Study Guide

Learning outcomes

The student is able to
- evaluate the reasons, symptoms and treatment procedures that lead to changes in the state of a client in need of acute care
- evaluate the need of acute care and carry out treatment in different working environments
- assess patient weakening condition and be able to start needed nursing care interventions based on previous learned
- describe national and international preparedness operating models of the authority cooperation and communication in exceptional and dangerous situations

Implementation and methods of teaching

Lectures, practical classroom training, bedside simulations and individual studying from given materials.
Approve when:
Attendance in practical sessions and bedside simulations
Passed Exam
Passed intensive medicine exam
Sparks feedback in the end of the course.

Timing and attendance

Spring 2024
Attendance in practical sessions and bedside simulations
Practical lessons 100 % mandatory attendance

Learning material and recommended literature

Book:
Duška F, Al-Haddad M & Cecconi M. 2023. Intensive care fundamentals.

eBook:
https://lut.primo.exlibrisgroup.com/permalink/358FIN_LUT/b5ag28/alma992087225306254 (LAB Primo)

Exam retakes

Exam and re-exam only in Exam.

Learning environment

Classroom lectures, practical sessions and bedside simulations in campus.

Student time use and work load

Anesthesia and ICU nursing course 5cr equal to 135h students study hours.
Individual tasks in Moodle
Materials for practical sessions and bedside simulations

Contents

Observing the patient in intensive care and choosing the appropriate help methods
Intensive care patient care environment
Nursing care of ICU patient with endotracheal/tracheotomy on a ventilator
Treatment of a patient with circulatory failure
Implementing safe medication and fluid therapy in ICU
Patient-, equipment- and occupational safety in intensive care
Anesthesia and pain medicines in ICU

Additional information for students: previous knowledge etc.

Paramedic students:
-Medical-Surgical nursing care exam passed and clinical placement passed
-Basics of Anatomy and physiology passed
-Competence in Acute Care Nursing and Emergency Health Care passed
-Basic level 1 & 2 theories passed

Nursing students:
Medical-Surgical nursing care exam passed and clinical placement
-Basics of Anatomy and physiology passed
-Competence in Acute Care Nursing and Emergency Health Care passed

Assessment criteria

Active participation in practice classes and simulations
Making/returning independent tasks
Successfully completed Exam exam

Assessment scale

1-5

Failed (0)

The student can describe the process and concepts of intensive care work only partially. He can work in various tasks according to the assignment. He connects the theoretical basis and the presented action models, but does not necessarily understand their meanings. The action models presented by the student are not justified and the reflection is only rarely critical.

Assessment criteria: level 1 (assessment scale 1–5)

The student can fluently describe the process and key concepts of intensive care work. The student understands the importance of the previous theoretical basis in patient care, but is not fully able to apply it. The student knows how to act in complex or unpredictable work situations. The student can present justified methods of operation in the care of an intensive care patient, and the reflection is partly critical, and partly shows independent thinking.

Assessment criteria: level 3 (assessment scale 1–5)

The student can fluently describe the process and key concepts of intensive care work. The student understands the importance of the previous theoretical basis in patient care, but is not fully able to apply it. The student knows how to act in complex or unpredictable work situations. The student can present justified methods of operation in the care of an intensive care patient, and the reflection is partly critical, and partly shows independent thinking.

Assessment criteria: level 5 (assessment scale 1–5)

The student can competently explain the process and key concepts of intensive care work. He knows how to apply the previous theoretical basis in the nursing work of an intensive care patient and understands their connections to each other. The student can present innovative or alternative solutions to professional tasks. The student can explain systematically justified procedures in the care of an intensive care patient, reflection is critical and demonstrates independent thinking.

Learning outcomes

The student is able to
- evaluate the reasons, symptoms and treatment procedures that lead to changes in the state of a client in need of acute care
- evaluate the need of acute care and carry out treatment in different working environments
- assess patient weakening condition and be able to start needed nursing care interventions based on previous learned
- describe national and international preparedness operating models of the authority cooperation and communication in exceptional and dangerous situations

Implementation and methods of teaching

Lectures, practical classroom training, bedside simulations and individual studying from given materials.
Approve when:
Attendance in practical sessions and bedside simulations
Passed Exam
Sparks feedback in the end of the course.

Timing and attendance

Autumn 2023
Attendance in practical sessions and bedside simulations
Practical lessons 100 % mandatory attendance

Learning material and recommended literature

Book:
Duška F, Al-Haddad M & Cecconi M. 2023. Intensive care fundamentals.

eBook:
https://lut.primo.exlibrisgroup.com/permalink/358FIN_LUT/b5ag28/alma992087225306254 (LAB Primo)

Exam retakes

Exam and re-exam only in Exam.

Learning environment

Classroom lectures, practical sessions and bedside simulations in campus.

Student time use and work load

Anesthesia and ICU nursing course 5cr equal to 135h students study hours.
Individual tasks in Moodle
Materials for practical sessions and bedside simulations

Contents

Observing the patient in intensive care and choosing the appropriate help methods
Intensive care patient care environment
Nursing care of ICU patient with endotracheal/tracheotomy on a ventilator
Treatment of a patient with circulatory failure
Implementing safe medication and fluid therapy in ICU
Patient-, equipment- and occupational safety in intensive care
Anesthesia and pain medicines in ICU

Additional information for students: previous knowledge etc.

Paramedic students:
-Medical-Surgical nursing care exam passed and clinical placement passed
-Basics of Anatomy and physiology passed
-Competence in Acute Care Nursing and Emergency Health Care passed
-Basic level 1 & 2 theories passed

Nursing students:
Medical-Surgical nursing care exam passed and clinical placement
-Basics of Anatomy and physiology passed
-Competence in Acute Care Nursing and Emergency Health Care passed

Assessment criteria

Active participation in practice classes and simulations
Making/returning independent tasks
Successfully completed Exam exam

Assessment scale

1-5

Failed (0)

The student can describe the process and concepts of intensive care work only partially. He can work in various tasks according to the assignment. He connects the theoretical basis and the presented action models, but does not necessarily understand their meanings. The action models presented by the student are not justified and the reflection is only rarely critical.

Assessment criteria: level 1 (assessment scale 1–5)

The student can fluently describe the process and key concepts of intensive care work. The student understands the importance of the previous theoretical basis in patient care, but is not fully able to apply it. The student knows how to act in complex or unpredictable work situations. The student can present justified methods of operation in the care of an intensive care patient, and the reflection is partly critical, and partly shows independent thinking.

Assessment criteria: level 3 (assessment scale 1–5)

The student can fluently describe the process and key concepts of intensive care work. The student understands the importance of the previous theoretical basis in patient care, but is not fully able to apply it. The student knows how to act in complex or unpredictable work situations. The student can present justified methods of operation in the care of an intensive care patient, and the reflection is partly critical, and partly shows independent thinking.

Assessment criteria: level 5 (assessment scale 1–5)

The student can competently explain the process and key concepts of intensive care work. He knows how to apply the previous theoretical basis in the nursing work of an intensive care patient and understands their connections to each other. The student can present innovative or alternative solutions to professional tasks. The student can explain systematically justified procedures in the care of an intensive care patient, reflection is critical and demonstrates independent thinking.

Learning outcomes

The student is able to
- make a systematic assessment of the condition of a disabled patient
- distinguish between high- and low-risk injury mechanisms and understand their effects on the patient's condition and treatment planning
- select appropriate support, transfer and care equipment and methods and use them safely
- understand the roles of co-operation authorities and the basics of radio traffic in the most common first aid situations
- demonstrate mastery of the basic knowledge and skills required for basic care in emergency care and the ability to work safely outside the hospital

Assessment scale

1-5

Learning outcomes

The student is able to
- apply test methods according to different symptom profiles
- identify the emergency patient and start immediate first aid
- carry out basic emergency care based on different occupational diagnoses
- understand the roles of co-operation authorities and the basics of radio traffic in the most common first aid situations
- adhere to occupational safety and patient safety principles in their operations

Implementation and methods of teaching

- Lectures
- Group tasks
- Moodle tasks
- Skills-station practices
- Simulation practices
- Exam, Moodle or paper test

Timing and attendance

100% presence is mandatory in practices and simulations

Contents

After this course, a student can:

-use check lists and understand the meaning of those for patient safety
-face the acute patient; make a primary assessment, secondary assessment and work diagnose
-recognice emergency patient based on symptoms and findings and start immidiate care
-knows basic level care and treatments for different illnesses based on a work diagnose
-justify the decicions in care
-knows non-technical - patient safe care
-handles communication, documentation and usage of Virve-network in emergency care
-understand aseptic and infection preventing work manners (personal hygienia, patient work and ambulance&equipment maintenance)
-knows medications and fluid therapy in basic level
-understand ergonomic and work-safe way to work
-make ethically right decicions
-work in multi-authority situations
-work as a situation leader in basic level

Additional information for students: previous knowledge etc.

Following courses needs to be completed before starting this course:
-Examination of a Patient
-Emergency Care Services
-Basics of Anatomy and Physiology
-Medical-Surgical Nursing

Assessment scale

1-5

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to face the patient in acute situations and make a correct primary assessment. Data collection and anamnesis are accomplished as instructed by interviewing the patient. The examination required for an detailed assessment of the situation is logical and consistent. The basic level paramedic care started on the basis of the collected information is correct. Medications and the use of treatment technology are safe. The student is able to make independent decisions and lead others. The student uses the non-technical skills required for patient-safe work in a acute situations.

Learning outcomes

The student is able to
- apply test methods according to different symptom profiles
- identify the emergency patient and start immediate first aid
- carry out basic emergency care based on different occupational diagnoses
- understand the roles of co-operation authorities and the basics of radio traffic in the most common first aid situations
- adhere to occupational safety and patient safety principles in their operations

Implementation and methods of teaching

- Lectures
- Group tasks
- Moodle tasks
- Skills-station practices
- Simulation practices
- Exam, Moodle or paper test

Timing and attendance

100% presence is mandatory in practices and simulations

Contents

After this course, a student can:

-use check lists and understand the meaning of those for patient safety
-face the acute patient; make a primary assessment, secondary assessment and work diagnose
-recognice emergency patient based on symptoms and findings and start immidiate care
-knows basic level care and treatments for different illnesses based on a work diagnose
-justify the decicions in care
-knows non-technical - patient safe care
-handles communication, documentation and usage of Virve-network in emergency care
-understand aseptic and infection preventing work manners (personal hygienia, patient work and ambulance&equipment maintenance)
-knows medications and fluid therapy in basic level
-understand ergonomic and work-safe way to work
-make ethically right decicions
-work in multi-authority situations
-work as a situation leader in basic level

Additional information for students: previous knowledge etc.

Following courses needs to be completed before starting this course:
-Examination of a Patient
-Emergency Care Services
-Basics of Anatomy and Physiology
-Medical-Surgical Nursing

Assessment scale

1-5

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to face the patient in acute situations and make a correct primary assessment. Data collection and anamnesis are accomplished as instructed by interviewing the patient. The examination required for an detailed assessment of the situation is logical and consistent. The basic level paramedic care started on the basis of the collected information is correct. Medications and the use of treatment technology are safe. The student is able to make independent decisions and lead others. The student uses the non-technical skills required for patient-safe work in a acute situations.

Learning outcomes

The student is able to
- identify and explain the structure, function and regulation of the organ systems of the human body
- examine a patient using basic nursing skills
- give first aid

Implementation and methods of teaching

Course consists of key lectures and learning assignments, group assignments, practical training of clinical skills and final exams.

Timing and attendance

Contact teaching and practical training sessions on fall semester 2023.

Learning material and recommended literature

Anatomy and physiology
-Principles of human anatomy and physiology, Gerald J Tortora and Bryan H Derrickson or equivalent text book.
-Lecture materials and pre-lecture assignments in Moodle

Examination of a patient and first aid:

- Learning material in Moodle
- Pre Tasks regarding practice lessons
- - First Aid instructions (UK)
https://www.redcross.org.uk/first-aid

Exam retakes

See course's timetable in TimeEdit ja resit exams in Exam.

Contents

Learning objectives:
Anatomy and physiology
-Student can recognize and explain phenomenon and structures of a human body and understands mechanisms of abnormal physiological function.

Examination of a patient:
-Student learns how to assess patient`s condition by using the ABCDE- approach.

First aid:
-Student learns how to act in different first aid situations

Contents:
Anatomy and physiology
-Structure of human body and function in cell, tissue, organ and organ system levels.
-- Principals of medical biochemistry
-- Anatomical terminology
-- Cell membrane
-- Structure of nervous tissue, resting membrane potential and action potential, synapses
-- Blood and lymfa structures
-- Heart and circulatory system
-- Respiratory system digestion
-- Urinary discretion
-- Fluid balance and acid-base balance
-- Digestion
-- Immune system
-- Joints and cervical spine
-- Concepts of nervous system structure, spinal structures, brain
-- Higher brain functions
-- Autonomic nervous system

Examination of a patient and first aid:
- ABCDE-approach
- CPR
- Using the AED-device
- Unconscious patient
- Anaphylaxia
- Patient in a shock
- Trauma first aid
- Cardiac infarctation

Assessment criteria

Anatomy and physiology:
- Evaluation consists of two final exams and smaller assignments. In order to pass the exams student must gain 50 % of each exam's maximum points.

