Study Guide

Objective

The student understands that the promotion of health and functional capacity are both the starting point and the goal of the work. To prepare himself/ herself for future requirements in nursing, he/she evaluates and develops holistic clinical nursing competences as well as teaching and counselling competences. The student know show to work in multi-disciplinary and multi-professional settings in health and social services, paying attention to current development strategies. The student is able to act and prioritise in nursing situations, which involve multiple simultaneous problems. The student is able to work as an expert of nursing in multi-disciplinary and multi-professional work groups, teams and networks. The student knows how to manage work groups and teams. The student applies ehealth, health technology and digital services while ensuring data security and patient safety. The student evaluates and develops the quality of nursing.

Content

Deepening expertise in clinical nursing, teaching and counselling. Developing the quality and safety of multi-disciplinary and multi-professional health and social services. Future development strategies for health and social services and for the management of the services. The challenge of eHealth, health technology and digitalisation in nursing.

Materials

Teaching material will be announced in the course implementation plan.

Teaching methods

theory lessons
independent studies
simulations
skill labs

Student workload

1 ECTS= 27h of students work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student only has a narrow surface understanding of the role of nursing scientific knowledge in decision-making. He/she 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. He/she presents learning assignments in a shallow manner, contributing with little information, without visual aids, reading from the paper. When giving feedback to peers, it becomes apparent that the student 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. He/she works in a deliberate, mostly self-directed manner and in a responsible, planned way. The student prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. He/she 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. He/she uses nursing scientific concepts extensively, analytically and critically. The student knows how to seek information in the most important health science databases. He/she 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. The student works in a deliberate, self-directed, responsible and planned manner. The student carefully prepares for presentations of learning assignments, uses visual aids and distictive and creative solutions. He/she 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

Failed = 0
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. He/she does not know nursing scientific concepts, their meaning or connection to the practice of nursing. 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 major errors in the referencing system. Student's work is unplanned and of poor quality. The presentations on learning assignments are inadequate or the student fails to deliver the presentations.When giving feedback to peers, it becomes apparent that he/she has a limited understanding of the concept of peer feedback, or he/she completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Objective

The student understands that the promotion of health and functional capacity are both the starting point and the goal of the work. To prepare himself/ herself for future requirements in nursing, he/she evaluates and develops holistic clinical nursing competences as well as teaching and counselling competences. The student know show to work in multi-disciplinary and multi-professional settings in health and social services, paying attention to current development strategies. The student is able to act and prioritise in nursing situations, which involve multiple simultaneous problems. The student is able to work as an expert of nursing in multi-disciplinary and multi-professional work groups, teams and networks. The student knows how to manage work groups and teams. The student applies ehealth, health technology and digital services while ensuring data security and patient safety. The student evaluates and develops the quality of nursing.

Content

Deepening expertise in clinical nursing, teaching and counselling. Developing the quality and safety of multi-disciplinary and multi-professional health and social services. Future development strategies for health and social services and for the management of the services. The challenge of eHealth, health technology and digitalisation in nursing.

Materials

material given by teacher

Teaching methods

Lectures, independent studies, seminars and group work
Simulatuons/skill labs

Student workload

1 ECTS=27 hours of student's work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student only has a narrow surface understanding of the role of nursing scientific knowledge in decision-making. He/she 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. He/she presents learning assignments in a shallow manner, contributing with little information, without visual aids, reading from the paper. When giving feedback to peers, it becomes apparent that the student 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. He/she works in a deliberate, mostly self-directed manner and in a responsible, planned way. The student prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. He/she 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. He/she uses nursing scientific concepts extensively, analytically and critically. The student knows how to seek information in the most important health science databases. He/she 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. The student works in a deliberate, self-directed, responsible and planned manner. The student carefully prepares for presentations of learning assignments, uses visual aids and distictive and creative solutions. He/she 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

