Assessment of patient's/client's care needs and functional capacity; counselling and consultation (15cr)

Objective

Using evidence-based knowledge and a multiprofessional approach, students are able to assess patients'/clients' health, ability to function and needs for urgent care or rehabilitation, and to apply various assessment methods.
Students know how to use various communication, counselling and consultation methods.

Content

Clinical examination
Assessing and supporting functional capacity
Various instruments
Various communication, counselling and consultation methods

Materials

Benner P, Tanner C., Chesla C. 2009. Expertise in Nursing Practice. Caring, clinical judgment and ethics. 2. ed. Springer Publishing Company.
Hahtela N., Mäkipää S. 2011. Asiantuntijuuden kehittäminen. Koulutus asiantuntijuuden perustana. Teoksessa: Ranta I (toim.) Sairaanhoitaja asiantuntijana. Hoitotyön vuosikirja 2011. Fioca Oy, Helsinki.
Jaakkola K. 2012. Hoitotyön kliininen asiantuntijuus terveydenhuollossa. Itä-Suomen yliopisto, terveystieteiden tiedekunta, hoitotieteen laitos.
LaSala C.A., Connors P.M., Pedro J.T.,Phipps M. 2007. The Role of Clinical Nurse Specialist in Promoting Evidence-based Practice and Effecting Positive Patient Oútcomes. The Journal of Continuing Education in Nursing 38(6), 262-270.
Logan L. 2005. The Practice of Certified Community Health CNSs. Clinical Nurse Specialist 23(2), 73-90.
Merasto M. 2011. Matkalla asiantuntijaksi. Teoksessa: Ranta I (toim.) Sairaanhoitaja asiantuntijana. Hoitotyön vuosikirja 2011. Fioca Oy, Helsinki.
Meretoja R, Kaira A-M, Ritmala-Castren M, Santala I., Vuorinen R. 2007. AURA. Ammattiura sairaanhoitajana. Helsingin ja Uudenmaan sairaanhoitopiiri. Yliopistopaino, Helsinki.
Mäkipää S., Korhonen T. 2011. Mistä asiantuntijuus koostuu ? Teoksessa: Ranta I. (toim.) Sairaanhoitaja asiantuntijana. Hoitotyön vuosikirja 2011. Fioca Oy, Helsinki.
Sairaanhoitajaliitto. 2017. Sairaanhoitajien uudet työnkuvat - laatua tulevaisuuden sote-palveluihin.

Teaching methods

Various innovative, participatory learning methods. Dialogical lectures. Independent work.

Assessment criteria, satisfactory (1)

Students are able to describe and define basic concepts in clinical expertise.

Assessment criteria, good (3)

Students are able to critically analyse the content of clinical expertise and apply to practice what they have learnt. Students know how to use various evidence-based counselling, consultation and communication methods.

Assessment criteria, excellent (5)

Students are able to compare and evaluate concepts in clinical expertise and extensively and critically apply to practice evidence-based knowledge. Students are able to evaluate and develop various counselling, communication and consultation methods.