Study Guide

Objective

The student is able to:
- use main concepts of palliative care logically.
- understand ethical and legislative premises and their significance in patient care and and supports her / his work community according to the ethical and legal knowledge base.
- identify possible ethical problems in the work community and acquire the skills to intervene in them in an appropriate solution-oriented way; contribute to ensuring ethically sustainable activity in accordance with the regulations and the organization's guidelines and organizational culture.
- work as a member of a multi-professional team in palliative care operational environment and within the service chain, and develop their activity as palliative care experts in the region.
- describe the care outlines and the significance of end-of-life nursing plan, and guide the patient and his/her relatives accordingly.
- implement patient- and family-oriented case management.
- analyze expertise of palliative care and evaluate his/her own competence and competence development needs.

Content

Concepts and expertise in palliative care
Recommendations and legislation in palliative care
Ethical premises in palliative care, the concept of euthanasia
The service system and operational environment in palliative care
Provision of palliative care regionally, nationally and globally
Case management for the patient and his/her next to kin
Patient- and family-oriented counseling processes and their development
Palliative care expertise in outlining care, anticipatory nursing plans and consideration of patient's living will

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Qualifications

In case the student has previously acquired elsewhere competencies required in this specialization education, he/ she can demonstrate prior competencies and concentrate then his/her learning on areas of expertise where he/she does not have yet enough competence.
Prior competencies are individually assessed and recognized according to the University of Applied Sciences Degree Regulations, and in accordance with the learning goals mentioned in the specialization education.
Regulations regarding Recognition of Prior Competencies (RC) have been agreed on in a national network and each University of Applied Sciences has the autonomy to deal with RC-applications according to the Degree Programme concerned.

Further information

Contact teaching, online learning
*Preliminary assignment prior to contact lessons

Objective

The student deepens his / her knowledge of palliative care in accordance with his/her individual needs and wishes by implementing evidence-based functional development work in working life. This study module includes the national final exam of specialization education.

The student:
- deepens palliative care expertise by systematically searching for and applying evidence-based information.
- applies palliative care expertise in the development of his/her work community and well-being services county.
- can plan, implement and evaluate a written assignment and expert presentation based on evidence-based information.

Content

.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Objective

The student
- applies evidence-based professional knowledge when planning, implementing and assessing psycho-social and existential support for a patient in palliative care and his/her family in a multi-professional team
- assesses and develops his/her own expertise when working in a multi-professional team and network
- interprets the patient's communication needs and changes, as well as plans ways to communicate, considering the patient's linguistic and cultural background
- has proficient communication skills when meeting patients and their close ones in palliative care and terminal care
- assesses and develops his/ her own emotional and self-reflection skills

Content

Contents:
- Psycho-social needs and psycho-social support methods (physical, psychological, social, spiritual, sexual)
- Social benefits
- Implementation and access to existential and spiritual support
- Grief as a concept and phenomenon; grieving and crisis work for various age-groups
- Keeping up hope, empowerment
- Encountering people of different ages and with different cultural backgrounds
- Interaction when meeting a patient in palliative and terminal care and his/ her close ones
- Talking about difficult issues
- Participating in patient care conference as a member of a multi-professional team
- Broaching a delicate topic
- Active listening
- Helpful interaction
- A motivating discussion
- Alternative communication methods and speech supportive methods
- Usage of interpreter services
- Multi-professionalism
- Consulting competence
- Awareness skills and self-knowledge
- Coping at work, career counseling, compassion exhaustion

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Further information

Implementation:
- contact teaching, online learning

Objective

The student
- acts as an expert of his/ her own field in a multi-professional team according to a proactive care plan.
- plans, implements and assesses comprehensive patient-oriented symptom management in palliative care and terminal care based on evidence
- adapts evidence-based knowledge on distinctive features of various illness groups as part of qualitative symptom management.
- make appropriate use of health and wellness technology in assessing the need for treatment, patient guidance, supporting self-care and monitoring the patient's/client's health status and supporting decision-making regarding treatment.
- widely adapts methods of symptom management, taking into consideration the patient's life expectancy, and assesses their efficiency.
- adapts his/ her competence in the processes of patient terminal care taking into consideration the patient's significant others.

Content

Contents:
- Multi-professional co-operation in symptom management
- Pre-emptive symptom management treatment plan
- Comprehensive symptom management: assessment of symptoms and various symptom assessment tools
- symptom management counseling
- pain
- breathing difficulties
- symptoms of gastrointestinal tract
- mouth symptoms
- neurological symptoms
- psychological symptoms
- dermatological symptoms
- general symptoms
- Total pain, overall suffering
- Palliative sedation
- Emergency situations
- Special features of cancer-, heart-, respiratory, neurological and memory illness symptom management as well as special group's symptom management
- The process of dying and after death care

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Qualifications

In case the student has previously acquired elsewhere competencies required in this specialization education, he/ she can demonstrate prior competencies and concentrate then his/her learning on areas of expertise where he/she does not have yet enough competence.
Prior competencies are individually assessed and recognized according to the University of Applied Sciences Degree Regulations, and in accordance with the learning goals mentioned in the specialization education.
Regulations regarding Recognition of Prior Competencies (RC) have been agreed on in a national network and each University of Applied Sciences has the autonomy to deal with RC-applications according to the Degree Programme in question.

Further information

Implementation:
Contact teaching, online learning
- Competence tests
- Expert lectures and preliminary assignments
- Functional training

Objective

The student deepens his / her knowledge of palliative care in accordance with his/her individual needs and wishes by implementing evidence-based functional development work in working life. This study module includes the national final exam of specialization education.

