledge in client-centered clinical nursing.
- is competent to implement responsible and safe client-centered clinical nursing.
- at work, in client-centered clinical nursing, observes ethical principles for registered nurses.
- is competent to work as a member of a team, following the principles of client-centered clinical nursing and sharing knowledge.
- develops himself/herself and his/her competence in client-centered clinical nursing.

Assessment criteria, excellent (5)

5
The student
- searches various sources for information required in client-centered clinical nursing and is able to explain its use in client-centered clinical nursing.
- uses and applies evidence-based knowledge in client-centered clinical nursing.
- is competent to implement responsible and safe client-centered clinical nursing.
- can explain his/her actions in client-centered clinical nursing.
- is able to solve tasks and problems in client-centered clinical nursing.
- can give reasons for his/her actions based on the ethical principles of registered nurses.
- is competent to work as a member of a team and shares his/her knowledge in client-centered clinical nursing.
- systematically develops himself/herself and his/her competence in client-centered clinical nursing.

Assessment criteria, approved/failed

Fail=0
The student
- does not know how to search for information required in individual situations in client-centered clinical nursing.
- cannot demonstrate the ability to use the knowledge base of client-centered clinical nursing.
- does not make a difference between everyday knowledge and evidence-based knowledge in client-centered clinical nursing.
- is not competent to work in individual client-centered clinical nursing situations even if instructed.
- cannot demonstrate awareness of the ethical principles for registered nurses in client-centered clinical nursing.
- is not competent to work as a member of a team or to share knowledge in client-centered clinical nursing.
- is unable to analyze his/her strengths or development needs in client-centered clinical nursing.

Assessment methods and criteria

Documentation: Moodletasks and documentation task in Docca
Exam (Numerical evalution 1-5).

Objective

The student
- is able to use nursing interventions to respond to the patients' nursing needs and to implement structured documentation using structured classification.
- is able to apply the principles of preventing infections and explain why this is important in clinical nursing.
- is able to assess resources of patients and next-of-kin from different cultural backgrounds and support them in planning, implementation and evaluation of nursing care.
- knows how to act in common first aid and life support situations.
- is able to plan, implement and evaluate evidence-based nursing interventions.
- takes a rehabilitation and resource-centered approach to his/her work with patients and family members of all ages.
- can assess needs for care using appropriate clinical and physiological tools or instruments, prioritize the findings and enter them into the structured documentation system.
- is able to plan, implement and evaluate patients' drug care.
- can implement Finnish nutritional guidelines.
- understands the principles of safety management and sustainable development, and is aware of his/her responsibility in promoting these principles at the workplace.
- can evaluate his/her professional competence critically from the perspectives of strengths and development needs.

Content

Practical training in clinical nursing settings which allow students to practice basic client-centered clinical nursing. Writing and presenting an assignment. eDrug Care Certificate.

Evaluation scale

1-5

Assessment criteria, approved/failed

Fail=0
The student
- does not know how to seek information required in individual situations in client-centered clinical nursing.
- cannot demonstrate the ability to use the knowledge base of client-centered clinical nursing.
- does not make a difference between everyday knowledge and evidence-based knowledge in client-centered clinical nursing.
- is not competent to work in individual client-centered clinical nursing situations even though instructed.
- cannot demonstrate awareness of the ethical principles for registered nurses in client-centered clinical nursing.
- is not competent to work as a member of a team or to share his/her knowledge in client-centered clinical nursing.
- is unable to analyze his/her strengths or development needs in client-centered clinical nursing.
- does not follow Finnish working life rules.

Qualifications

Registered nurse's core competencies module I
Medication management and drug calculations

Objective

The student knows the stages of the laboratory process and is able to guide the patient in the most common clinical trials. The student is able to take the ECG most common blood and urine samples. The student is familiar with the basics of analytics, as well as basic clinical chemistry, hematology, physiology and microbiology studies.

The student knows the most important radiation safety issues related to medical radiation use. The student knows how to prepare and guide the patient for the most important radiological examinations: X-ray examinations, ultrasound examinations, MRI examinations and radiological interventions.

Content

Clinical examinations: Laboratory process, blood and urine sampling, and Point of Care Tests. Basic examinations in clinical chemistry, hematology, physiology and microbiology.
Radiation Safety and Radiological Examinations: X-ray and basic information about biological effects of radiation, radiation safety in Finland and most common radiological examinations.

Materials

Clinical Examinations
- Teacher's material at Moodle

Radiation safety and radiological examinatios:
all materials is at Moodle

Teaching methods

Clinical Examinations 2cr
- lessons
- lab skills
- Moodle exam
- individual task
- exam at Exam room.

Radiation safety and radiological examinatios 1 cr
-contact lessons
-individual tasks

Student workload

Clinical Examinations 2 cr:
- info 2h
- question times 8 h
- lab skills 4 h
- Moodle exam 1 h
- Exam at Exam room 2 h
- Independent studies 37h

Radiation safety and radiological examinatios 1 cr
-lessons 10 h

Further information

Avoimen AMK:n opiskelijalta edellytetään aikaisempaa osaamista hoitotyöstä ja opintojakso on tarkoitettu siltakoulutukseksi EU/ETA maiden ulkopuolella valmistuneille sairaanhoitajille.

