Study Guide

Descriptions

DESCRIPTION OF TRAINING AND AREAS OF COMPETENCE
Acute care nursing is the treatment that is given to the patient immediately and is necessary because of his or her state of health. Some patients requiring acute treatment are critically ill and treatment for basic organ function should be initiated immediately after the onset of the disorder. Decisions are made quickly in the care of a critically ill patient, and thus it requires staff to have special skills and the ability to take many different factors into account at the same time. The specialization training in acute care nursing is designed to meet the skills required in working life. Education is in-service training that deepens competence without a degree goal.

The specialization training in acute care work is intended for those who have completed a university of applied studies degree or previous college degree in nursing, nursing, midwifery or primary care and who are interested in developing their knowledge and skills related to acute care nursing. Participation in specialized education in acute nursing does not require previous experience in acute nursing, and no minimum years of work experience have been defined.

PROFESSIONAL COMPETENCE PROFILE
The nurse needs expertise in acute care nursing regardless of the operating environment, but especially when working in the emergency room, supervision care unit and intensive care unit. The nurse must be able to make independent decisions and be critical. He or she should also have a good theoretical knowledge base and experience in assessing the need for care for a patient requiring acute care. Because the nurse is responsible for caring for the patients in her care team, the work requires good organizational, stress tolerance, and prioritization skills. The competence acquired in specialization education gives nurses more skills to work as experts in different nursing environments. In addition, there is a need for trained nurses to manage acute care in all health care settings and care settings, such as health center acute care units, surgical wards, and postoperative supervision.

PEDAGOGICAL MODELS
The pedagogical starting point for specialization education is flexible learning methods and co-operation in working life. The study is carried out as multimodal studies, in which the student's competence in acute nursing develops by strengthening the knowledge base in co-operation with working life. At the beginning of the training, the student draws up a personal learning plan based on the goals of the training.

The specialization education in acute care work is carried out during one year. The scope of the education is 30 cr, which corresponds to 800 hours of student work (1 ects = 27 hours). The studies consist of independent and community e-learning as well as contact teaching, which includes seminars, workshop training and simulations. A more detailed description of the implementation, completion and evaluation of the study courses is described in the implementation plans of the study courses.

With the help of learning assignments, the student deepens his / her skills in acute nursing and emphasizes it on the special skills he / she needs in his / her work. If desired, the student can also utilize their own work community in their studies. A student can do a development task related to development competence in their own work unit or in a development project. It is essential that the development assignment deepens the student's competence and develops the competence of acute care nursing at the community, regional or national level and improves the effectiveness of the treatment.

Specialization training is divided into two parallel modules: Clinical Competence in Acute Nursing (20 ects) and Evidence-Based Development in Nursing (10 ects). Of these, the first module is divided into three courses and the second into two. According to the competence objectives of the courses, the student acquires knowledge and skills and the ability to apply knowledge from different disciplines on a situation-by-situation basis in the care of an acutely ill patient and in the guidance of the patient and his or her relatives. The student is able to make independent, responsible and ethically sustainable decision-making and problem solving. He is able to work as an expert in his field in a multi-professional team.

Development

The starting point for the curriculum work is the level descriptions of competence in accordance with the European Qualification Framework (EQF). The competence produced by the specialization training in acute nursing (30 cr) corresponds to level 6. The curriculum has been prepared in co-operation between the participating polytechnics. Each university of applied sciences implements the education independently or as a network of polytechnics.

Further information

The learning and teaching premises for this specialized education is guided by the degree regulations of the University of Applied Sciences that arranges the education, as well as pedagogical and ethical principles. The teaching methods are student-centered, focusing on students’ being active and reflecting on their learning. The development of students’ competencies is closely linked to the development of their work community. Interaction and co-operation among peer students are enabled during contact teaching as well as in e-learning enviroments. This specialized edication will last about one year and is realized as multiform learning containing 12 contact days, independent learning, peer group work, various assignments and e-learning.

Objective

The aim of the specialization training is that the student is able to:
• utilize evidence-based information in the care of acutely and critically ill patients and be able to further develop acute care work;
• masters the comprehensive and advanced clinical knowledge required for acute care and is able to manage the overall care required by a critically ill patient;
• is able to use information from different fields in acute care and is able to look at it critically in assessing the patient's condition,
• is able to prioritize patient care tasks and work in a patient-safe manner,
• is able to act as an acute care expert in multidisciplinary teams and in guiding and supporting the patient and their relatives;
• acquires skills for continuous learning and self - development, and
• is able to communicate acute care orally and in writing.