Examination of a patient and first aid:

- Participation in lectures and first aid training sessions
- Returning the Pre Tasks related to practice lessons
-Accepted grade from first aid exam

Assessment scale

1-5

Failed (0)

Student fails the exam and/or does not participate to the mandatory practical skill training sessions.
Student does not submit required pre tasks concerning the first aid practice lessons.

Content of the pre tasks are insufficient or false.
Inability to perform first aid procedures in practical sessions.

Assessment criteria: level 1 (assessment scale 1–5)

Anatomy and physiology:
- The students names human anatomical structures in english and latin but fails to use medical and nursing terminology in a consistent manner. Student recognizes main concepts of medical biochemistry but fails to discover the significance to cellular or organ function in detail. Student is able to classify the anatomical structures and basic physiology of organs and organ systems but is not able to conclude finer differences in normal and abnormal function in detail.

Examination and first aid:
- Student knows the basic methods of first aid and examination, but does not know how to apply theory in practice.
-Student knows the basics of patient examination, but does not know how to apply it in to practice.

Assessment criteria: level 3 (assessment scale 1–5)

Anatomy and physiology:
- The students recognizes human anatomical structures and names them in english and in latin using understandable medical and nursing terminology. Students recognizes concepts of medical biochemistry and can reason the meaning of medical biochemistry in physiology. Student classifies human structures and functions from cellular level to organ level and is able to relate the normal anatomical structures and physiology from pathological structures and pathophysiology.

Examination and first aid:
- The student recognizes basic first aid situations and in some form manages to apply theory to practice.
- The student knows the basics of patient examination and knows how to apply it into practice some way.

Assessment criteria: level 5 (assessment scale 1–5)

Anatomy and physiology:
- The students recognizes human anatomical structures and names them in english and in latin using appropriate medical and nursing terminology fluently. Student can reason the medical biochemistry and physiology from cellular components of the tissue to the level of organs and organ systems. The student correlates the differences in structure or function between normal and abnormal anatomy or physiology and estimates how pathological physiology affects patient well-being.

Examination:
- Student knows the basics of patient examination and is able to apply those findings into practice.
- Student can apply learned first aid skills into practice in a right way.
- Student shows knowledge between physiology and practice.

Learning outcomes

The student is able to
- apply nursing methods in the planning, implementation and evaluation of care for children of different ages
- carry out safe treatment of children and adolescents with medicines, fluids and pain
- describe the most common pediatric diseases and their medical treatment
- identify key care pathways for children, young people and families
- identify service needs and refer customers to services
- identify the challenges of the well-being of diverse families and promote the well-being of families
- explain the progression and monitoring of pregnancy and childbirth

Implementation and methods of teaching

Teaching is at Campus or in Zoom

Lectures, learning tasks, simulations/practical training lectures in small groups, pediatric exam and national YleSH competency test.

Timing and attendance

Attendance at seminars, practical training lectures and simulations 100%.

The course includes:
Pre-simulation practical training/ simulation and YleSH national competency test 27h
Lecture work and independent work 27h
Seminars in team work and independent work 27h
Learning tasks, independent work 27h
Medical studies on pediatry 1 ECT (27h) as an independent work.

Learning material and recommended literature

Glasper, A. & Richardson, J. 2006. ed. A Textbook of Children’s and Young People’s Nursing. Edinburgh : Churchill Livingstone.
Hands on Scotland: http://www.handsonscotland.co.uk/index.html
Newell, Simon J., Darling, Jonathan C., 2014. Paediatrics. E-book.
Storvik-Sydänmaa, S, Talvensaari, H., Kaisvuo, T. & Uotila, N. 2015. Lapsen ja nuoren hoitotyö. Helsinki. Sanoma pro.

Exam retakes

The national YleSH examination on child and adolescent care.

The examination in the areas of medicine is taken during the course of study.

Learning environment

Lecture work in the classroom or Teams/Zoom, unless on-campus study is not possible.
Pre-simulation practical training in the classroom
Simulation in simulation class
National YleSH test in classroom
Moodle learning platform

Student time use and work load

Course is 5 ECTS (135h)
Medical studies as independent work 27h
Pre-simulation practical training and national YleSH placement test and independent work 27h
Lectures and independent work 27h
Teamwork in seminars and independent work 27h
Assignments, independent work 27h

Work in the campus 32h
Independent work 103h

Contents

Nursing methods in planning, implementing and evaluating care for children of different ages.
Identifying and promoting the wellbeing of families with diverse backgrounds.
Following and monitoring of pregnancy and puerperium.

Medical aspects: common infections in children, allergies, long-term illnesses in children and their specificities, cancer in children, general surgery in children.

Additional information for students: previous knowledge etc.

Basics of Professional nursing 20 ECTS
Safe Medical-surgical nursing 15 ECTS
Self-Care supporting Medical-Surgical Nursing 15 ECTS

Assessment criteria

Seminar assignments in teams will be assessed on a scale of 1-5. The course grade will consist of 100% of the seminar assignments.
Learning tasks: pass/fail.
The simulation, pre-simulation practical training and the test: pass/fail.
Pediatric exams: pass/fail.

Assessment scale

1-5

Failed (0)

The student has not successfully completed the course's lecture work, learning assignments, simulations/practical lectures in small groups, pediatrics exam and the national YleSH competency test.

Assessment criteria: level 1 (assessment scale 1–5)

Student
-seek and use up-to-date evidence-based and researched knowledge when learning about the course content
- correctly interprets changes in the child's condition: observes the child's condition, interprets findings and cares for the child in collaboration with the family and other professionals
- administer safe medication and fluids in individual situations as directed
- seeks evidence-based information on the identification and management of the child's pain in the individual situation
- seek information on legislation concerning the status of the minor patient
- seeks information on the identification of child abuse and on the child/family encounter
- seek and use evidence-based information on guidance and support for the family when a child is ill
- demonstrate familiarity with the professional ethical principles of paediatric nursing
- be able to list the symptoms and lines of treatment of the most common paediatric conditions
- be able to list the stages of pregnancy and puerperal progression and follow-up

Assessment criteria: level 3 (assessment scale 1–5)

Student
- critically evaluate up-to-date evidence-based and researched knowledge when familiarising themselves with the course content
- correctly interpret changes in the child's condition: observes the child's condition, interprets findings and applies professional knowledge in the care of the child in collaboration with the family and other professionals
- administer safe medication and fluids in individual situations as directed and justify their actions
- seeks evidence-based information for the individual situation and compares sources of information on the identification and management of pain in the child
- seeks information on legislation relating to the status of the minor patient and considers the application of this information
- seek information on the identification of child abuse and on child/family encounters and consider the application of this information
- seeks and uses evidence-based information on guidance and support for the family when a child is ill and applies the information to different situations
- acts in accordance with professional ethical principles in childcare
- can describe the symptoms and treatment of the most common paediatric conditions
- can briefly describe the stages of pregnancy progression and the stages of pregnancy monitoring.

Assessment criteria: level 5 (assessment scale 1–5)

Student
- critically evaluate and reflect on the usefulness of up-to-date evidence-based and research-based knowledge when studying the course content
- correctly interpret changes in the child's condition: anticipate and plan based on observations and apply professional knowledge in the care of the child in collaboration with the family and other professionals
- administer safe medication and fluids in a variety of situations and justify their actions
- search for evidence-based information, compare and evaluate sources of information on the identification and management of pain in children
- seek information on legislation relating to the status of the minor patient and reflect on and evaluate the application of this information
- seek, reflect on and evaluate the application of information on the identification of child maltreatment and on child-family encounters
- seeks and uses evidence-based information on guidance and support for the family when a child is ill and applies this information to different situations in an evaluative way

Learning outcomes

The student is able to
- apply nursing methods in the planning, implementation and evaluation of care for children of different ages
- carry out safe treatment of children and adolescents with medicines, fluids and pain
- describe the most common pediatric diseases and their medical treatment
- identify key care pathways for children, young people and families
- identify service needs and refer customers to services
- identify the challenges of the well-being of diverse families and promote the well-being of families
- explain the progression and monitoring of pregnancy and childbirth

Implementation and methods of teaching

Teaching is at Campus or in Zoom

Lectures, learning tasks, simulations/practical training lectures in small groups, pediatric exam and national YleSH competency test.

Timing and attendance

Attendance at seminars, practical training lectures and simulations 100%.

The course includes:
Pre-simulation practical training/ simulation and YleSH national competency test 27h
Lecture work and independent work 27h
Seminars in team work and independent work 27h
Learning tasks, independent work 27h
Medical studies on pediatry 1 ECT (27h) as an independent work.

Learning material and recommended literature

Glasper, A. & Richardson, J. 2006. ed. A Textbook of Children’s and Young People’s Nursing. Edinburgh : Churchill Livingstone.
Hands on Scotland: http://www.handsonscotland.co.uk/index.html
Newell, Simon J., Darling, Jonathan C., 2014. Paediatrics. E-book.
Storvik-Sydänmaa, S, Talvensaari, H., Kaisvuo, T. & Uotila, N. 2015. Lapsen ja nuoren hoitotyö. Helsinki. Sanoma pro.

Exam retakes

The national YleSH examination on child and adolescent care.

The examination in the areas of medical studies is taken during the course of study.

Learning environment

Lecture work in the classroom or Teams/Zoom, unless on-campus study is not possible.
Pre-simulation practical training in the classroom
Simulation in simulation class
National YleSH test in classroom
Moodle learning platform

Student time use and work load

Course is 5 ECTS (135h)
Medical studies as independent work 27h
Pre-simulation practical training and national YleSH placement test and independent work 27h
Lectures and independent work 27h
Teamwork in seminars and independent work 27h
Assignments, independent work 27h

Work in the campus 32h
Independent work 103h

Contents

Nursing methods in planning, implementing and evaluating care for children of different ages.
Identifying and promoting the wellbeing of families with diverse backgrounds.
Following and monitoring of pregnancy and puerperium.

Medical aspects: common infections in children, allergies, long-term illnesses in children and their specificities, cancer in children, general surgery in children.

Additional information for students: previous knowledge etc.

Basics of Professional nursing 20 ECTS
Safe Medical-surgical nursing 15 ECTS
Self-Care supporting Medical-Surgical Nursing 15 ECTS

Assessment criteria

Seminar assignments in teams will be assessed on a scale of 1-5. The course grade will consist of 100% of the seminar assignments.
Learning tasks: pass/fail.
The simulation, pre-simulation practical training and the test: pass/fail.
Pediatric exams: pass/fail.

Assessment scale

1-5

Failed (0)

The student has not successfully completed the course's lecture work, learning assignments, simulations/practical lectures in small groups, pediatrics exam and the national YleSH competency test.

Assessment criteria: level 1 (assessment scale 1–5)

Student
-seek and use up-to-date evidence-based and researched knowledge when learning about the course content
- correctly interprets changes in the child's condition: observes the child's condition, interprets findings and cares for the child in collaboration with the family and other professionals
- administer safe medication and fluids in individual situations as directed
- seeks evidence-based information on the identification and management of the child's pain in the individual situation
- seek information on legislation concerning the status of the minor patient
- seeks information on the identification of child abuse and on the child/family encounter
- seek and use evidence-based information on guidance and support for the family when a child is ill
- demonstrate familiarity with the professional ethical principles of paediatric nursing
- be able to list the symptoms and lines of treatment of the most common paediatric conditions
- be able to list the stages of pregnancy and puerperal progression and follow-up

Assessment criteria: level 3 (assessment scale 1–5)

Student
- critically evaluate up-to-date evidence-based and researched knowledge when familiarising themselves with the course content
- correctly interpret changes in the child's condition: observes the child's condition, interprets findings and applies professional knowledge in the care of the child in collaboration with the family and other professionals
- administer safe medication and fluids in individual situations as directed and justify their actions
- seeks evidence-based information for the individual situation and compares sources of information on the identification and management of pain in the child
- seeks information on legislation relating to the status of the minor patient and considers the application of this information
- seek information on the identification of child abuse and on child/family encounters and consider the application of this information
- seeks and uses evidence-based information on guidance and support for the family when a child is ill and applies the information to different situations
- acts in accordance with professional ethical principles in childcare
- can describe the symptoms and treatment of the most common paediatric conditions
- can briefly describe the stages of pregnancy progression and the stages of pregnancy monitoring.