Open University student must have previous knowledge of nursing and course is meant as bridging education for nurse, who is educated outside EU/ETA area.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student is able to make some use of radiation legislation related to medical radiation use and issues related to radiation protection in nursing.
The student is able to describe briefly how he / she guides the patient in some key radiological examinations.
The student is able to distinguish the most important radiation-damaging examinations from other studies.
The student understands the most important risk factors related to magnetic examinations.


The student knows the role of the nurse in the laboratory process and in obtaining reliable laboratory results.
The student is able to guide the patient to various laboratory tests.
The student knows the basics of analytics.
The student is familiar with clinical chemistry, hematology, microbiology and physiology studies.
The student is able to take different blood and urine samples as well as the EKG- film.

Assessment criteria, good (3)

3- 4
The student is able to utilize radiation legislation related to medical radiation use and issues related to radiation protection in nursing.
The student is able to describe how he/she prepares and directs the patient in the most important radiological examinations.
The student is able to distinguish radiation-related studies from other studies as a rule, and to understand the risk factors associated with magnetic investigation.

The student understands the role of the nurse in the laboratory process and in obtaining reliable laboratory results and is able to apply the knowledge in practice.
The student is able to guide the patient to various laboratory tests, knowing the reasons for the respective case.
The student knows the basics of different analytics and knows how to apply them in his/her activities.
The student is familiar with key clinical chemistry, hematology, microbiology, and physiology studies and is able to utilize the knowledge to guide the patient.
The student is able to control different types of blood and urine samples and EKG- film and is able to justify his/her actions.

Assessment criteria, excellent (5)

5
The student is able to apply radiation legislation related to medical radiation use and issues related to radiation protection in nursing.
The student can reasonably describe how he / she prepares and guides the patient in all important radiological examinations.
The student can critically justify and distinguish radiation-sensitive studies from other studies.
The student understands the risk factors related to magnetic investigation, partly applying them in nursing.


The student masters the role of the nurse in the laboratory process and in obtaining reliable laboratory results.
Student patient guidance for various laboratory tests is smooth and justified.
The student is able to do high-quality analytics independently.
The student masters the essential clinical chemistry, hematology, microbiology and physiology studies and understands their importance in patient care.
The student is able to control the taking of blood and urine specimens of different grades and the heart film independently, justifying their actions.

Assessment criteria, approved/failed

Fail
The student does not master the essential issues of radiation legislation and radiation protection related to nursing.
The student is not able to describe the guidance and preparation of the patient coming to radiological / clinical studies or the description is fundamentally inadequate.
The student is unable to distinguish between radiation-sensitive studies and other studies.
The student does not know the risk factors of magnetic research.
Patient safety is compromised during the student's activities.

Assessment methods and criteria

Clinical Examinations
- Moodle exam 50% (1-5)
- exam at Exam room 50% (1-5)
- Individual task Passed
- Lab skills Passed

Radiation safety and radiological examinatios
-be at lessons, 80 % obligatory
- 2 tasks: passed

Objective

The student behaves and works according to high-quality ethical principles in learning and working environments. The student analyses ethical values, principles and norms and develops ethical thinking. The student bases his/ her actions as a nurse on ethical decisions. The student knows how to observe ethical principles in his/ her actions. The student observes professional norms and the patient's rights. The student understands the client's rights and involvement in care.

Content

Ethical development, values, norms and principles. Ethical decision-making in nursing. The nurse's rights and duties. The patient's rights. Ethical principles in nursing.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student is adequately familiar with ethical issues and able to discuss and analyse them, making a difference between evidence-based and everyday knowledge. The student knows how to seek information on individual topics and demonstrates an awareness of the knowledge foundation in nursing. The student is able to act as a team member and to assess his/ her strengths and development needs.

Assessment criteria, good (3)

3-4
The student is well familiar with ethical issues and able to discuss and analyse them logically and coherently.
The student knows how to seek information from various sources and bases the arguments on multiple contemporary sources. The student is well prepared to act as a team member and to develop himself/ herself.

Assessment criteria, excellent (5)

5
The student is very well familiar with ethical issues and able to discuss and analyse them logically and coherently.
The student knows how to seek information from various sources and critically base the arguments on multiple contemporary sources. As a team member, the student acts in a solution-focused manner, sharing knowledge and developing himself/ herself.

Assessment criteria, approved/failed

Fail=0
The student does not adequately base his/ her arguments on the ethical principles or knowledge foundation of nursing. The student is not adequately familiar with the ethical knowledge foundation of nursing and uses it narrowly. The student is not adequately prepared for teamwork.

