Development of Nursing Expertise (6cr)

Objective

Students understand that the promotion of health and functional capacity are both the starting point and the goal of their work. To prepare themselves for future requirements in nursing, they evaluate and develop their holistic clinical nursing competence as well as teaching and counselling competence. Students know how to work in multi-disciplinary and multi-professional settings in health and social services, paying attention to current development strategies. They are able to act and prioritise in nursing situations, which involve multiple simultanous problems. Students are able to work as experts of nursing in multi-disciplinary and multi-professional work groups, teams and networks. They know how to manage work groups and teams. Students apply ehealth, health technology and digital services while ensuring data security and patient safety. Students evaluate and develop 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.

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

will be announced in the course implementation plan.