Assessment criteria: level 5 (assessment scale 1–5)

Student
- critically evaluate and reflect on the usefulness of up-to-date evidence-based and research-based knowledge when studying the course content
- correctly interpret changes in the child's condition: anticipate and plan based on observations and apply professional knowledge in the care of the child in collaboration with the family and other professionals
- administer safe medication and fluids in a variety of situations and justify their actions
- search for evidence-based information, compare and evaluate sources of information on the identification and management of pain in children
- seek information on legislation relating to the status of the minor patient and reflect on and evaluate the application of this information
- seek, reflect on and evaluate the application of information on the identification of child maltreatment and on child-family encounters
- seeks and uses evidence-based information on guidance and support for the family when a child is ill and applies this information to different situations in an evaluative way

Learning outcomes

The student is able to
- implement basic clinical nursing skills and interpret basic organ functions in a customer-oriented manner
- work ergonomically and follow occupational safety instructions in nursing
- describe the basics of microbiology and the principles of infection control
- explain the principles of patient safety
- calculate the dosages of drugs used in pharmacotherapy and understand their responsibility for the correctness of the calculations

Implementation and methods of teaching

Teaching methods:
Workshops, lectures and sessions, preliminary assignments before practical sessions, independent studies, exams, discussions

Timing and attendance

In practical sessions (ergonomics, aseptics and infection control, nursing care) mandatory participation
Medical calculation lectures and practical sessions are not mandatory (but the exam has to be approved)

Learning material and recommended literature

Books:
Blomqvist M., Rummukainen T., Sainio T., Simola T. & Tyrisevä-Ryösö M. Hoitotyön perusosaaminen. 2022. Sanoma Pro Oy.

Weston, D., Burgess, A. & Roberts, S. (2017) Infection Prevention and Control at a Glance Wiley Blackwell

Bunker Rosdahl, C. & Kowalski, M. T. (2017) Textbook of Basic Nursing 11th ed. Wolters Kluwer

Relevant Care Guidelines (Käypä Hoito, Research Foundation Finland)

WHO Sustainable Development Goals (online material)

Other given material

Bring your own device to practical sessions

Alternative completion methods

Students (also open university students) with Finnish /European practical nurse degree can prove their knowledge by completing a skill test (3,5 ects/5ects). Separate enrollment required. Microbiology (0,5 ects) and medical calculations (1 ect) cannot be completed with a skill test.

Exam retakes

Clinical nursing interventions:
Nursing:
Average of at least 1 from all exams is required for passing the course. Resit exam /Upgrade exam in Exam facilities.

Medical calculations: In Exam facilities

Microbiology exam: Independent studies and exam in Exam facilities.

Learning environment

Practical sessions on campus
Moodle
Exam facilities
Medical calculations: contact teaching on campus and online

Student time use and work load

1 ect = 27 hours of work
Nursing: 3,5 ects = 95 hours of work (contact teaching and independent studies)
Microbiology: 0,5 ects = 14 hours of independent studies
Medication calculation: 1 ects = 27 hours of work

Contents

Course content:
Aseptics and infection control
Sustainable development
Nutrition
Ergonomics
Basic nursing skills (Activities of daily living)
Patient observation, ABCDE protocol
Nursing care of a dying patient
Medical calculations

Additional information for students: previous knowledge etc.

Principles of nursing

Assessment criteria

The course numeral grade (excluding microbiology and medical calculations ) consists of average grade of nursing exams. There are 5 exams in the course which are evaluated 0-5. The average grade needs to at least 1 in order to pass the course. If the average grade is below 1, the student will do a resit exam which includes questions from all nursing topics of the course.
Preliminary assignments are graded passed/to be complemented/failed and they need to be passed.

In addition, the following parts needed to be approved:
Medical calculations: Approved/Failed, Approved grade requires 100% right in exam

Microbiology: Approved/Failed, Approved grade requires the minimum of 50% right in the exam

The whole course is evaluated and credits given from the course only after all the above mentioned criteria are met (nursing, medical calculations, microbiology)

Assessment scale

1-5

Failed (0)

The student has not participated in all workshops and or has not passed the exams
The student has not passed medical calculations and/or microbiology exam.

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to recognise, name or use:
- The actions included in the ABCDE protocol their implementation
- The principles of aseptics
- The principles of customer and patient safety and occupational safety
- The principles of microbiology and infection control
- Some safe methods for patient transportation and the aids used in it

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to understand, explain and implement:
- The actions included in the ABCDE protocol their implementation
- The principles of aseptics
- The principles of customer and patient safety and occupational safety
- The principles of microbiology and infection control
- Some safe methods for patient transportation and the aids used in it

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to implement, apply and compare:
- The actions included in the ABCDE protocol their implementation
- The principles of aseptics
- The principles of customer and patient safety and occupational safety
- The principles of microbiology and infection control
- Some safe methods for patient transportation and the aids used in it

Learning outcomes

The student is able to
• work as part of a multi-professional team, identify a sudden deterioration in the patient's condition and carry out intensive care patient monitoring and treatment.

Learning environment

ICU or CCU wards in Finland or abroad

Student time use and work load

Anaesthesia- and intensive care nursing clinical training: 8,5 ects, 6 weeks, 230h

Anaesthesia in OR: 1,5 ects, 1 week, 40h

Additional information for students: previous knowledge etc.

The theory course of anaesthesia- and intensive care nursing have been completed.
Previour practices:
Clinical Training in Basics of Nursing (5 op)
Clinical Training in Medical-Surgical Nursing 1 (10 op)
Clinical Training in Self-Care Supporting Nursing (5 op)
Clinical Training in Mental Health and Substance Abuse Nursing (5 op)

Recommended Training: Clinical Training in Basic Level Paramedic (10 op)

Assessment criteria

Plan your own personal objectives for the clinical practice period to the assessment form (Workseed) and discuss about them with your teacher and practice instructor. This is done in WORKSEED. Working schedule is started in Workseed and approved/ sign by instructor from ward.
Mid-term evaluation with teacher, student and practice instructor
If necessary: Final evaluation with teacher, student and practice instructor

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Acceptance criteria:

The student has presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
-Both the supervisor and the teacher have been informed of possible absences
-Compensation for absences has been agreed with the supervisor and the teacher
- The student follows the general rules of work life: follow the working hours (being in work on time)
- The student show activity and interest in learning in the unit
- The student has followed the shifts of his/her supervisor which makes assessment possible
- The student shows signs of learning and proceeding to meeting objectives during clinical practice

Learning outcomes

The student is able to
• work as part of a multi-professional team, identify a sudden deterioration in the patient's condition and carry out intensive care patient monitoring and treatment.

Learning environment

ICU or CCU wards in Finland or abroad

Student time use and work load

Anaesthesia- and intensive care nursing clinical training: 8,5 ects, 6 weeks, 230h

Anaesthesia in OR: 1,5 ects, 1 week, 40h

Additional information for students: previous knowledge etc.

The theory course of anaesthesia- and intensive care nursing have been completed
Previour practices:
Clinical Training in Basics of Nursing (5 op)
Clinical Training in Medical-Surgical Nursing 1 (10 op)
Clinical Training in Self-Care Supporting Nursing (5 op)
Clinical Training in Mental Health and Substance Abuse Nursing (5 op)

Recommended Training: Clinical Training in Basic Level Paramedic (10 op)

Assessment criteria

Plan your own personal objectives for the clinical practice period to the assessment form (Workseed) and discuss about them with your teacher and practice instructor. This is done in WORKSEED. Working schedule is started in Workseed and approved/ sign by instructor from ward.
Mid-term evaluation with teacher, student and practice instructor
If necessary: Final evaluation with teacher, student and practice instructor

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Acceptance criteria:

The student has presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
-Both the supervisor and the teacher have been informed of possible absences
-Compensation for absences has been agreed with the supervisor and the teacher
- The student follows the general rules of work life: follow the working hours (being in work on time)
- The student show activity and interest in learning in the unit
- The student has followed the shifts of his/her supervisor which makes assessment possible
- The student shows signs of learning and proceeding to meeting objectives during clinical practice

Learning outcomes

The student is able to
- apply the acquired knowledge and skills in basic level emergency care when examining a patient, evaluating their state and making an occupational diagnosis in an emergency care outside the hospital
- use the examination, care and patient's transfer equipment safely in emergency care
- function as a member of the care group in acute situations, familiarize themselves with the cooperation with the authorities in emergency care, and learn how to communicate with the VIRVE data terminal
- understand the whole system of the emergency care service in their training municipality and the meaning of the care provided by different units in the treatment of the patient
- work according to the main principles of emergency care in a patient-safe manner
- handle the first aid unit in a practice area or in traffic without a patient (if this is allowed in the placement organization)
- work independently in basic level emergency care in their own role and show initiative in daily station work, as well as adapt to the work community as a student member

Assessment scale

1-5

Learning outcomes

The student is able to
- apply the acquired knowledge and skills in basic level emergency care when examining a patient, evaluating their state and making an occupational diagnosis in an emergency care outside the hospital
- use the examination, care and patient's transfer equipment safely in emergency care
- function as a member of the care group in acute situations, familiarize themselves with the cooperation with the authorities in emergency care, and learn how to communicate with the VIRVE data terminal
- understand the whole system of the emergency care service in their training municipality and the meaning of the care provided by different units in the treatment of the patient
- work according to the main principles of emergency care in a patient-safe manner
- handle the first aid unit in a practice area or in traffic without a patient (if this is allowed in the placement organization)
- work independently in basic level emergency care in their own role and show initiative in daily station work, as well as adapt to the work community as a student member

Implementation and methods of teaching

Practising basic paramedic skills in the prehospital care in the field.
Acceptable units are those under emergency central, NOT patient transfer units.

Timing and attendance

100% attendance.
If student gets ill, those cases are reviewed individually.

Learning material and recommended literature

Literature:

Naarajärvi & Telkki (2019). Perustason ensihoito. SanomaPro.
Jormakka & Kettunen (2018). EKG akuuttihoidossa. SanomaPro.
Tom Silfvast, Maaret Castren, Jouni kurola, Vesa Lund, Matti Martikainen (toim.): Ensihoito-opas. Duodecim (uusin painos). Saatavilla e-muodossa hakakirjautumisen kautta myös Terveysportista.

Working life cooperation

Workseed- link to the student`s intructor:
- personal goals
- placement hours

Exam retakes

Renewal of the placement training should be done under 1 year (from the start of the original placement).

Student time use and work load

10 ects = 270 hours (in placement) of which 6-7 weeks included in placement training

Contents

General goals:

After the clinical practice the student is able to:

· apply the learned basic paramedic knowledge and skills in examining the patient, assessing the condition and making a working diagnosis in primary care outside the hospital

· use paramedic examination, treatment and patient transfer equipment safely

· work in acute situations as a member of the treatment team, get to know official cooperation in the field of paramedic and be able to communicate with a VIRVE terminal device

· understand the entirety of the paramedic service system at their training location and the importance of the treatment services offered by different units in the patient's overall care

· act according to the main principles of patient-safe primary care

· handle the paramedic unit in the training area and in traffic without a patient (if this is allowed at the training location)

· work in controlled manner in basic paramedic care in his own role and show initiative in daily work at the position and adapt to the work community as a student member

Additional information for students: previous knowledge etc.

For starting the placement training, following criteria must be fulfilled:
- Basic Level studies must be concluded
- Previous placements must be done
- Medical calculations have to be done according the curriculum

Assessment criteria

Personal goal discussion with supervising teacher before the placement training or during the first week.
Mid-term evaluation (student, teacher, placement supervisor)
If needed final evaluation.
Filling the workseed accordingly.

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Approved:
- student`s goals are fulfilled
- student is present in the evaluation meeting
- workseed is done correctly
- placement hours are correct (and approved by the placement supervisor)

Failed:
- goals are not fulfilled
- workseed/placement hours is/are incomplete

Learning outcomes

The student is able to
- act in accordance with the ethical and sustainable principles of nursing
- implement professional interaction in customer-oriented nursing
- implement basic nursing skills in promoting the client's health
- assess the client's state of health and plan client-oriented nursing work

Implementation and methods of teaching

Clinical training is done for example in nursing homes.

Timing and attendance

The clinical training lasts 4 weeks, and it includes shift work and weekend shifts.

Alternative completion methods

A student with a EU practical nurse diploma and relevant work experience at least for 2 months can apply for regocnition of prior learning (RPL) credit for training. This does not apply to open university students.

Working life cooperation

Clinical training is done in nursing homes, assisted living service blocks etc.

Learning environment

Nursing homes.
Jobiili
Workseed
Moodle: Clinical Training in Nursing Education - Lappeenranta campus

Student time use and work load

4 weeks clinical training

Contents

Objectives:
After clinical training, the student is
- Can apply key knowledge and skills what are needed in the client's nursing work (understands basic human vital functions, knows how to observe changes in them and act as required by the situation)
- Can plan, implement and evaluate clinical care based on evidence
- Works customer-oriented, taking care of loved ones, in nursing work that maintains and promotes health
- Follows the ethical guidelines and principles of nursing
-Works responsibly as a member of the nursing work group
- Can evaluate her/his skills and develop it
- Understand the importance of asepsis and patient safety in nursing work

Additional information for students: previous knowledge etc.