Qualifications

No prerequisites

Objective

The student understands the concept and role of evidence-based nursing in health and social services. The student understands the role of a nurse in evidence-based practice and is committed to the role. The student actively seeks and uses scientific knowledge in various nursing duties and decision-making and in the Bachelor's Thesis. The student understands the importance of uniform practices and acts accordingly. The student seeks information in health science databases. He/ she knows how to define nursing needs and how to plan, implement and evaluate nursing in accordance with the nursing process. The student knows how to use nursing scientific knowledge in decision-making and is motivated to pursue evidence-based practice.

Content

The concept and goals of evidence-based practice. The most important health science databases and sources of summarised information. Defining nursing needs and planning, implementation and evaluation of nursing. Nursing science and its central concepts. Nursing science as a knowledge foundation for nursing practice and education.

Location and time

Orientation and theory lectures 23.08.2024 - 15.09.2024 1 4h
Concept analysis seminar 16.09.2024 - 30.10.2024 1 6h

Materials

Information searching: SeAMK Library web pages, SeAMK Library Libguides and other online material
Evidence Based Nursing:
-Nursing Research Foundation, https://hotus.fi/
- JB- Institute, https://jbi.global/

Teaching methods

Information searching: face-to-face teaching, lectures, workshops, independent learning, assignments
Evidence-Based Nursing :
-theory lectures, independent learning, seminar presentation

Student workload

54 h
27h/1cr

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student has only a narrow surface understanding of the role of nursing scientific knowledge in decision-making. The student uses nursing scientific concepts in a limited way, without an understanding of their meaning or connection to the practice of nursing. Student's information seeking skills are limited and he/ she does not know how to seek information in the most important health science databases. The learning assignments are lacking in relation to the instructions, with limited use of sources and considerable errors in the referencing system. Student's work is unplanned and of poor quality. The student presents learning assignments in a shallow manner, contributing little information, without visual aids, reading from the paper. When giving feedback to peers, it becomes apparent that he/she has a limited understanding of the concept of peer feedback, and the questions are comments rather than questions. The student is passive in seminars, with little or no contribution.

Assessment criteria, good (3)

3-4
The student understands the role of nursing scientific knowledge and uses contemporary nursing scientific sources in decision-making. The student uses nursing scientific concepts and understands their meaning to the practice of nursing. The student knows how to seek information in the most important health science databases. The student follows instructions given on learning assignments and, when writing references, observes the Seinäjoki UAS guidelines on written assignments. The student works in a deliberate, mostly self-directed manner and in a responsible, planned way. He/ she prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. The student actively takes part in seminar discussions.

Assessment criteria, excellent (5)

5
The student demonstrates interest in and understands the role of nursing scientific knowledge and applies contemporary nursing scientific sources in decision-making. The student uses nursing scientific concepts extensively, analytically and critically. The student knows how to seek information in the most important health science databases. The student applies the information extensively and critically. The student follows instructions given on learning assignments and, when writing references, observes the Seinäjoki UAS guidelines on written assignments. He/ she works in a deliberate, self-directed, responsible and planned manner. The student carefully prepares for presentations of learning assignments, uses visual aids and distinctive and creative solutions. The student prepares for and provides peer feedback in a critical way, suggesting new perspectives to the topic. He/ she actively takes part in seminar discussions and widens the perspective on the concept under discussion.

Assessment criteria, approved/failed

Fail
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. The student does not know nursing scientific concepts, their meaning or connection to the practice of nursing. The student does not know how to seek information in the most important health science databases. The learning assignments are lacking in relation to the instructions, with major errors in the referencing system. Student's work is unplanned and of poor quality. The presentations on learning assignments are inadequate or they fail to give the presentations.When giving feedback to peers, it becomes apparent that the student has a limited understanding of the concept of peer feedback, or completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Assessment methods and criteria

Information searching: Active participation, assignments.
Evidence Based Nursing: Active participation, Concept analysis assignment (1-5)

Qualifications

No prerequisites

Objective

Learning Outcomes:
Anatomy and physiology:
The student is able to
- name and locate the structures of different organ systems in the human body.
- understand the structure, function, regulation and underlying factors of the human body.
- explain the basic functions of the major organs and organ systems.
- explain the principles of regulation of the different organ systems.
- define and use terms and concepts related to anatomy and physiology.
- explain the structure and function of organs and organ systems and their role in the functioning of the human body.

Microbiology and pathology:
The student
- is able to form an understanding of the diagnosis, birth, effects, prevention and treatment of the most common illnesses, and the grading of medical treatment.
- is able to describe the mechanisms of infectious diseases, the body's defense system and the prevention of infectious diseases by getting acquainted with microbes, normal human flora, ways of infecting infectious diseases and microbes that cause infectious diseases.

