Study Guide

Objective

The student understands the concept and role of evidence-based nursing in health and social services. The student understands the role of a nurse in evidence-based practice and is committed to the role. The student actively seeks and uses scientific knowledge in various nursing duties and decision-making and in the Bachelor's Thesis. The student understands the importance of uniform practices and acts accordingly. The student seeks information in health science databases. He/ she knows how to define nursing needs and how to plan, implement and evaluate nursing in accordance with the nursing process. The student knows how to use nursing scientific knowledge in decision-making and is 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.

Materials

- Joanna Briggs Institute - pages
- Hotus - pages
- other current material

Teaching methods

Information seeking 1 will be a web course.
Theoretical lectures
Independent studies
Seminarday

Student workload

Information Seeking 1: 26 h / 1 credit point (2 h contact lessons, 24 h independent studies).
1 ECTS = 27 hours / student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

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

Fail
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. The student does not know nursing scientific concepts, their meaning or connection to the practice of nursing. The student 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 they fail to give the presentations.When giving feedback to peers, it becomes apparent that the student has a limited understanding of the concept of peer feedback, or completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Assessment methods and criteria

Information seeking 1 - Pass / failed
Course assignments (pass/failed) and the exam (1–5/failed) has been completed. The grade of the exam is no less than 3. The grade of the exam is determined on the grounds of the score of multiple-choice questions.

Evidence Based Theory assignment (concept analysis) - numeric 1-5

Qualifications

No prerequisites