Principles of Nursing and Clinical Nursing Interventions

Assessment criteria

Accepted - to be supplemented - failed

Accepted:
Student
- knows how to search for information on care situations
- shows familiarity and interest in the knowledge base of nursing
- can work in nursing according to the instructions
- knows how to work customer-oriented
- demonstrates that she/he has achieved sufficient clinical knowledge and skills to be able to work in nursing
- can work in accordance with the ethical principles of nursing
- can work as a member of a work group
- can assess own strengths and needs of development
- achieve the goals (self and instructor's assessment)
- absences have been compensated

Evaluation Failed:
- unethical behavior towards the clients or the work community
- lack of work community skills
- activity that endangers the patient's / client's safety
- is unable to take responsibility for the clinical training
- does not achieve the goals of the clinical training

Assessment scale

1-5

Learning outcomes

The student is able to
- plan, implement and evaluate the comprehensive nursing work of the child and the young person and his / her family in a multi-professional team
- professionally meet different families and children of different ages
- assess the resources of the child, the young person and his or her parents
- evaluate and develop working and working methods that promote the well-being of families
- assists in normal childbirth

Implementation and methods of teaching

Clinical Training in Child, Adolescent and Family Nursing is part of the 75 credits of practical training. Before the clinical training the theoretical studies in Child, Adolescent and Family Nursing must be completed.

Booking for placements can be made via Jobiili or directly from the unit if the unit does not use Jobiili booking system.

Timing and attendance

Clinical Training will be done after the theoretical studies in child, adolescent and family nursing care.

Alternative completion methods

Studification:
See the instructions for studification from the Moodle
(Clinical Training in Nursing Education - Lappeenranta campus)

Recognition of prior learning:
Student must have a earlier degree in nursing (practical nurse) and 2 months' experience in a children's/young people's nursing unit. If the background requirements are met, prior competence is shown in competency test (pass/failed)

Working life cooperation

The training is carried out in units with children/young people under 18 years old as patients/clients.

Student time use and work load

The credits for the clinical tarining is calculated on the basis of the number of hours of training. 1 credit is 27 hours and 5 credits 135 hours of work. Length of clinical training is determined by the booked weeks.

Contents

The supervised training in child, adolescent and family care introduces you to children´s nursing care. The aim is to practise meeting, guiding and supporting the child/young person and family when the child is ill. The main objective is to learn how to carry out holistic childcare work.

Learning objectives:

The student is able to
- plan, implement and evaluate holistic care of children and young people and their families in a multidisciplinary team
- meet professionally different families and children of different ages
- assess the resources of children, adoslescents and their parents
- assess and develop working practices and activities that promote the well-being of families
- act in accordance with the principles of childcare
- apply the theory of child growth, development and illness to the care of sick children
- refer children and families to the most common examinations and treatments
- use working methods for the observation and treatment of children
- administer safe medication to the paediatric patient
- act in accordance with departmental policies when working as a member of a multidisciplinary team

Additional information for students: previous knowledge etc.

Passed theoretical studies in child, adolescent and family care prior to participation in the clinical training.

Please note the ordering and submission of a criminal record report according to the eLab guidelines before the placement

Assessment scale

1-5

Learning outcomes

The student is able to
- plan, implement and evaluate the comprehensive nursing work of the child and the young person and his / her family in a multi-professional team
- professionally meet different families and children of different ages
- assess the resources of the child, the young person and his or her parents
- evaluate and develop working and working methods that promote the well-being of families
- assists in normal childbirth

Implementation and methods of teaching

Clinical Training in Child, Adolescent and Family Nursing is part of the 75 credits of practical training. Before the clinical training the theoretical studies in Child, Adolescent and Family Nursing must be completed.

Booking for placements can be made via Jobiili or directly from the unit if the unit does not use Jobiili booking system.

Timing and attendance

Clinical Training will be done after the theoretical studies in child, adolescent and family nursing care.

Alternative completion methods

Studification:
See the instructions for studification from the Moodle
(Clinical Training in Nursing Education - Lappeenranta campus)

Recognition of prior learning:
Student must have a earlier degree in nursing (practical nurse) and 2 months' experience in a children's/young people's nursing unit. If the background requirements are met, prior competence is shown in competency test (pass/failed)

Working life cooperation

The training is carried out in units with children/young people under 18 years old as patients/clients.

Student time use and work load

The credits for the clinical tarining is calculated on the basis of the number of hours of training. 1 credit is 27 hours and 5 credits 135 hours of work. Length of clinical training is determined by the booked weeks.

Contents

The supervised training in child, adolescent and family care introduces you to children´s nursing care. The aim is to practise meeting, guiding and supporting the child/young person and family when the child is ill. The main objective is to learn how to carry out holistic childcare work.

Learning objectives:

The student can
- plan, implement and evaluate comprehensive care for children and adolescents and their families in a multi-professional team
- act in accordance with the principles of child nursing care
- apply the theory of child growth, development, and diseases in the care of sick children
- evaluate and develop working methods and procedures that promote the well-being of families
- meet professionally different kinds of families and children of different ages
- assess the resources of children, adolescents, and their parents
- refer and guide children and families to the most common examinations and treatments
- use working methods for the observation and treatment of children
- administer safe medication to the pediatric patient
- act in accordance with the unit procedures when working as a member of a multi professional team

Additional information for students: previous knowledge etc.

Passed theoretical studies in child, adolescent and family care prior to participation in the clinical training.
Medical calculations passed.

Please note the ordering and submission of a criminal record report according to the eLab guidelines before the placement

Assessment criteria

Evaluation is based on achievement of the general objectives of the clinical training and the personal objectives which are set at the beginning of the training, on which progress is monitored during the training (e.g. mid-term assessment discussion, assessment by the supervisor, self-assessment)

Assessment scale

1-5

Learning outcomes

Student can:
- apply learned paramedic knowledge and skills in acute patients care
- assess the patient's condition and be able to investigate, collect data, plan treatment, implement and evaluate effects
- record and report of acute patient care
- use safely the research and care equipment needed for on-call work and interpret the information they produce
- act as a member of a treatment team in acute situations and have become acquainted with the treatment protocols used in that unit (eg a patient with multiple injuries, a cerebrovascular patient)
- identify the importance of the care services provided by different work units in the patient's overall care and care process

Additional information for students: previous knowledge etc.

Following studies has to be completed before the Clinical Training in Emergency Care:

For Paramedic students:

-All the Basic Level Paramedic Nursing theory studies (Emergency Care Services, Examination of a Patient, Basic Level Paramedic Nursing I, Basic Level Paramedic Nursing II). Evaluation of Professional Paramedic Skills 1 can be missing.

-Clinical Training in Basics of Nursing

-Clinical Training in Medical-Surgical Nursing 1

-Clinical Training in Self-Care Supporting Nursing

-Clinical Training in Basic Level Paramedic


For Nursing students:

-Examination of a Patient theory course

-Clinical Training in Basics of Nursing

-Clinical Training in Medical-Surgical Nursing 1

-Clinical Training in Medical-Surgical Nursing 2

-Clinical Training in Self-Care Supporting Nursing

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

To pass the course a student must:
-Have a discussion of objectives prior to the training
-Create of personal learning objectives
-Accomplish the agreed shifts
-Complete the set number of hours
-Complete the general and personal objectives of the training
-Complete the mid-term and final assessment as defined by the teacher
-Use the workseed as instructed by the teacher
-Create learning a blog as instructed by the teacher

Learning outcomes

Student can:
- apply learned paramedic knowledge and skills in acute patients care
- assess the patient's condition and be able to investigate, collect data, plan treatment, implement and evaluate effects
- record and report of acute patient care
- use safely the research and care equipment needed for on-call work and interpret the information they produce
- act as a member of a treatment team in acute situations and have become acquainted with the treatment protocols used in that unit (eg a patient with multiple injuries, a cerebrovascular patient)
- identify the importance of the care services provided by different work units in the patient's overall care and care process

Additional information for students: previous knowledge etc.

Following studies has to be completed before the Clinical Training in Emergency Care:

For Paramedic students:

-All the Basic Level Paramedic Nursing theory studies (Emergency Care Services, Examination of a Patient, Basic Level Paramedic Nursing I, Basic Level Paramedic Nursing II). Evaluation of Professional Paramedic Skills 1 can be missing.

-Clinical Training in Basics of Nursing

-Clinical Training in Medical-Surgical Nursing 1

-Clinical Training in Self-Care Supporting Nursing

-Clinical Training in Basic Level Paramedic


For Nursing students:

-Examination of a Patient theory course

-Clinical Training in Basics of Nursing

-Clinical Training in Medical-Surgical Nursing 1

-Clinical Training in Medical-Surgical Nursing 2

-Clinical Training in Self-Care Supporting Nursing

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

To pass the course a student must:
-Have a discussion of objectives prior to the training
-Create of personal learning objectives
-Accomplish the agreed shifts
-Complete the set number of hours
-Complete the general and personal objectives of the training
-Complete the mid-term and final assessment as defined by the teacher
-Use the workseed as instructed by the teacher
-Create learning a blog as instructed by the teacher

Learning outcomes

The student is able to
- meet mental health and substance abuse clients and their loved ones and look at interaction situations with theoretical and experiential knowledge
- assess the client's mental well-being and the need for rehabilitation
- implement pharmacological and non-pharmacological methods of nursing
- plan, implement and evaluate the care process of one's own care client
- implement mentoring and service counseling for mental health and substance abuse clients
- analyze the activities of the multidisciplinary working group and its own contribution to the working group
- evaluate one's own thinking, multidisciplinary decision-making criteria and work ethic

Implementation and methods of teaching

Clinical Training in Mental Health and Substance Abuse Nursing consists of training in clinical settings.

Timing and attendance

1 ect = 27h = 5 x 27 = 135h

Learning material and recommended literature

Higgins, A, Kilkku, N & Kort Kristofersson, G. 2022. Advanced Practice in Mental Health Nursing. Springer.
Pryjmachuk S. 2017 Mental Health Nursing. SAGE.
Clifton A, Hemingway S. etc. 2019 Fundamentals of Mental Health Nursing. Wiley Blackwell.
Cornelius L-E, Cooper, C & Robertson, M. 2015. Psychiatry at a Glance 6th Edition. Wiley-Blackwell.
Current Care Guidelines. https://www.kaypahoito.fi/en/

Alternative completion methods

Ahot-possibility based on previous knowledge and work experience. Gained aknowledge must be shown in a agreed way with a lecturer.
Studyfication in an employment contract is possible.

Working life cooperation

Projects will be integrated into teaching where possible.

Exam retakes

Failed completion of clinical practice must be renewed. The procedure will be negotiated and scheduled with a lecturer.

Learning environment

Clinical training in an authentic learning settings.

Student time use and work load

Clinical training = 135 h
Learning objective discussion in the first week
Middle evaluation in the third week
Final evaluation during the last week

Contents

The student knows key clinical nursing skills and procedures of mental health and substance abuse care and is able to work in nursing settings promoting health and well-being.

Objectives of the course:
The student is able to:
- apply theoretical knowledge base of mental health and substance abuse care in clinical settings

Contents:
- non-medical and medical nursing methods
- therapeutical relationship
-documentation
- asessment of mental health condition
- assessment and support of mental well-being and functionality

Additional information for students: previous knowledge etc.

Mental Health and Substance Abuse theory Studies 5 ects.

Assessment criteria

The assessment is documented on Workseed.
Assessment is based on the curriculum and individual learning objectives.
The evaluation is carried out in a discussion with the student, the supervisor and the lecturer (objective mid-term evaluation and /or final evaluation)

Assessment scale

Approved/Failed

Failed (0)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- the student does not reach the level of the internship
curricular and / or personal objective

Assessment criteria: assessment scale failed/approved

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction relationship with the client / patient
- as guided to apply non - medical and medical methods


Acceptance criteria:
- learning objectives based on the internship have been achieved by the student, and
assessed by the supervisors point of view
- 135h for training is documented on Work schedule

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- learning objectives are not achieved

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Learning outcomes

The student is able to
- meet mental health and substance abuse clients and their loved ones and look at interaction situations with theoretical and experiential knowledge
- assess the client's mental well-being and the need for rehabilitation
- implement pharmacological and non-pharmacological methods of nursing
- plan, implement and evaluate the care process of one's own care client
- implement mentoring and service counseling for mental health and substance abuse clients
- analyze the activities of the multidisciplinary working group and its own contribution to the working group
- evaluate one's own thinking, multidisciplinary decision-making criteria and work ethic

Implementation and methods of teaching

Clinical Training in Mental Health and Substance Abuse Nursing consists of training in clinical settings.

Timing and attendance

1 ect = 27h = 5 x 27 = 135h

Learning material and recommended literature

Higgins, A, Kilkku, N & Kort Kristofersson, G. 2022. Advanced Practice in Mental Health Nursing. Springer.
Pryjmachuk S. 2017 Mental Health Nursing. SAGE.
Clifton A, Hemingway S. etc. 2019 Fundamentals of Mental Health Nursing. Wiley Blackwell.
Cornelius L-E, Cooper, C & Robertson, M. 2015. Psychiatry at a Glance 6th Edition. Wiley-Blackwell.
Current Care Guidelines. https://www.kaypahoito.fi/en/

Alternative completion methods

The prerequisites for Ahot include:

Work experience as a practical nurse for at least 2 years after graduation, in a suitable work unit for the Ahot training. The work experience must be continuous, consisting of a maximum of two different work units. OR
Continuous work experience of at least 3 months as a substitute nurse in a suitable work unit for the Ahot training.
Ahot practices:
The Ahot process is twofold. The first stage involves a written knowledge test. The second stage of the assessment is carried out as a simulation display.
Competence demonstrations are held once per semester and are planned to be completed before the job application opens.
The demonstrations utilize uniformly agreed knowledge tests and case studies. It's beneficial for the workgroup to have access to various cases in a simulation bank, from which each demonstrator can select different displays for different situations.