Content

Cell and tissues: basic structure and function of cells, tissue types and their properties, the skin
Nervous system: main features of the nervous tissue, structure of the nervous system, nervous regulation
Endocrine system: Principles of endocrine regulation, location and functions of the major endocrine organs/glands, key hormones and their function
The immune system: the basics of the immune system's functions, structure and function
Musculoskeletal system: main features of bone and muscle tissue, large bones of the body, different types of joints and their function, superficial muscles of the body, functions of the musculoskeletal system
Cardiovascular system and blood: structures and function of the circulatory system, blood composition, blood clotting process, the connections of the lymphatic system to blood circulation, role of circulation in temperature control
Respiratory system: structure and function of the respiratory system, relationship between respiration and circulation, oxygen and carbon dioxide transport in the respiratory system, principles of the control mechanisms of breathing
Digestive system: structures and function of the digestive system, nutrients and their digestion
Urinary excretion and fluid balance: structure and function of the urinary system, regulation of fluid balance, involvement of the kidneys and lungs in regulating the acid-base balance of the body

Diagnosis, effects, prevention and treatment of the most common diseases; Stages of medical care; Basic information about microbes; Human normal flora; Infectious methods and factors affecting the onset of infectious disease; Infectious diseases caused by the most common human microbes; System of defense; Prevention of infectious diseases

Materials

Anatomy and Physiology:
Alternative literature:
Essentials of human anatomy & physiology, Marieb, Elaine N. Pearson Benjamin Cummings cop. 2012. 10th. ed
Essentials of human anatomy & physiology, Marieb, Elaine N., Keller, Suzanne M., Pearson 2018. 12th edition, global edition
Ross&Wilson, Anatomy and Physiology in Health and Illness, Waugh, A. & Grant, A., Elsevier 2018, 13th edition

Microbiology and Pathology: Teacher's Moodle materials

Teaching methods

Anatomy and Physiology: Online teaching, contact lectures

Microbiology and Pathology: Independent online studies and tasks

Exam schedules

Anatomy and Physiology: Timed Moodle test, retakes as EXAM test

Microbiology and Pathology: Exam at Exam room in the end of the course

Student workload

Anatomy and physiology (3 cr):
Contact lectures: 16 t
Distance learning: 4 t
Exams: 4 t
Independent work: 57 t

Microbiology and Pathology:
1h info
2h question time
2h exam
rest 22h independent studies

Content scheduling

Anatomy and Physiology: the course is divided into three parts, each with its own exam.
Part 1: The body and its constituents, communication (cardiovascular, nervous and endocrine systems)
Part 2: Intake of raw matrial and elimination of waste (respiratory, digestive and urinary systems)
Part 3: Protection and survival (Skin and musculoskeletal system)

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student
- is able to use the most relevant terminology of anatomy and physiology.
- is able to name the structures, organs and organ systems of the body and explain the basics of their functioning.
- is able to explain the basics of organ function in the functioning of the human body.
- is able to describe the mechanisms of body regulation in general.

The student
- has an understanding of the diagnosis, birth, effects, prevention and treatment of the most common diseases.
- knows the level of medical care.
- knows the mechanisms of infectious diseases, the body's defense system and the prevention of infectious diseases by getting acquainted with microbes, normal human microbial infections, infectious diseases and infectious microbes.

Assessment criteria, good (3)

3-4
The student
- can use the terminology of anatomy and physiology appropriately.
- is able to name and explain the structures, organs and organ systems of the body.
- is able to explain the importance of organ systems in the functioning of the human body.
- is able to describe the body's mechanisms of regulation in a versatile manner.

The student
- provides an understanding of the diagnosis, birth, effects, prevention and treatment of the most common diseases.
- describes the stages of medical treatment.
- is able to describe the mechanisms of infectious diseases, the body's defense system and the prevention of infectious diseases by getting acquainted with microbes, normal human microbial infections, infectious diseases and infectious microbes.

Assessment criteria, excellent (5)

The student
- can use the terminology of anatomy and physiology appropriately and versatile.
- can describe in detail the structures, organs and organ systems of the body and explain their activities in a comprehensive manner.
- is able to thoroughly explain the role of organ systems in the functioning of the human body and is able to integrate organ system interactions into a whole.
- is able to describe in detail the mechanisms of regulating the body and is able to explain the co-operation of regulatory mechanisms.

The student
- understands the emergence, prevention, diagnosis, effects and treatment of common diseases.
- creates an overall picture of the staging of medical care.
- is able to describe the mechanism of infectious diseases, the body's defense system and the prevention of infectious diseases by studying versatile microbes, normal human microbial infections, infectious diseases and infectious microbes.

Assessment criteria, approved/failed

Fail = 0
The student does not achieve the learning outcomes of the course at a satisfactory level.

Assessment methods and criteria

Anatomy and physiology:
The final grade is the average of the three exams (1-5)
Learning tasks pass/fail

Microbiology and Pathology: Exam 1-5, individual tasks pass/fail

Objective

The student implements multi-professional gerontological nursing care while taking into consideration the patient's age, life situation, the requirements of ethicality and the care and service setting. The student knows how to assess the resources of patients and their next-of-kin from different cultural backgrounds. The student is able to plan, implement and evaluate nursing interventions for aged patients and their next-of-kin facing common geriatric conditions and age-related changes. The student knows how to plan, implement and evaluate nursing for people with memory disorders. He/she is able to use evidence-based interventions and health technology developed for gerontological nursing to help, support and counsel aged patients and their next-of-kin.
The student can support and promote aged people's and their next-of-kin' s health and ability to function.The student knows how to support aged patients and their next-of-kin during life changes. He/ she is able to counsel and support aged patients and their next-of-kin in self-care and rehabilitation. In his/her work, the student can use current gerontological and geriatric knowledge.