Failed = 0
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. He/she does not know nursing scientific concepts, their meaning or connection to the practice of nursing. 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 major errors in the referencing system. Student's work is unplanned and of poor quality. The presentations on learning assignments are inadequate or the student fails to deliver the presentations.When giving feedback to peers, it becomes apparent that he/she has a limited understanding of the concept of peer feedback, or he/she completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Assessment methods and criteria

according to study curricula

Objective

The student understands that the promotion of health and functional capacity are both the starting point and the goal of the work. To prepare himself/ herself for future requirements in nursing, he/she evaluates and develops holistic clinical nursing competences as well as teaching and counselling competences. The student know show to work in multi-disciplinary and multi-professional settings in health and social services, paying attention to current development strategies. The student is able to act and prioritise in nursing situations, which involve multiple simultaneous problems. The student is able to work as an expert of nursing in multi-disciplinary and multi-professional work groups, teams and networks. The student knows how to manage work groups and teams. The student applies ehealth, health technology and digital services while ensuring data security and patient safety. The student evaluates and develops the quality of nursing.

Content

Deepening expertise in clinical nursing, teaching and counselling. Developing the quality and safety of multi-disciplinary and multi-professional health and social services. Future development strategies for health and social services and for the management of the services. The challenge of eHealth, health technology and digitalisation in nursing.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student only has a narrow surface understanding of the role of nursing scientific knowledge in decision-making. He/she 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. He/she presents learning assignments in a shallow manner, contributing with little information, without visual aids, reading from the paper. When giving feedback to peers, it becomes apparent that the student 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. He/she works in a deliberate, mostly self-directed manner and in a responsible, planned way. The student prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. He/she 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. He/she uses nursing scientific concepts extensively, analytically and critically. The student knows how to seek information in the most important health science databases. He/she 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. The student works in a deliberate, self-directed, responsible and planned manner. The student carefully prepares for presentations of learning assignments, uses visual aids and distictive and creative solutions. He/she 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

Failed = 0
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. He/she does not know nursing scientific concepts, their meaning or connection to the practice of nursing. 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 major errors in the referencing system. Student's work is unplanned and of poor quality. The presentations on learning assignments are inadequate or the student fails to deliver the presentations.When giving feedback to peers, it becomes apparent that he/she has a limited understanding of the concept of peer feedback, or he/she completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Objective

The student understands that the promotion of health and functional capacity are both the starting point and the goal of the work. To prepare himself/ herself for future requirements in nursing, he/she evaluates and develops holistic clinical nursing competences as well as teaching and counselling competences. The student know show to work in multi-disciplinary and multi-professional settings in health and social services, paying attention to current development strategies. The student is able to act and prioritise in nursing situations, which involve multiple simultaneous problems. The student is able to work as an expert of nursing in multi-disciplinary and multi-professional work groups, teams and networks. The student knows how to manage work groups and teams. The student applies ehealth, health technology and digital services while ensuring data security and patient safety. The student evaluates and develops the quality of nursing.

Content

Deepening expertise in clinical nursing, teaching and counselling. Developing the quality and safety of multi-disciplinary and multi-professional health and social services. Future development strategies for health and social services and for the management of the services. The challenge of eHealth, health technology and digitalisation in nursing.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student only has a narrow surface understanding of the role of nursing scientific knowledge in decision-making. He/she 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. He/she presents learning assignments in a shallow manner, contributing with little information, without visual aids, reading from the paper. When giving feedback to peers, it becomes apparent that the student 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. He/she works in a deliberate, mostly self-directed manner and in a responsible, planned way. The student prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. He/she 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. He/she uses nursing scientific concepts extensively, analytically and critically. The student knows how to seek information in the most important health science databases. He/she 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. The student works in a deliberate, self-directed, responsible and planned manner. The student carefully prepares for presentations of learning assignments, uses visual aids and distictive and creative solutions. He/she 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

Failed = 0
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. He/she does not know nursing scientific concepts, their meaning or connection to the practice of nursing. 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 major errors in the referencing system. Student's work is unplanned and of poor quality. The presentations on learning assignments are inadequate or the student fails to deliver the presentations.When giving feedback to peers, it becomes apparent that he/she has a limited understanding of the concept of peer feedback, or he/she completely fails to give feedback. The student is passive in seminars, with little or no contribution.