Working life cooperation

Projects will be integrated into teaching where possible.

Exam retakes

Failed completion of clinical practice must be renewed. The procedure will be negotiated and scheduled with a lecturer.

Learning environment

Clinical training in an authentic learning settings.

Student time use and work load

Clinical training = 135 h
Learning objective discussion in the first week
Middle evaluation in the third week
Final evaluation during the last week

Contents

The student knows key clinical nursing skills and procedures of mental health and substance abuse care and is able to work in nursing settings promoting health and well-being.

Objectives of the course:
The student is able to:
- apply theoretical knowledge base of mental health and substance abuse care in clinical settings

Contents:
- non-medical and medical nursing methods
- therapeutical relationship
-documentation
- asessment of mental health condition
- assessment and support of mental well-being and functionality

Additional information for students: previous knowledge etc.

Mental Health and Substance Abuse theory Studies 5 ects.

Assessment criteria

The assessment is documented on Workseed.
Assessment is based on the curriculum and individual learning objectives.
The evaluation is carried out in a discussion with the student, the supervisor and the lecturer (objective mid-term evaluation and /or final evaluation)

Assessment scale

Approved/Failed

Failed (0)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- the student does not reach the level of the internship
curricular and / or personal objective

Assessment criteria: assessment scale failed/approved

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction relationship with the client / patient
- as guided to apply non - medical and medical methods


Acceptance criteria:
- learning objectives based on the internship have been achieved by the student, and
assessed by the supervisors point of view
- 135h for training is documented on Work schedule

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- learning objectives are not achieved

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Learning outcomes

The student is able to
- meet mental health and substance abuse clients and their loved ones and look at interaction situations with theoretical and experiential knowledge
- assess the client's mental well-being and the need for rehabilitation
- implement pharmacological and non-pharmacological methods of nursing
- plan, implement and evaluate the care process of one's own care client
- implement mentoring and service counseling for mental health and substance abuse clients
- analyze the activities of the multidisciplinary working group and its own contribution to the working group
- evaluate one's own thinking, multidisciplinary decision-making criteria and work ethic

Implementation and methods of teaching

The course consists of clinical practice and assignment related to learning experiences and group meeting demolishing those after practice.

Timing and attendance

40 h / 5 weeks = 160 h
Assigment
Demolishing discussion 2h

Learning material and recommended literature

Higgins, A, Kilkku, N & Kort Kristofersson, G. 2022. Advanced Practice in Mental Health Nursing. Springer.
Pryjmachuk S. 2017 Mental Health Nursing. SAGE.
Clifton A, Hemingway S. etc. 2019 Fundamentals of Mental Health Nursing. Wiley Blackwell.
Cornelius L-E, Cooper, C & Robertson, M. 2015. Psychiatry at a Glance 6th Edition. Wiley-Blackwell.
Current Care Guidelines. https://www.kaypahoito.fi/en/

Alternative completion methods

Ahot-possibility based on previous knowledge and work experience. Gained aknowledge must be shown in a agreed way with a lecturer.
Studyfication in an employment contract is possible.

Working life cooperation

Projects will be integrated into teaching where possible

Exam retakes

Failed completion of clinical practice must be renewed. The student chooses suitable weeks from Jobiili and agrees on practical matters of the internship with the guiding teacher.

Learning environment

Clinical training in a authentic learning settings.

Student time use and work load

5 ects- 4 weeks of practice

Clinical raining = 160 h
Assignment
Demolishing discussion 2h

Contents

The student knows the key clinical nursing skills and procedures of mental health and substance abuse care and is able to work in nursing to promote the patient's health and well-being.

Objectives of the course:
The student is able to:
- create and maintain a therapeutical interaction with a person in mental health and / or substance abuse care
- apply the theoretical knowledge base of mental health and substance abuse care in clinical settings

Contents:
- non-medical and medical nursing methods
- therapeutical relationship
-documentation
- asessment of mental health condition
- assessment and support of mental well-being and functionality

Additional information for students: previous knowledge etc.

Mental Health and Substance Abuse Studies Nursing care theory 5 ects.

Assessment criteria

The assessment is documented on Workseed.
Assessment is based on the curriculum and individual learning objectives.
The evaluation is carried out in a discussion with the student, the supervisor and the teacher (objective mid-term evaluation and /or final evaluation)

Assessment scale

Approved/Failed

Failed (0)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction relationshipwith the client / patient
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- the student does not reach the level of the internship
curricular and / or personal objective

Assessment criteria: assessment scale failed/approved

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction relationshipwith the client / patient
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Internship failure criteria:
-ignorance for common and shared rules (working hours, calling in sick etc.)
-lack of team work skills
- unethical behavior toward patient or the work community
- the student is unable to take responsibility for his / her studies (setting learning objectives, booking evaluations, workseed etc.)
- the student does not reach the level of the internship
curricular and / or personal objectives

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to:
- identify and reflect on ethical principles
and values what comes to the mental health and substance abuse care
- implement, evaluate and monitor pharmacotherapy
-assess and observe patient´s mental health condition
- create a therapeutic interaction relationshipwith the client / patient
- as guided to apply different methods of mental health and substance abuse care

Acceptance criteria:
-the objectives set have been achieved by the student, and
assessed by the supervisors point of view
-the tasks assigned have carried out in accordance with the instructions, and
returned on time
- any allowances for absences have been made

Learning outcomes

The student is able to:
• carry out nursing work supporting the client's self-care in outpatient and home care operating environments
• make independent decisions and justify them in a customer-oriented and evidence-based manner
• implement multi-professional teamwork in culturally diverse client work
• identify and assess risk factors that impair health, ability to function and work, and survival at work

Implementation and methods of teaching

Clinical Training in Self-Care Supporting Nursing (5 ects) is done in different placements that provide care to home settings or otherwise work in promoting self-care, such as organizations, nursing homes, home care units or home hospitals.

After the practice period the student will be able to:
- carry out nursing care that supports the client's self-care in outpatient and home care settings
- make independent decisions and justify them in a client-oriented and evidence-based manner
- implement multidisciplinary teamwork in culturally diverse client work
- identify and assess risk factors that affects health, functional capacity, ability to work and work performance
- assess client-centered care in health centers, e-services and home care

Student time use and work load

The length of the practice period is four weeks (135h).

Additional information for students: previous knowledge etc.

Basics of Professional Nursing module 20/20 credits done
Safe Medical-Surgical Nursing module at least 15/25 credits done
Previous clinical placement passed
Medical calculations passed

Assessment criteria

- Plan your own personal objectives based on general objectives for your clinical practice period before or at least at the beginning of your period and book a time for MID-TERM DISCUSSION ASSESSMENT from you guiding teacher by email /wikitable from Moodle
- The Mid-term assessment of the practice period is held in the middle of the practice period together with the guiding teacher and clinical supervisor. Do your written self-evaluation to Workseed before this assessment.

Scale: Approved- Failed

Assessment scale

1-5

Failed (0)

Clinical Training in Self-Care Supporting Nursing is not approved if,

- The student has not presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
- The student does not follow the general rules of work life: follow the working hours (being in work on time) or inform about absences on time, inappropriate behavior in the workplace etc.
- Many absences during the practice period (the practice week are not united) which makes learning and guiding almost impossible
- The student has not for some reason followed the shifts of his/her supervisor which makes assessment impossible
- The student does not show signs of learning and proceeding to meeting objectives during clinical practice

Assessment criteria: level 3 (assessment scale 1–5)

Clinical Training in Self-Care Supporting Nursing is approved if,

- The student has presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
- The student follows the general rules of work life: follow the working hours (being in work on time) or inform about absences on time, inappropriate behavior in the workplace etc.
- The student show activity and interest in learning in the unit
- The student has followed the shifts of his/her supervisor which makes assessment possible
- The student shows signs of learning and proceeding to meeting objectives during clinical practice

Learning outcomes

The student is able to:
• carry out nursing work supporting the client's self-care in outpatient and home care operating environments
• make independent decisions and justify them in a customer-oriented and evidence-based manner
• implement multi-professional teamwork in culturally diverse client work
• identify and assess risk factors that impair health, ability to function and work, and survival at work

Implementation and methods of teaching

Clinical Training in Self-Care Supporting Nursing (5 ects) is done in different placements that provide care to home settings or otherwise work in promoting self-care, such as organizations, nursing homes, home care units or home hospitals.

After the practice period the student will be able to:
- carry out nursing care that supports the client's self-care in outpatient and home care settings
- make independent decisions and justify them in a client-oriented and evidence-based manner
- implement multidisciplinary teamwork in culturally diverse client work
- identify and assess risk factors that affects health, functional capacity, ability to work and work performance
- assess client-centered care in health centers, e-services and home care

Student time use and work load

The length of the practice period is four weeks (135h).

Additional information for students: previous knowledge etc.

Basics of Professional Nursing module 20/20 credits done
Safe Medical-Surgical Nursing module at least 15/25 credits done
Previous clinical placement passed
Medical calculations passed

Assessment criteria

- Plan your own personal objectives based on general objectives for your clinical practice period before or at least at the beginning of your period and book a time for MID-TERM DISCUSSION ASSESSMENT from you guiding teacher by email /wikitable from Moodle
- The Mid-term assessment of the practice period is held in the middle of the practice period together with the guiding teacher and clinical supervisor. Do your written self-evaluation to Workseed before this assessment.

Scale: Approved- Failed

Assessment scale

1-5

Failed (0)

Clinical Training in Self-Care Supporting Nursing is not approved if,

- The student has not presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
- The student does not follow the general rules of work life: follow the working hours (being in work on time) or inform about absences on time, inappropriate behavior in the workplace etc.
- Many absences during the practice period (the practice week are not united) which makes learning and guiding almost impossible
- The student has not for some reason followed the shifts of his/her supervisor which makes assessment impossible
- The student does not show signs of learning and proceeding to meeting objectives during clinical practice

Assessment criteria: level 3 (assessment scale 1–5)

Clinical Training in Self-Care Supporting Nursing is approved if,

- The student has presented his/her personal objectives for clinical practice period to both guiding teacher and clinical supervisor by the second week of practice
- The student follows the general rules of work life: follow the working hours (being in work on time) or inform about absences on time, inappropriate behavior in the workplace etc.
- The student show activity and interest in learning in the unit
- The student has followed the shifts of his/her supervisor which makes assessment possible
- The student shows signs of learning and proceeding to meeting objectives during clinical practice

Learning outcomes

The student is able to
- identify the legislation governing emergency care and describe the operation of the emergency care system
- designate and cooperate with liaison bodies
- act safely as a member of the emergency department
- operate in a patient-safe and customer-oriented manner
- use first aid equipment and technology

Implementation and methods of teaching

- Lectures
- Skill-station
- Practises
-Moodle environment
- Exam

Learning material and recommended literature

Moodle

Assessment criteria

- Active participation, all lectures and practices are 100% compulsory attendance
- Police lectures, road traffic accident lectures and practices, threat and violence lectures, social emergencies lectures, equipment practices
- Exam in Exam

Assessment scale

1-5

Failed (0)

less than 50% correct in the exam

Assessment criteria: level 1 (assessment scale 1–5)

50-59% correct in the exam

Assessment criteria: level 3 (assessment scale 1–5)

60-69% correct in the exam

Assessment criteria: level 5 (assessment scale 1–5)

90-100% correct in the exam

Learning outcomes

The student is able to
- identify the legislation governing emergency care and describe the operation of the emergency care system
- designate and cooperate with liaison bodies
- act safely as a member of the emergency department
- operate in a patient-safe and customer-oriented manner
- use first aid equipment and technology

Implementation and methods of teaching

- Lectures
- Skill-station
- Practises
-Moodle environment
- Exam

Learning material and recommended literature

Moodle

Assessment criteria

- Active participation, all lectures and practices are 100% compulsory attendance
- Police lectures, road traffic accident lectures and practices, threat and violence lectures, social emergencies lectures, equipment practices
- Exam in Exam

Assessment scale

1-5

Failed (0)

less than 50% correct in the exam

Assessment criteria: level 1 (assessment scale 1–5)

50-59% correct in the exam

Assessment criteria: level 3 (assessment scale 1–5)

60-69% correct in the exam

Assessment criteria: level 5 (assessment scale 1–5)

90-100% correct in the exam

Learning outcomes

Students
- deepen their theoretical knowledge of anatomy, physiology, pathophysiology, cardiology, neurology, traumatology, anaesthesiology, pediatrics and pharmacology
- explain / justify the decisions made in the care of an emergency patient based on the theoretical knowledge of the main medical specialties
- is familiar with the mechanisms of action and side effects of key medicines used in emergency care and hospital acute care.
- to safely administer medication in emergency situations and patient guidance, and to understand the mechanisms of occurrence of the most common intoxications and pharmacological treatment.