Content

Health promotion, self-care support and rehabilitation in gerontological nursing. The most important nursing interventions (FinCC) in gerontological nursing. The national documentation model for nursing. The impact of the patient's age, sex, cultural background, life situation and care and service setting in gerontological nursing. Nursing, rehabilitation and counselling of aged patients and their next-of-kin in different age related conditions. Nutrition and fluid care for aged patient and assessment of nutritional status. Multi-professionalism in gerontological nursing. Supporting aged patients' and their next-of-kin' s health and ability to function.
A safe nursing environment. Gerontology. Geriatrics.

Materials

Material provided by the teacher

Recommended as a literature supplement: Williams, P. (2023). Basic Geriatric Nursing. Elsevier.

Teaching methods

Contact lessons
Independent study
Simulations

Exam schedules

To be announced at the beginning of the course

Completion alternatives

Independent study
Simulations

Student workload

3x27h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student
- knows how to seek knowledge of gerontological nursing, but has difficulty in applying it into practice.
- demonstrates familiarity with the knowledge base and core content of gerontological nursing, but is unable to give reasons for their actions.
- demonstrates adequate knowledge of gerontological nursing, so that he/she knows how to act in professional situations.
-observes patient safety when nursing gerontological patients/clients

Assessment criteria, good (3)

3-4
The student
- knows how to seek knowledge of gerontological nursing and is able to explain his/her choice of information sources.
- consistently uses a nursing scientific knowledge base in gerontological nursing.
- bases his/her actions in gerontological nursing on evidence-based knowledge
- applies client-centered professional competence to various gerontological nursing situations.
- uses a client-centered approach in a responsible, ethical manner and observes patient safety in gerontological nursing.

Assessment criteria, excellent (5)

5
The student
- competently and extensively uses gerontological nursing concepts and knowledge.
- uses and evaluates evidence-based knowledge in gerontological nursing.
- evaluates the effects of his/her actions in gerontological nursing.
- applies client-centered professional competence to various gerontological nursing situations.
- uses a client-centered approach in a responsible manner in gerontological nursing, observes patient safety and consistently follows ethical principles and laws.

Assessment criteria, approved/failed

Fail =0
The student
- is not familiar with or does not know how to adequately use gerontological nursing concepts.
- uses the nursing scientific knowledge base narrowly and is not adequately familiar with sources of information in gerontological nursing.
- does not adequately work with a client-centered approach in a responsible, ethical manner nor observes patient safety in gerontological nursing.
- is not adequately prepared to develop professionally or to contribute to the development of gerontological nursing.
- does not sufficiently observe patient/client safety in gerontological work.

Objective

The student is able to describe the social and health services and the service provision and delivery systems in Finland. The student is familiar with the most important Acts and Decrees that govern the provision of social and health services in Finland.

Content

The social and health service provision system in Finland, central acts and decrees that govern the system

Materials

Materials are delivered by the lecturer

Teaching methods

Lectures, learning discussions

Student workload

Lectures 10 h.
Introducing to materials and preparing to exam 71 h.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student knows the key features of the Finnish social and health care system.

Assessment criteria, good (3)

The student knows the central challenges of the social and healthcare system and is able to guide the client in systems.

Assessment criteria, excellent (5)

The student is able to critically evaluate systems and participate in the discussion on the development of fields.

Assessment criteria, approved/failed

Fail=0
The student
- is not able to describe the health and provision system in Finland.
- does not know the most important laws that are securing Finnish health and social care system.
- does not do assignments required for the course.

Assessment methods and criteria

Exam and activity in learning sessions.

Objective

The student is capable of working in a multi-professional nursing team, and is able to consider the patient's age, growth and development stage. The student is able to assess the resources of patients and his/her next-of-kin coming from different cultural backgrounds. In addition, the student is able to take this assessment into consideration when planning, implementing and evaluating the nursing care for medical patients. Moreover, the student can plan, implement and evaluate nursing interventions for patients and their next-of-kin of all ages facing common medical conditions.

The student manages the essential measures and diagnostic examinations needed in clinical nursing as a part of the patient's holistic care. The student knows how to support and promote the health and functioning of patients of various ages and his/her next-of-kin. In addition, the student is able to counsel and support patients of various ages and their next-of-kin in self-care.

The student is capable of working in multi-professional nursing team, and is able to consider the patient's age, growth and development stage. The student is able to assess the resources of patients and his/her next-of-kin coming from different cultural backgrounds. In addition, the student is able to take this assessment in consideration when planning, implementing and evaluating the nursing care. Moreover, the student can plan, implement and evaluate nursing interventions for adult patients and their next-of-kin facing common medical and infection diseases. The student knows the most common medical and infection medications and is able to administer drugs safely. The student is able to apply the principles of infection control and justify the importance in nursing. The student knows the basics of immunization and is able to justify the need of immunization for patients by using evidence-based information. The student promotes health individually, nationally and globally.

