Evidence-Based NursingLaajuus (3 cr)

Objective

Students understand the concept and role of evidence-based nursing in health and social services. They understand the role of nurses in evidence-based practice and are committed to their role. Students actively seek and use scientific knowledge in various nursing duties and decision-making and in their Bachelor's Thesis. They understand the importance of uniform practices and act accordingly. Students seek information from health science databases. They know how to define nursing needs and how to plan, implement and evaluate nursing in accordance with the nursing process. Students know how to use nursing scientific knowledge in decision-making and are 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.

Qualifications

No previous studies are required

Assessment criteria, satisfactory (1)

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

Assessment criteria, good (3)

3-4
Students understand the role of nursing scientific knowledge and use contemporary nursing scientific sources in decision-making. They use nursing scientific concepts and understand their meaning to the practice of nursing. Students know how to seek information from the most important health science databases. They follow instructions given on learning assignments and, when writing references, observe the Seinäjoki UAS guidelines on written assignments. Students work in a deliberate, mostly self-directed manner and in a responsible, planned way. They prepare for and use visual aids in presentations of learning assignments. Students prepare for and provide peer feedback in a constructive way. They actively take part in seminar discussions.

Assessment criteria, excellent (5)

5
Students demonstrate interest in and understand the role of nursing scientific knowledge and apply contemporary nursing scientific sources in decision-making. They use nursing scientific concepts extensively, analytically and critically. Students know how to seek information from the most important health science databases. They apply the information extensively and critically. They follow instructions given on learning assignments and, when writing references, observe the Seinäjoki UAS guidelines on written assignments. Students work in a deliberate, self-directed, responsible and planned manner. They carefully prepare for presentations of learning assignments, use visual aids and distictive and creative solutions. Students prepare for and provide peer feedback in a critical way, suggesting new perspectives to the topic. They actively take part in seminar discussions and widen the perspective on the concept under discussion.

Assessment criteria, approved/failed

Failed = 0
Students demonstrate no understanding of the role of nursing scientific knowledge in decision-making. They do not know nursing scientific concepts, their meaning or connection to the practice of nursing. Students do not know how to seek information from the most important health science databases. Their learning assignments are lacking in relation to the instructions, with major errors in the referencing system. Students' work is unplanned and of poor quality. Their presentations on learning assignments are inadequate or they fail to give the presentations.When they give feedback to peers, it becomes apparent that they have a limited understanding of the concept of peer feedback, or they completely fail to give feedback. Students are passive in seminars, with little or no contribution.

Materials

Eriksson, K.& al. 2007. Hoitotiede. WSOY.
Saatavuus:
http://tiny.cc/rfi0lx
http://tiny.cc/ngi0lx

Kangasniemi, M., Viitalähde, K. & Porkka, S. 2010. A theoretical examination of the rights of nurses. Nursing Ethics. 127 (5) 628-635.
Saatavana:
http://tiny.cc/ikszmx

Current study materials