Implementation and methods of teaching

On campus studies
Lectures
Exercises
Seminar
Simulations
Exam

Learning material and recommended literature

Assessment Skills for Paramedics , Blaber & Harris
Clinical ECGs in Paramedic Practice, Till
Materials provided by teachers

Additional information for students: previous knowledge etc.

The requirement to participate in the course is the completion of the following theory courses beforehand:
-Basics of anatomy and physiology
-Medical-Surgical Nursing
-Clinical Nursing Interventions
-Pharmacotherapy
-Competence in Acute Nursing and Emergency Health Care
-Emergency Care Services
-Examination of a Patient
-Basic Level Paramedic Nursing I
-Basic Level Paramedic II and Evaluation of Professional Paramedic Skills 1

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

The student is familiar with the world of emergency care, its significance in the overall care of patients and the professional groups that usually work in the emergency department. The student knows the basics of patient classification in the most common emergency situations. The student knows the most common laboratory and imaging examinations performed in emergency areas. The student knows the main features of the trauma protocol used in the emergency department and, with assistance, is able to follow the task assigned to him or her in it. The student also knows how to treat the most common urgent emergency patients and understands the effects of various diseases on a person.

Assessment criteria: level 3 (assessment scale 1–5)

The student is familiar with the world of emergency care, its significance in the overall care of patients and the professional groups that usually work in the emergency department. The student is familiar with the practical implementation of patient classification both in the normal everyday life of the emergency department and also in the most demanding situations. The student knows the most common laboratory and imaging examinations performed in emergency rooms and is able to utilize the information they produce in patient care. The student knows the trauma protocol used in the emergency department and is able to follow the task assigned to him or her in it. The student also knows how to treat the most common urgent emergency patients and understands the effects of various diseases on a person.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to explain with justification the world of emergency care, its significance in the overall care of the patient and the professional groups that usually work in the emergency department. The student is familiar with the practical implementation of patient classification both in the normal everyday life of the emergency department and also in the most demanding situations. If necessary, the student is also able to classify patients in order of urgency in the emergency department. The student has extensive knowledge of laboratory and imaging examinations carried out in emergency rooms and is able to utilize the information they produce in patient care. The student knows the trauma protocol used in the emergency department and is able to follow the task assigned to him or her in it. The student also knows how to treat most urgent emergency patients and understands and is able to justify the effects of various diseases on a person.

Learning outcomes

Students
- deepen their theoretical knowledge of anatomy, physiology, pathophysiology, cardiology, neurology, traumatology, anaesthesiology, pediatrics and pharmacology
- explain / justify the decisions made in the care of an emergency patient based on the theoretical knowledge of the main medical specialties
- is familiar with the mechanisms of action and side effects of key medicines used in emergency care and hospital acute care.
- to safely administer medication in emergency situations and patient guidance, and to understand the mechanisms of occurrence of the most common intoxications and pharmacological treatment.

Implementation and methods of teaching

On campus studies
Lectures
Exercises
Seminar
Simulations
Exam

Learning material and recommended literature

Assessment Skills for Paramedics , Blaber & Harris
Clinical ECGs in Paramedic Practice, Till
Materials provided by teachers

Additional information for students: previous knowledge etc.

The requirement to participate in the course is the completion of the following theory courses beforehand:
-Basics of anatomy and physiology
-Medical-Surgical Nursing
-Clinical Nursing Interventions
-Pharmacotherapy
-Competence in Acute Nursing and Emergency Health Care
-Emergency Care Services
-Examination of a Patient
-Basic Level Paramedic Nursing I
-Basic Level Paramedic II and Evaluation of Professional Paramedic Skills 1

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

The student is familiar with the world of emergency care, its significance in the overall care of patients and the professional groups that usually work in the emergency department. The student knows the basics of patient classification in the most common emergency situations. The student knows the most common laboratory and imaging examinations performed in emergency areas. The student knows the main features of the trauma protocol used in the emergency department and, with assistance, is able to follow the task assigned to him or her in it. The student also knows how to treat the most common urgent emergency patients and understands the effects of various diseases on a person.

Assessment criteria: level 3 (assessment scale 1–5)

The student is familiar with the world of emergency care, its significance in the overall care of patients and the professional groups that usually work in the emergency department. The student is familiar with the practical implementation of patient classification both in the normal everyday life of the emergency department and also in the most demanding situations. The student knows the most common laboratory and imaging examinations performed in emergency rooms and is able to utilize the information they produce in patient care. The student knows the trauma protocol used in the emergency department and is able to follow the task assigned to him or her in it. The student also knows how to treat the most common urgent emergency patients and understands the effects of various diseases on a person.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to explain with justification the world of emergency care, its significance in the overall care of the patient and the professional groups that usually work in the emergency department. The student is familiar with the practical implementation of patient classification both in the normal everyday life of the emergency department and also in the most demanding situations. If necessary, the student is also able to classify patients in order of urgency in the emergency department. The student has extensive knowledge of laboratory and imaging examinations carried out in emergency rooms and is able to utilize the information they produce in patient care. The student knows the trauma protocol used in the emergency department and is able to follow the task assigned to him or her in it. The student also knows how to treat most urgent emergency patients and understands and is able to justify the effects of various diseases on a person.

Learning outcomes

The student is able to
- perform targeted examinations according to the patient's various symptoms
- interpret the findings made and the measurement results obtained from the patient
- understand the basics of patient interviewing
- understand the basics of reporting / documentation
- combine theoretical knowledge (anatomy, physiology, pathophysiology) with the patient's symptoms and findings and deduce the occupational diagnosis

Implementation and methods of teaching

- Course info that includes introduction to examination of a patient from paramedic point of view.
- Practice lessons
- ECG online lectures
- Producing checklists on every given topic in the course
- Practical Exam

Timing and attendance

- Practice lessons 100% attendance
- ECG online lectures are voluntary but recommended.
- Practical Exam must be passed

Alternative completion methods

No voluntary ways of passing the course.
If student can`t attend mandatory practices or exam, he /she has to attend with the next course.

Learning environment

Online
Campus
Moodle

Assessment scale

1-5

Learning outcomes

The student is able to
- perform targeted examinations according to the patient's various symptoms
- interpret the findings made and the measurement results obtained from the patient
- understand the basics of patient interviewing
- understand the basics of reporting / documentation
- combine theoretical knowledge (anatomy, physiology, pathophysiology) with the patient's symptoms and findings and deduce the occupational diagnosis

Implementation and methods of teaching

- Course info that includes introduction to examination of a patient from paramedic point of view.
- Practice lessons
- ECG online lectures
- Producing checklists on every given topic in the course
- Practical Exam

Timing and attendance

- Practice lessons 100% attendance
- ECG online lectures are voluntary but recommended.
- Practical Exam must be passed

Alternative completion methods

No alternative ways of passing the course.
If student can`t attend mandatory practices or exam, he /she has to attend with the next course.

Learning environment

Online
Campus
Moodle

Additional information for students: previous knowledge etc.

Objectives:
The student is able to systematically examine the patient by means of initial and detailed assessment (Dr ABC, ABCDEF methods).
To carry out paramedic work in teams according to an agreed division of roles.
The student will be able to use emergency medical examination equipment appropriately and safely
Be able to target the examination according to the patient's complaint or finding
Understand the impact of the information obtained from the interview and examination on the patient's condition and suggest a correct working diagnosis based on symptoms and findings
The student will be able to assign NEWS/PHEWS scores to the patient based on findings
Implement non-technical methods (communication, checklists and checklists) and understand their importance for patient and occupational safety
be able to interpret the ECG systematically and identify life-threatening arrhythmias and hypoxia

Assessment scale

1-5

Learning outcomes

The student is able to
- assess the factors impairing the elderly's ability to function and prevent their impact on the client's well-being
- apply comprehensive geriatric assessment (CGA) in assessing the client's need for care and in the implementation of care
- describe the specific features of memory disorders in the planning, implementation and evaluation of treatment
- use technology to support a good quality of life and care for the elderly
- apply their knowledge of geriatric diseases in the planning, implementation and evaluation of nursing work

Implementation and methods of teaching

The course consists of a gerontological nursing part (4 credits) and a medical part (Geriatrics 1 credit).
The course is mainly implemented as face-to-face teaching on campus.
Introductory lecture according to the sequence. participation included.
Functional lectures and workshops take place as face-to-face teaching on campus in accordance with the timetable.

The course progresses through themes (5 units).
The student's independent familiarization with the given material, making their own precise notes

Individual exams 2 pcs:
1. Gerontological nursing final exam.
Numerical evaluation on the scale T1- K5.

2. The share of medicine, geriatrics in Moodle as knowledge tests within the implementation period of the course.
Evaluation on the scale passed-failed.

The overall grade of the course consists of the gerontological nursing final exam (100%).



The part of geriatrics (1 credit) is carried out in the Moodle learning environment as part of the teaching of medical sciences right at the beginning of the study period.

Timing and attendance

The course takes place between 25.9-17.12.2023, according to the schedule. General cource feedback is giving on January 2024.

Attendance at the course information lecture is essential.
Functional lectures 3 pcs. 100% attendance is required.
Study course workshops 3 pcs. 100% attendance is required.

Final exam of gerontological nursing on campus.
Participation in the exam feedback session is voluntary, but recommended.

Studies in geriatrics (medicine) must be completed simultaneously with the Gerontological Nursing Competence course as independent work.

Working life cooperation

Project activities would be integrated into the course. A more detailed description of the implementation of the project at the beginning of the study period.

Exam retakes

Re-exams:
According to the degree rules, two retakes.
Reuse practices in more detail in the information lecture of the course and on the Moodle course website.
The medical, geriatrics, knowledge test can be renewed as needed.

Learning environment

The learning platform of the course is the Moodle learning environment
Face-to-face teaching on campus (class room/simulation rooms)

Student time use and work load

Before participating in the functional lecture and workshop, the student must independently familiarize himself with the Moode material and the contents of the course themes.
The themes are 0.25 - 1.5 credits in length.

5-credit course means a workload of 135 hours, which is divided into the gerontological nursing section 4 credits (108 hours) and the medical section 1 credit (27 hours).

Contents

Elderly Services Act
Elderly person's sudden decline in general status and caregiver's evidence-based decision-making
Comprehensive Geriatric Assessment (CGA)
Assessment of comprehensive operational capability and its support
Service need assessment, RAI assessment
Nutrition and exercise recommendation for the elderly
Loneliness, isolation of the elderly
Overall evaluation of drug treatment
Evaluation and guidance of substance use
Fall risk assessment and fall prevention methods
High-quality repatriation
Recognizing, assessing and treating behavioral changes in dementia patients
Supporting and limiting the right to self-determination of people with dementia
Unfair treatment
Caring and supporting the carer
The possibilities of gerontology in supporting functional capacity
Supporting and guiding the introduction of gerontology

Medicine: Geriatrics

Assessment criteria

Accepted completion of the course requires the successful completion of all learning tasks, 100% participation in the workshops and the functional lectures preceding them

The overall evaluation of the course consists of a gerontological nursing exam on a scale of 1-5. Assessment of the geriatrics exam on a scale of passed/failed.

Assessment scale

1-5

Failed (0)

The course has been failed if a course assignment belonging to the study course has not been completed satisfactorily, has not participated 100% in the workshops of the study course and the functional lectures preceding them, or has not received an approved performance in the exam related to the study course.

Assessment criteria: level 1 (assessment scale 1–5)

Can
- describe the factors that impair the functioning of the elderly and know how to prevent their impact on the client's well-being
- describe comprehensive geriatric assessment (CGA) in the assessment of the client's need for treatment and the implementation of the treatment
- describe the special features related to memory disorders in treatment planning, implementation and evaluation
- describe the use of technology in supporting the elderly's good quality of life and care
-describe home care system
- name the main geriatric diseases and treatment lines

Assessment criteria: level 3 (assessment scale 1–5)

Can
- broadly assess the factors that impair the functional capacity of the elderly and prevent their impact on the client's well-being
- perform a comprehensive geriatric assessment (CGA) in the assessment of the client's need for care and the implementation of the care
- utilize information about special features related to memory disorders in treatment planning, implementation and evaluation
- use technology to support the elderly's good quality of life and care
- identify home care systems
- identify key geriatric diseases and treatment lines

Assessment criteria: level 5 (assessment scale 1–5)

Can
- comprehensively assess the factors that weaken the elderly person's ability to function and prevent their impact on the client's well-being
- carry out a comprehensive comprehensive geriatric assessment (CGA) in the assessment of the client's need for treatment and the implementation of the treatment
- justifiably uses the special features related to memory disorders in the planning, implementation and evaluation of treatment
- plan and evaluate the use of technology in supporting the elderly's good quality of life and care
- know home care systems
- know the main geriatric diseases and treatment lines

Learning outcomes

The student is able to
- assess the factors impairing the elderly's ability to function and prevent their impact on the client's well-being
- apply comprehensive geriatric assessment (CGA) in assessing the client's need for care and in the implementation of care
- describe the specific features of memory disorders in the planning, implementation and evaluation of treatment
- use technology to support a good quality of life and care for the elderly
- apply their knowledge of geriatric diseases in the planning, implementation and evaluation of nursing work

Implementation and methods of teaching

The course consists of a gerontological nursing part (4 credits) and a medical part (Geriatrics 1 credit).
The course is mainly implemented as face-to-face teaching on campus.
Introductory lecture according to the sequence. participation included.
Functional lectures and workshops take place as face-to-face teaching on campus in accordance with the timetable.