Content

Health promotion, self-care support and rehabilitation in nursing medical patients and their next-of-kin. Nursing interventions in nursing patients with medical and infection condititions. The national documentation model for nursing. The impact of the patient's age, sex, cultural background, growth and development stage and care and service setting on the care of medical patients and their next-of-kin. Assessment of nursing needs and monitoring vital functions of medical patients. Essential examinations and nursing procedures. Nursing, rehabilitation and counselling of patients and their next-of-kin suffering from nationally prevalent diseases. Multi-professionalism in nursing. A safe nursing and work environment. Sustainable development in nursing.

Student practices: The education and guidance of typical medical, neurological and infectious patients and their next-of-kin. Nursing interventions and assessing the patient by using ABCDE and NEWS.
Safe oxygen administering, non-invasive nursing interventions for patients with breathing difficulties.
Most common neurological patients and endocrinology. Oncology patients such as hematological cancers, myeloma, care of a patient in chemotherapy, protective isolation and clinical precautions.

Health promotion, self-care support and rehabilitation in nursing infectious diseases patients. Nursing interventions in nursing patients with common infectious diseases. Vaccinations.

Drug calculations are tested.

Materials

Infectious diseases:

Finnish Institute of National Health and Welfare (2020b). Vaccination coverage.
https://thl.fi/en/web/vaccination/vaccination-coverage
Fighting Infectious Diseases. Healey, J. 2017, e-book
https://ebookcentral-proquest-com.libts.seamk.fi/lib/seamkebrary-ebooks/reader.action?docID=4838927

Teaching methods

Infectious diseases:
- Online lectures
- Individual assignments / Moodle
- Exam

Exam schedules

Infectious diseases: Exam

Student workload

Infectious diseases: Online lectures, individual assignments, exam.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student
- uses the knowledge foundation of client-centered clinical nursing narrowly.
- on a satisfactory level, seeks information and uses evidence-based knowledge to explain the actions in client-centered clinical nursing.
- on a satisfactory level, implements his/her competence in client-centered clinical nursing in various nursing situations.
- is capable of client-centered and safe clinical practice based on ethical principles.
- possesses adequate skills in client-centered clinical decision-making.
- is to some extent prepared to develop client-centered clinical nursing.

Assessment criteria, good (3)

3-4
The student
- competently and extensively uses the concepts and knowledge of client-centered clinical nursing.
- evaluates and critically uses evidence-based knowledge in client-centered clinical nursing
- implements their competence in client-centered clinical nursing in an anticipatory manner and is capable of independent decision-making in various client-centered clinical nursing situations.
- is capable of client-centered, responsible and safe clinical practice.
- applies alternative solutions to decision-making in client-centered clinical nursing.
- evaluates action and safety in client-centered clinical nursing based on professional ethical principles of nursing.
- acts as an expert of client-centered clinical nursing in multidisciplinary teams and projects in collaboration with people who represent different cultures.
- purposefully develops himself/ herself and the working community in client-centered clinical nursing.

Assessment criteria, excellent (5)

5
The student
- demonstrates competence in the nursing scientific knowledge base and competently applies this knowledge to client-centered clinical nursing.
- independently seeks, uses and critically evaluates international evidence-based nursing scientific knowledge in client-centered clinical nursing.
- implements his/her competence in client-centered clinical nursing in an anticipatory manner and is capable of independent decision-making in various client-centered clinical nursing situations.
- assumes responsibility for the patient's/client's care and service process in client-centered clinical nursing.
- creates innovative alternative solutions to decision-making in client-centered clinical nursing.
- develops action and safety based on the professional ethics of nursing in client-centered clinical nursing.
- as an expert of client-centered clinical nursing, develops action in multidisciplinary teams and projects in collaboration with people who represent different cultures.
- develops himself/ herself, the profession and practice in client-centered clinical nursing purposefully, with a career-oriented approach.

Assessment criteria, approved/failed

Fail = 0
The student
- does not adequately appreciate or use the knowledge base of client-centered clinical nursing.
- is not adequately able to give reasons for their chosen actions in client-centered clinical nursing.
- is not adequately able to apply their knowledge of client-centered clinical nursing.
- is not capable of adequate client-centered and safe clinical practice.
- does not possess adequate decision-making skills for client-centered clinical nursing
- does not adequately take into consideration safety or ethical principles in client-centered clinical nursing.
- is not prepared to develop client-centered clinical nursing.