The student:
- deepens palliative care expertise by systematically searching for and applying evidence-based information.
- applies palliative care expertise in the development of his/her work community and well-being services county.
- can plan, implement and evaluate a written assignment and expert presentation based on evidence-based information.

Content

.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Objective

The student
- applies evidence-based professional knowledge when planning, implementing and assessing psycho-social and existential support for a patient in palliative care and his/her family in a multi-professional team
- assesses and develops his/her own expertise when working in a multi-professional team and network
- interprets the patient's communication needs and changes, as well as plans ways to communicate, considering the patient's linguistic and cultural background
- has proficient communication skills when meeting patients and their close ones in palliative care and terminal care
- assesses and develops his/ her own emotional and self-reflection skills

Content

Contents:
- Psycho-social needs and psycho-social support methods (physical, psychological, social, spiritual, sexual)
- Social benefits
- Implementation and access to existential and spiritual support
- Grief as a concept and phenomenon; grieving and crisis work for various age-groups
- Keeping up hope, empowerment
- Encountering people of different ages and with different cultural backgrounds
- Interaction when meeting a patient in palliative and terminal care and his/ her close ones
- Talking about difficult issues
- Participating in patient care conference as a member of a multi-professional team
- Broaching a delicate topic
- Active listening
- Helpful interaction
- A motivating discussion
- Alternative communication methods and speech supportive methods
- Usage of interpreter services
- Multi-professionalism
- Consulting competence
- Awareness skills and self-knowledge
- Coping at work, career counseling, compassion exhaustion

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Further information

Implementation:
- contact teaching, online learning

Objective

The student
- acts as an expert of his/ her own field in a multi-professional team according to a proactive care plan.
- plans, implements and assesses comprehensive patient-oriented symptom management in palliative care and terminal care based on evidence
- adapts evidence-based knowledge on distinctive features of various illness groups as part of qualitative symptom management.
- make appropriate use of health and wellness technology in assessing the need for treatment, patient guidance, supporting self-care and monitoring the patient's/client's health status and supporting decision-making regarding treatment.
- widely adapts methods of symptom management, taking into consideration the patient's life expectancy, and assesses their efficiency.
- adapts his/ her competence in the processes of patient terminal care taking into consideration the patient's significant others.

Content

Contents:
- Multi-professional co-operation in symptom management
- Pre-emptive symptom management treatment plan
- Comprehensive symptom management: assessment of symptoms and various symptom assessment tools
- symptom management counseling
- pain
- breathing difficulties
- symptoms of gastrointestinal tract
- mouth symptoms
- neurological symptoms
- psychological symptoms
- dermatological symptoms
- general symptoms
- Total pain, overall suffering
- Palliative sedation
- Emergency situations
- Special features of cancer-, heart-, respiratory, neurological and memory illness symptom management as well as special group's symptom management
- The process of dying and after death care

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Qualifications

In case the student has previously acquired elsewhere competencies required in this specialization education, he/ she can demonstrate prior competencies and concentrate then his/her learning on areas of expertise where he/she does not have yet enough competence.
Prior competencies are individually assessed and recognized according to the University of Applied Sciences Degree Regulations, and in accordance with the learning goals mentioned in the specialization education.
Regulations regarding Recognition of Prior Competencies (RC) have been agreed on in a national network and each University of Applied Sciences has the autonomy to deal with RC-applications according to the Degree Programme in question.

Further information

Implementation:
Contact teaching, online learning
- Competence tests
- Expert lectures and preliminary assignments
- Functional training

Objective

The student is able to:
- use main concepts of palliative care logically.
- understand ethical and legislative premises and their significance in patient care and and supports her / his work community according to the ethical and legal knowledge base.
- identify possible ethical problems in the work community and acquire the skills to intervene in them in an appropriate solution-oriented way; contribute to ensuring ethically sustainable activity in accordance with the regulations and the organization's guidelines and organizational culture.
- work as a member of a multi-professional team in palliative care operational environment and within the service chain, and develop their activity as palliative care experts in the region.
- describe the care outlines and the significance of end-of-life nursing plan, and guide the patient and his/her relatives accordingly.
- implement patient- and family-oriented case management.
- analyze expertise of palliative care and evaluate his/her own competence and competence development needs.

Content

Concepts and expertise in palliative care
Recommendations and legislation in palliative care
Ethical premises in palliative care, the concept of euthanasia
The service system and operational environment in palliative care
Provision of palliative care regionally, nationally and globally
Case management for the patient and his/her next to kin
Patient- and family-oriented counseling processes and their development
Palliative care expertise in outlining care, anticipatory nursing plans and consideration of patient's living will

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, good (3)

.

Assessment criteria, excellent (5)

.

Assessment criteria, approved/failed

The student's expertise is demonstrated in accordance with the learning goals' criteria. Competence is assessed on the basis of constructive evaluation. The student, a peer student and the supervising teacher carry out a discussion about the student's competence and its development in respect to the learning goals.
Special palliative care competence needed in working life, in other words the ability to build together knowledge, skills, experience, values and social networks, will be assessed. General assessment criteria for demonstration of competencies based on NQF/ EQF-level 6 will be used in assessment. In addition, detailed criteria based on competence description will be used.

Qualifications

In case the student has previously acquired elsewhere competencies required in this specialization education, he/ she can demonstrate prior competencies and concentrate then his/her learning on areas of expertise where he/she does not have yet enough competence.
Prior competencies are individually assessed and recognized according to the University of Applied Sciences Degree Regulations, and in accordance with the learning goals mentioned in the specialization education.
Regulations regarding Recognition of Prior Competencies (RC) have been agreed on in a national network and each University of Applied Sciences has the autonomy to deal with RC-applications according to the Degree Programme concerned.

Further information

Contact teaching, online learning
*Preliminary assignment prior to contact lessons