The course progresses through themes (5 units).
The student's independent familiarization with the given material, making their own precise notes

Individual exams 2 pcs:
1. Gerontological nursing final exam.
Numerical evaluation on the scale T1- K5.

2. The share of medicine, geriatrics in Moodle as knowledge tests within the implementation period of the course.
Evaluation on the scale passed-failed.

The overall grade of the course consists of the gerontological nursing final exam (100%).



The part of geriatrics (1 credit) is carried out in the Moodle learning environment as part of the teaching of medical sciences right at the beginning of the study period.

Timing and attendance

The course takes place between 25.9-26.11.2023, according to the schedule. General cource feedback is giving on January 2024.

Attendance at the course information lecture is essential.
Functional lectures 3 pcs. 100% attendance is required.
Study course workshops 3 pcs. 100% attendance is required.

Final exam of gerontological nursing on campus.
Participation in the exam feedback session is voluntary, but recommended.

Studies in geriatrics (medicine) must be completed simultaneously with the Gerontological Nursing Competence course as independent work.

Working life cooperation

Project activities would be integrated into the course. A more detailed description of the implementation of the project at the beginning of the study period.

Exam retakes

Re-exams:
According to the degree rules, two retakes.
Reuse practices in more detail in the information lecture of the course and on the Moodle course website.
The medical, geriatrics, knowledge test can be renewed as needed.

Learning environment

The learning platform of the course is the Moodle learning environment
Face-to-face teaching on campus (class room/simulation rooms)

Student time use and work load

Before participating in the functional lecture and workshop, the student must independently familiarize himself with the Moode material and the contents of the course themes.
The themes are 0.25 - 1.5 credits in length.

5-credit course means a workload of 135 hours, which is divided into the gerontological nursing section 4 credits (108 hours) and the medical section 1 credit (27 hours).

Contents

Elderly Services Act
Elderly person's sudden decline in general status and caregiver's evidence-based decision-making
Comprehensive Geriatric Assessment (CGA)
Assessment of comprehensive operational capability and its support
Service need assessment, RAI assessment
Nutrition and exercise recommendation for the elderly
Loneliness, isolation of the elderly
Overall evaluation of drug treatment
Evaluation and guidance of substance use
Fall risk assessment and fall prevention methods
High-quality repatriation
Recognizing, assessing and treating behavioral changes in dementia patients
Supporting and limiting the right to self-determination of people with dementia
Unfair treatment
Caring and supporting the carer
The possibilities of gerontology in supporting functional capacity
Supporting and guiding the introduction of gerontology

Medicine: Geriatrics

Assessment criteria

Accepted completion of the course requires the successful completion of all learning tasks, 100% participation in the workshops and the functional lectures preceding them

The overall evaluation of the course consists of a gerontological nursing exam on a scale of 1-5. Assessment of the geriatrics exam on a scale of passed/failed.

Assessment scale

1-5

Failed (0)

The course has been failed if a course assignment belonging to the study course has not been completed satisfactorily, has not participated 100% in the workshops of the study course and the functional lectures preceding them, or has not received an approved performance in the exam related to the study course.

Assessment criteria: level 1 (assessment scale 1–5)

Can
- describe the factors that impair the functioning of the elderly and know how to prevent their impact on the client's well-being
- describe comprehensive geriatric assessment (CGA) in the assessment of the client's need for treatment and the implementation of the treatment
- describe the special features related to memory disorders in treatment planning, implementation and evaluation
- describe the use of technology in supporting the elderly's good quality of life and care
-describe home care system
- name the main geriatric diseases and treatment lines

Assessment criteria: level 3 (assessment scale 1–5)

Can
- broadly assess the factors that impair the functional capacity of the elderly and prevent their impact on the client's well-being
- perform a comprehensive geriatric assessment (CGA) in the assessment of the client's need for care and the implementation of the care
- utilize information about special features related to memory disorders in treatment planning, implementation and evaluation
- use technology to support the elderly's good quality of life and care
- identify home care systems
- identify key geriatric diseases and treatment lines

Assessment criteria: level 5 (assessment scale 1–5)

Can
- comprehensively assess the factors that weaken the elderly person's ability to function and prevent their impact on the client's well-being
- carry out a comprehensive comprehensive geriatric assessment (CGA) in the assessment of the client's need for treatment and the implementation of the treatment
- justifiably uses the special features related to memory disorders in the planning, implementation and evaluation of treatment
- plan and evaluate the use of technology in supporting the elderly's good quality of life and care
- know home care systems
- know the main geriatric diseases and treatment lines

Learning outcomes

The student is able to
- define primary treatment paths and processes of a medical-surgical and perioperative client
- assess the treatment needs of a medical-surgical client and implement key nursing measures
- apply knowledge of the primary medical-surgical diseases in nursing care
- apply knowledge of pathophysiology and pharmacology in medical-surgical nursing care and safe pharmacology

Implementation and methods of teaching

Contact teaching at campus
Flipped working in small groups
Seminars
Practical classes
Medical-surgical nursing care intermediate exams (1-5) in Exam
Palliative and end-of-life care Exam
Medical nursing 4 ects, Surgical nursing 3 ects, Anatomy-Physiology-Pharmacology (integrated in nursing studies) and Internal medicine and surgery (independent studies in Medical studies Moodle) 2 ects

Timing and attendance

Spring 26.02.2024-31.05.2024
Contact teaching
Practical lessons 100 % mandatory attendance
Seminars 80% mandatory attendance

Learning material and recommended literature

Suggested literature:
Hinkle J.& Cheever K. 2018. Textbook of Medical-Surgical Nursing. Brunner & Suddarth´s 14th Edition.

Anatomy and Physiology book:
Principles of human anatomy and physiology, Gerald J Tortora and Bryan H Derrickson

Pharmacology book:
Rang & Dale's Pharmacology 2019 9th edition

Käypä-hoito / JBI care guidelines

Current studies, research articles and other relevant study material

Exam retakes

Medical-surgical nursing care intermediate exams (1-5) in Exam.
Digicampus exams and skill test according to separate instructions.
Medical studies on internal medicine and surgery on Moodle.

Learning environment

Course's Moodle and Medical studies Moodle.
Contact teaching at campus

Student time use and work load

Medical-surgical nursing care 10 of equals 270 h of studying.
Pharmacotherapy-course must participated parallel with Medical-surgical nursing care.

Contents

Medical-surgical nursing process
Diabetic patient
Patient with respiratory disease
Kidney failure patient
Neurological patient
Patient with rheumatoid arthritis
Coronary disease Patient
Heart failure patient
Hypertensive patient
Cancer patient
Orthopedic patient
Patient with gastroenterology disease

Relevant anatomy, physiology, pharmacology included into nursing care of these patient groups.
Medical studies on internal medicine and surgery as independent studies in Moodle.

Additional information for students: previous knowledge etc.

Prerequisites:
Principles of nursing
Clinical nursing interventions
Basics of anatomy and physiology

Please note:
Digicampus exam of Medical nursing competence and surgical and perioperative nursing skill test are done at the end of this course entity.

Assessment criteria

Seminars accepted/failed, for more detailed information see course's Moodle.
Medical surgical nursing care partial exams (1-5) grade
Palliative and end-of-life care exam grade 1-5
Medical studies accepted/failed
Final course grade is counted the average of all above mentioned grades.

All parts of the course must be completed before completion of course.

Assessment scale

1-5

Failed (0)

Student fails to pass some of the required exams and assignments
Student does not participate to seminars or practical lessons
Student fails to work as a group member in seminar group work
Student fails to complete medical studies

Assessment criteria: level 1 (assessment scale 1–5)

Student can

-define key elements of different stages of medical-surgical nursing care process and path.
-understand needs of medical-surgical patient care and implement necessary nursing procedures
-describe most common medical-surgical diseases in nursing process
-understand meaning of pathophysiology and pharmacology in medical-surgical nursing care and implementation of planning, execution and evaluation of pharmacotherapy
-complete medical studies

Assessment criteria: level 3 (assessment scale 1–5)

Student can

-evaluate key elements of different stages of medical-surgical nursing need of care, process and path
-implement knowledge of most common medical-surgical diseases in nursing care
-implement knowledge of pathophysiology and pharmacology in medical-surgical nursing care and in planning, implementing and evaluation of pharmacotherapy
-complete medical studies

Assessment criteria: level 5 (assessment scale 1–5)

Student can

--evaluate key elements of different stages of medical-surgical nursing care process and path implementing evidence based nursing
-implement knowledge of most common medical-surgical diseases in nursing care and evaluate effectiveness of practiced care
-Implement knowledge of pathophysiology and pharmacology in medical-surgical nursing care and implementation of planning, implementing and evaluation of pharmacotherapy
-complete medical studies

Learning outcomes

The student is able to
- create a therapeutic interaction in mental health and substance abuse treatment
- reflect one's own values and attitudes to the ethical principles of mental health and substance abuse treatment
- apply non-pharmacological and pharmacological methods of nursing
- identify mental health and substance abuse problems and understand the need for and stages of physical, mental and social care in different nursing settings
- describe the symptoms of the most common psychiatric illnesses and disorders, the symptoms, the main features of the treatment, the methods of treatment and the significance for the client and society

Implementation and methods of teaching

The course will be conducted as combination of face-to-face and online teaching . (Online according to national Covid-19 regulations).

Timing and attendance

Seminar, 80%
Skills (4h + 8h), 100%
Tietotesti, 100%

Learning material and recommended literature

Higgins, A, Kilkku, N & Kort Kristofersson, G. 2022. Advanced Practice in Mental Health Nursing. Springer.
Pryjmachuk S. 2017 Mental Health Nursing. SAGE.
Clifton A, Hemingway S. etc. 2019 Fundamentals of Mental Health Nursing. Wiley Blackwell.
Cornelius L-E, Cooper, C & Robertson, M. 2015. Psychiatry at a Glance 6th Edition. Wiley-Blackwell.
Current Care Guidelines. https://www.kaypahoito.fi/en/

Alternative completion methods

E-ahot possiblity on the basis of prior knowledge. Previous knowledge means that:
The student has:
-appropriate vocational qualification in social and health care (minimum secondary vocational qualification)
-sufficient work experience in mental health and substance abuse care (three months work experience and passed test for showing gained knowledge)

Working life cooperation

Where possible, projects will be integrated into the course.

Exam retakes

Tietotesti at the end of the course. The time of the retest will be announced later.

Learning environment

Classroom or electronic discussion board (Teams or Zoom).

Student time use and work load

The course consists of 5 ects = 135h (1 ect = 27h) student work.

Info 2h
Seminar, 24h
Skills, 12 h (8h + 4h)
Tietotesti "knowledgetest" 1h

Independent study for assignments: 96h

Preliminary tasks: failed / to be completed
Seminar pre-work : failed - to be completed
Tietotesti: 5- failed. Approved performance requires 50% of the total score
OSVE- test passed - failed / to be completed.

Contents

The student is able to encounter and maintain a therapeutic interaction with a person who has mental health and / or addiction problems and their loved ones. The student is also able to carry out mental health and substance abuse nursing care in a disorder-preventing and resource-based manner.

Objectives

Student knows:

- how to create a therapeutical relationship in mental health and substance abuse care
- how to reflect one's own values and attitudes what comes to ethical principles of mental health and substance abuse care
-the meaning and usage of non-drug and pharmacological methods
-observe the symptoms of the most common psychiatric illnesses and disorders and document those

Contents
-history of mental health and substance abuse work and key legislation
-identification of mental health and substance abuse problems and those impact on the patient´s capacity to survive daily basis
-therapeutical relationship
-nursing methods
-the evidence based nursing and national guidelines for nursing care recommendations

Psychiatry can be found in Skhole platform.

Additional information for students: previous knowledge etc.

No reguired.

Assessment criteria

Mental health and substance abuse care

-mandatory participation into info sessions of the course, where the learning content, evaluation etc of the course will be told
-pre-assignments will be returned to Moodle


Mental health and substance abuse treatment work 5 ects consists of:

Preliminary assignment: 5 - failed / to be completed
Lecture presentation: 5 - failed - to be completed
Tietotesti: 5- failed. Approved performance requires 50% of the total score
OSVE- test: passed - failed / to be completed.

Assessment scale

Approved/Failed

Failed (0)

Essays are superficial and unclear. References has been used in illogical way and they are not in accordance with official instructions. The written output is completely unfinished. There is shown nearly none familiarity with the main theoretical and / or methodological starting points of Mental health and substance abuse care. Student has answered questions in very short and narrow aspect way. Student doesn´t follow the instructions for mandatory presence.

Assessment criteria: assessment scale failed/approved

PASSED
The student is able to reflect on the key principles and concepts of mental health and substance abuse nursing care. The student demonstrates the ability to apply key theoretical starting points in mental health and substance abuse care to clinical settings. The student is able to evaluate the choices of different methods among mental health and substance abuse care and to demonstrate independent critical thinking. The student demonstrates a reflection on professional identity and an understanding of its significance in nursing. The student's skills to search for evidence based knowledge and utilize it in expanding different perspectives and deepening the theoretical knowledge base is developing.