Objective

The student
- becomes familiar with statutes and regulations that concern pharmaceutical care.
- understands the role of the nurse in drug therapy, understands his / her professional responsibility to secure and promote safe drugs under supervision.
- learns the different pharmaceutical dosage forms and routes of administration, and assumes responsibility for appropriate handling and storage of medicines.
- is able to dispense pharmaceutical dosage forms correctly under supervision.
- can, under supervision, safely administer intracutaneous, subcutaneous, intramuscular and ventrogluteal injections.
- knows how to observe the effects of medicines and how to evaluate the effectiveness of drug care.
- knows the adverse drug reactions and drug interactions.
- knows and learns under supervision, how to plan, implement and evaluate safe drug care in different situations.
- performs drug calculations correctly.
- learns the general principles of pharmacology.
- knows how to use pharmaceutical databases.

Content

Statutes and regulations that concern pharmaceutical care
- Control of medicines in hospital and community
- The role of the nurse in drug therapy
- Different pharmaceutical dosage forms and routes of administration, and responsibility for appropriate handling and storage of medicines. Sustainable development in drug care.
- Intracutaneous, subcutaneous, intramuscular and ventrogluteal injections
- Planning, implementing and evaluating safe drug care in different situations
- The effects of medicines, adverse reactions and drug interactions.
- Drug calculations
- The general principles of pharmacology
- Pharmaceutical databases

Materials

Boyd C. 2021. Student survival skills. Medicine management skills for nurses. WILEY Blackwell.
Moodle material.

Teaching methods

Theory teaching
Independent studying
Skills labs

Student workload

1 ECTS = 27h of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student
- has some knowledge of the statutes on pharmaceutical care.
- has the command of various pharmaceutical dosage forms and of the appropriate and careful handling and storage of medicines.
- understands the role of the registered nurse in planning, implementing and evaluating safe drug care in different situations.
- is able to list the general principles of pharmacology.
- has a basic idea about the effects of medicines, adverse reactions and drug interactions.
- manages drug calculations correctly.
- mostly uses pharmaceutical databases unsystematically.

Assessment criteria, good (3)

3-4
The student
- is familiar with the statutes on pharmaceutical care
- has the command of various pharmaceutical dosage forms and of the appropriate and careful handling and storage of medicines.
- understands the role of the registered nurse in planning, implementing and evaluating safe drug care in different situations
- knows the general principles of pharmacology
- understands the basics about the effects of medicines, adverse reactions and drug interactions.
- manages drug calculations correctly.
- mostly uses pharmaceutical databases correctly.

Assessment criteria, excellent (5)

5
The student
- is familiar with the statutes on pharmaceutical care
- has the command of various pharmaceutical dosage forms and of the appropriate and careful handling and storage of medicines.
- understands the role of a registered nurse in planning, implementing and evaluating safe drug care in different situations.
- knows and explains the general principles of pharmacology.
- knows and understands the effects of medicines, adverse reactions and drug interactions.
- manages drug calculations correctly.
- uses the pharmaceutical databases correctly.

Assessment criteria, approved/failed

Fail:
The student
- is not familiar with the statutes on pharmaceutical care.
- does not have the command of various pharmaceutical dosage forms or appropriate and careful handling and storage of medicines.
- does not understand the role of the registered nurse in planning, implementing and evaluating safe drug care in different situations.
- does not understand the general principles of pharmacology.
- does not know or understand effects of medicines, adverse reactions or drug interactions.
- does not manage drug calculations correctly.
- cannot use the pharmaceutical databases correctly.
- cannot guarantee patient safety.

Qualifications

No prerequisites

Objective

The student understands his/ her professional responsibility for securing and promoting the safety of patients receiving drug and fluid care under supervision. The student knows how to plan, implement and evaluate safe drug and fluid care for various diseases under supervision. Based on a doctor's instructions, the student is able to plan, implement and evaluate intravenous drug and fluid care for patients of all ages. The student is able to assess adult patient's fluid balance and to count it, and knows what influencing factors there are regarding fluid balance. The student knows how to plan, implement and evaluate safe drug and fluid care for different patient groups and for special treatments. The student knows how to observe side and combined effects of medicines and how to evaluate the effectiveness of drug care. The student can perform drug calculations correctly.

Content

Special features in drug and fluid care of patients of various ages. Drug and fluid care for special treatments. Drug and fluid care for different adult patient groups. Effective mechanisms of drugs. Side and combined effects of medicines. Evaluation of the patient drug care. Action in various risk situations. Patient safety. Counting infusion rates and the use of infusion automates.
Under supervision the student practices: assessing and counting patient's fluid balance, IV and fluid care, i.v cannulation and starting the infusion and the safe use of 3-way line. Preparing drugs and preparing drug dilutions. Safe use of infusion concentrates. Safe blood transfusions, the safe use of Epidural catheter, CVK-line and Port-a-Cath. Drug calculations. The student works aseptically in medication and fluid care and works in a manner of sustainable development.

Drug calculations are tested.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
- The student knows how to seek information about safe medication and fluid care from various sources and use the knowledge to implement drug and fluid care.
- The student demonstrates that he/ she is familiar with the knowledge foundation and core contents of safe drug and fluid care.
- The student has adequate knowledge to act safely in various situations that are related to medication and fluid care.
- The student works with a client-centered approach in implementing drug and fluid care.
- Under supervision the student is able to solve common tasks and problems related to safe drug and fluid care.
- Under supervision, the student is able to start infusion.
- Under supervision, the student is able to administer infusion concentrates safely.
- Under supervision, the student is able to make drug dilutions.
- The student observes the safety and ethical principles defined for drug and fluid care implemented by registered nurses.
- The student shares his/ her drug and fluid care competence with other members of the group.

Assessment criteria, good (3)

3-4
- The student actively seeks information about safe drug and fluid care and explains the reasons for using various sources.
- The student consistently uses the knowledge foundation on safe drug and fluid care.
- The student explains his/ her actions using evidence-based knowledge of safe drug and fluid care.
- The student applies knowledge of professional, safe drug and fluid care to various situations, within the scope of responsibility as a registered nurse.
- The student works with a client-centered approach and with responsibility in implementing safe drug and fluid care.
- Under supervision, the student is able to start infusion.
- Under supervision, the student is able to administer infusion concentrates safely.
- Under supervision, the student is able to make drug dilutions.
- The student knows how to take correct action when implementing safe drug and fluid care in various settings, within the scope of responsibility as a registered nurse.
- The student explains the actions in drug and fluid care using the ethical principles for registered nurses, and evaluates the safety of the drug and fluid care implemented.
- The student is capable of purposeful action in teams implementing safe drug and fluid care within the registered nurses' scope of responsibility.
- The student develops himself/ herself professionally in safe drug and fluid care.

Assessment criteria, excellent (5)

5
- The student applies concepts and knowledge of safe drug and fluid care competently and extensively.
- The student uses and evaluates evidence-based knowledge of safe drug and fluid care.
- The student applies knowledge of safe drug and fluid care to various situations in drug and fluid care.
- The student is able to evaluate the consequences of his/ her actions in drug and fluid care. - - The student works with a client-centered approach and with responsibility in implementing safe drug and fluid care.
- The student is able to start infusion.
- The student is able to administer infusion concentrates safely.
- The student is able to make drug dilutions.
- The student seeks and applies alternative solutions in decision-making concerning safe drug and fluid care.
- The student evaluates drug and fluid care using professional ethical principles for registered nurses.
- The student is capable of working in multi-professional and/ or multidisciplinary teams implementing safe drug and fluid care within the registered nurses' scope of responsibility.
- The student systematically develops himself/ herself, the profession and work community in safe drug and fluid care.

Assessment criteria, approved/failed

Fail=0
- The student is not adequately familiar with the concepts of safe drug and fluid care, or is unable to use them.
- The student uses the knowledge foundation on drug and fluid care only narrowly and has little knowledge of the relevant sources of information.
- The student does not demonstrate adequate skills or knowledge in safe drug and fluid care, and applies knowledge incorrectly.
- The approach to safe drug and fluid care is not adequately client-centered.
- The student does not adequately observe safety and ethical principles for registered nurses when implementing drug and fluid care.
- The student is not prepared to develop himself/ herself in safe drug and fluid care.
- The student has serious problems in drug calculations and his/ her medication administration is not safe for the patient.

Qualifications

Medication Management and Drug Calculations

Objective

The student understands the meaning of simulations while maintaining patient safety and practicing non-technical skills in nursing. While practicing in a nursing team, the student encounters multicultural peer students and other people with respect and equality and gives and takes feedback. The student learns to evaluate his/ her own nursing skills and communication skills and methods and sees how these effect on patient safety. The student evaluates and develops the work, assumes responsibility for his/her actions and becomes aware of the interaction and co-operation skills and development needs of him/ herself.
The student practices simulated patient situations also in Finnish and prepares for clinical training.

Content

In ways of skills labs and simulations: self-knowledge, working in a multicultural group. Professional behavior and interaction. Interaction and co-operation skills. Working in pairs, groups and teams.
Maintaining patient safety and quality of the nursing process. Assessing patient by using ABCDE and NEWS. The student practices the skills that are needed in nursing and in medication and fluid care.

Evaluation scale

1-5

Assessment criteria, approved/failed

Fail = 0
- The student is not able to reflect and to recognize strengths and weaknesses in his/ her interaction and co-operation skills, and does not seek to develop himself/ herself or to adapt his/her course of action accordingly.
- The student is not able to act in a professional manner in interaction and co-operation in simulated patient situations.
- The student is not able to follow instructions to demonstrate client-centered professional competence.
- The student does not participate in the learning process nor shares knowledge with the peers.
- The student does not want to or know how to work with various actors in a professional manner, considering equality principles.
- The student has not actively participated in online studies and in simulations.
- The student has not done the required tasks.
- The student does not follow professionalism in simulations.
- The student does not work aseptically in simulations.
- The student takes and/ or gives feedback in an unprofessional manner.
- The student does not participate in discussions in simulations.

Further information

SeAMK DP in Nursing in-coming exchange students can take part in these simulations.
Simulations are partially in Finnish