Assessment criteria: level 1 (assessment scale 1–5)

The student's theoretical knowledge to understand and apply the key starting points of mental health and substance abuse care to the clinical practice of nursing will be limited. The student's ability to describe the choices of different methods of helping mental health and substance abuse treatment and to show independent critical thinking comes to the fore very superficially. The student's understanding of the importance of professional identity in nursing work in reflection is limited. The student's skills to search for researched information and utilize it in expanding different perspectives and deepening the theoretical knowledge base are developing.

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to reflect on the key principles and concepts of mental health and substance abuse treatment. The student demonstrates the ability to apply key theoretical starting points in mental health and substance abuse treatment to clinical practice in nursing, but they are still detached. The student is able to evaluate the choices of different methods among mental health and substance abuse care and to demonstrate independent critical thinking, but it remains external. The student demonstrates a reflection on professional identity and an understanding of its significance in nursing. The student's skills to search for researched information and utilize it in expanding different perspectives and deepening the theoretical knowledge base are developing.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to reflect extensively and comprehensively the key principles and concepts of mental health and substance abuse care. The student is able to apply the main theoretical principles of mental health and substance abuse care to the clinical practice of nursing. The student is able to evaluate the choices of different methods of helping mental health and substance abuse treatment and to demonstrate independent critical reflection and thinking. . The student is able to search for researched information and utilize it in expanding different perspectives and deepening the theoretical knowledge base.

Learning outcomes

The student is able to
- identify the legal and ethical responsibilities of the nurse in pharmacotherapy
- carry out pharmacological treatment safely and evaluate the effect of pharmacological treatment
- list the pharmacological mechanisms of action, disadvantages and contraindications of medicines used to treat the most common diseases
- justify the choice of the medicinal product in terms of drug properties, drug interactions and compliance
- guide the client in the implementation of medication

Implementation and methods of teaching

Course consists of two independent sections, Pharmacological therapy 2 ECTS and Pharmacology 3 ECTS.

Medication care teaching:
Lectures, workshops, practical lectures, simulations and exam in a Moodle and Digicampus.

Pharmacology teaching:
Contact lectures, practical lectures, final exam

Timing and attendance

Medication care: mandatory attendance on workshop-lessons, practical lessons and simulation lessons.
Pharmacology: no mandatory attendance

Learning material and recommended literature

Pharmacology and Medication care:
Materials on Moodle
Rang and Dale's pharmacology, Elsevier Healt Sciences, Eight edition or newer
Current care guidelines
Textbook of basic nursing: Rosdahl, Caroline Bunker, Kowalski, Mary T.
2017
For Finnish speakers:
Saano, Taam-Ukkonen. Lääkehoidon käsikirja. SanomaPro 2013 or newer
THL: Turvallinen Lääkehoito 2016
Farmakologia ja Toksikologia by Koulu and Mervaala, Medicina, 8. edition or newer or
Lääketieteellinen farmakologia by Ruskoaho, Hakkola and Huupponen, Duodecim 2019

Working life cooperation

Medication passport

Exam retakes

Look course's timetable from TimeEdit and resit exam dates on Peppi.

Learning environment

Campus, online, Moodle.

Student time use and work load

1 ECT means 27 hours work for student.

Contents

Pharmacology contents:
pharmacological kinetics and dynamics
pharmacology of autonomic nervous system
medication therapy of heart and circulatory system
medication for diabetes
medication care for neurological diseases
psychiatric medications
microbiological medications
medication therapy for diseases in gastro-enterological tract,
medications for hormonal treatments (Endocrine system)
medications for autoimmune diseases
belief-based medicines

Medication care:
Safe medication care:
Jurisprudence and ethics of medication care
Supply of medication care (Ordering, delivering, storing and disposing of a medicine)
Medication passport and registration for it
Reconstitution of the medication:
Methods of administration medication and pharmaceutical forms (asepsis) (i.m, iv.)
Concepts related to medication administration, The Nine Rights

Additional information for students: previous knowledge etc.

Basics of anatomy and physiology
Principles of nursing care
Clinical Nursing interventions

Assessment criteria

Pharmacology:
Final exam. In order to receive approved grade, the student must achieve 50 % of the maximum points in the final exam.

Medication care:
Exam. In order to receive approved grade, the student must achieve 50 % of the maximum points in the final exam. The test of Basic clinical nursing competence has to be approved
(at least 50 % right)

Assessment scale

1-5

Failed (0)

Medication care:
Has not completed tasks
Has not participated in workshops, practical training lessons and simulations
Has not passed the exam

Pharmacology
Has not passed the exam.

Assessment criteria: level 1 (assessment scale 1–5)

Pharmacology:
Student knows terminology of pharmacology, but their meaning to the features of safe medication remains unconnected
Student recognizes the pharmacological mechanims of drugs used to treat most common diseases and recognizes most important side effects and counter indications regarding safe medication therapy
The ability to implement student's knowledge remains inadequate and she/he cannot reason in detail the schoice of medacation to different patient groups

Medication care:
Identify the responsibilities of a nurse in medication care
Recognizes legal as well as ethical responsibilities in medication care
Can name things related to pharmaceutical care (order, delivery, disposal)
Can name and identify concepts of medication care, methods and forms of drug administration.

Assessment criteria: level 3 (assessment scale 1–5)

Pharmacology:
Student defines the key terminology of pharmacology and explains their meaning to the features of medication.
Student recognizes the pharmacological mechanisms of effects; side effects and counter indications of medications used in most common diseases and implements knowledge in delivering safe medication therapy.
Student instructs the patient in safe medication therapy.

Medication care:
Understands and defines the responsibilities of a nurse in medication care.
Understand and implement legal and ethical responsibilities in medication care.
Is able to act in matters related to medication supply and understands their importance in medication management (ordering, delivery, disposal)
Understands the concepts of medication care, methods and forms of medication administration and is able to put these into practice.

Assessment criteria: level 5 (assessment scale 1–5)

Pharmacology:
Student comprehensively defines the key terminology of pharmacology and evaluates the meaning of single medication by its features in regard to choose and implementation of medication therapy.
Student names the pharmacological mechanisms of effects, side effects and counter indications of medications used in most common diseases and implements knowledge in delivering safe medication therapy.
Student reasons the choice of medications and is able to instruct patient in the use of medication considering compliance

Medication care:
Can act in accordance with the responsibilities of a nurse in medication care and can justify them.
Acts in accordance with legal and ethical responsibilities in medication care and is able to justify his / her actions.
Is able to plan and implement medication supply (ordering, delivery, disposal) and is able to justify his / her actions.
Understands and is able to apply the concepts of medication care, methods and forms of medication administration and implements them.

Learning outcomes

The student is able to
- describe the scientific basis, values, ethical principles and guidelines of nursing
- identify different client groups in nursing
- describe the starting points and principles of customer guidance
- list data protection and security requirements and social legislation for social and health care
- explain the main principles of social and health documentation and plan the nursing process

Implementation and methods of teaching

Lectures, online workshops, independent studies

Learning material and recommended literature

Books:
Blomqvist M., Rummukainen T., Sainio T., Simola T. & Tyrisevä-Ryösö M. Hoitotyön perusosaaminen. 2022. Sanoma Pro Oy Digital book available with English translation program
Bunker Rosdahl, C. & Kowalski, M. T. (2017) Textbook of Basic Nursing 11th ed. Wolters Kluwer
Bastable, S. B. (2016) Essentials of Patient Education 2nd Ed. or newer (ebook available in library)
Weston, D., Burgess, A. & Roberts, S. (2017) Infection Prevention and Control at a Glance
Sandars, J. & Cook, G. (2007) ABC of Patient Safety, BMJ Books
Vincent, C. (2010) Patient Safety, Wiley & Sons (ebook available in library)
Waterson, P. (2018) Patient Safety Culture: Theory, Methods and Application (ebook available in library)
Alli, B. O. (2008 or newer) Fundamental Principles of Occupational Health and Safety, ILO

Other given material

Alternative completion methods

Students with Finnish/European practical nurse degree can prove their knowledge by RPL process in a form of exam. Separate enrollment for exam required.

Exam retakes

Resit exams in Exam facilities.

Learning environment

Contact learning at campus
Digital learning environment

Student time use and work load

1 ects equals 27 hours of work, altogether 5 ects = 135 hours

Contents

Principles of nursing, values, ethical principles and guidelines
Sustainable development
Different client groups in nursing
Principles of client education
The secrecy and non-disclosure requirements
The essential principles of nursing process and documentation

Additional information for students: previous knowledge etc.

No prerequisites

Assessment criteria

The numeral course grade consists of exam grade and level of participation in lectures and seminars.
Participating in seminars is mandatory for approved course.
All assignments need to approved.

Assessment scale

1-5

Failed (0)

Exam failed and/or other parts of the course not approved (assignments and seminar participation).

Assessment criteria: level 1 (assessment scale 1–5)

The student can name the principles, values and ethical guidelines of nursing
The student is able to recognize different client groups in nursing
The student is able to describe the principles of client education
The student can name the requirements of secrecy and disclosure
The student is able to describe the essential principles of nursing process and documentation

Assessment criteria: level 3 (assessment scale 1–5)

The student
- can implement the principles, values and ethical guidelines of nursing
- is able to understand the meaning of different client groups in nursing
- is able to describe and implement the principles of client education
- can utilize the requirements of secrecy and disclosure
- is able to understand the essential principles of nursing process and documentation

Assessment criteria: level 5 (assessment scale 1–5)

The student
- can name, implement and assess the principles, values and ethical guidelines of nursing
- is able to assess the meaning different client groups in nursing
- is able to plan, implement and assess the principles of client education
- can interpret the requirements of secrecy and disclosure
- is able to manage the essential principles of nursing process and documentation

Learning outcomes

The student is able to
- identify and assess the determinants of community health and well-being at an individual and community level
- assess the determinants of health inequalities from a sustainable development perspective
- evaluate and develop interventions to strengthen the client's resources in a multi-professional manner
- guide and support the client in vaccination decisions and in the prevention of infectious diseases in the tourist
- explain the diversity and importance of sexual health for well-being, identify risk factors and promote sexual health at different stages of life

Implementation and methods of teaching

Studies include lectures, practices, dialogues, and seminars on campus, as well as independent work (network platforms). Independently, e.g. learning material and learning assignments. Participation in contact teaching or a replacement task.

The course includes the assessment of the nurse's clinical core competencies: Competence in nursing in different environments.

Learning material and recommended literature

Documents, recommendations, studies, and websites: more detailed study material in Moodle.

Exam retakes

A renewal of assignments and the core competence test: discussion with the teacher.

Learning environment

The course involves working on campus and in a Web-learning environment.

Student time use and work load

The course is 5 credits. Student work is about 135 hours, as follows:

- Lectures, practices, dialogues, and a seminar on campus (about 26 hours)
- Independent work, e.g. learning material and learning assignments (about 101 hours)
- Nursing core competence test: The assessment of the competence in nursing in different environments (about 8 hours)

Contents

- Global and national health topics
- Determinants of community health and well-being at an individual and community level (like social determinants of health, health promotion, quality of care, and health equity)
- Determinants of health inequalities from a sustainable development perspective
- Interventions to strengthen the client's resources (also in a multi-professional manner)
- Clinical examinations and evidence-based practices in nursing to evaluate the need for treatment
- Vaccinations in the prevention of infectious diseases (guide and support the client in vaccination decisions and vaccinate as necessary)
- The diversity and importance of population (e.g. sexual health for well-being, identifying risk factors, and promoting sexual health at different stages of life)

Assessment criteria

Achievement of the course objectives and competencies are assessed through assignments and the nursing core competence test.

Evaluation of the course: pass/ to be complemented/ fail (learning assignments and approved assessment of core competencies). The approved assignment/ test requires a grade 3 level.

Assessment scale

Approved/Failed

Failed (0)

The student does not achieve or can show set goals in the course or competencies.

Assessment criteria: level 1 (assessment scale 1–5)

The competence required in the course (knowledge and skills) is slightly achieved. There are clear shortcomings in the assignments. The number of references used in the assignments is small and the reflection is limited or non-existent.

Assessment criteria: level 3 (assessment scale 1–5)

The knowledge and skills of the course have been well achieved. Assignments are well done and knowledge is diverse. Assignments are based on appropriate sources/ references and include good reflection.

Assessment criteria: level 5 (assessment scale 1–5)

The knowledge and skills of the course have been excellently achieved. Assignments are done with great precision and knowledge is wide and diverse. Assignments are based on diverse and appropriate sources and include excellent reflection.

Learning outcomes

The student is able to
- identify and assess the determinants of community health and well-being at an individual and community level
- assess the determinants of health inequalities from a sustainable development perspective
- evaluate and develop interventions to strengthen the client's resources in a multi-professional manner
- guide and support the client in vaccination decisions and in the prevention of infectious diseases in the tourist
- explain the diversity and importance of sexual health for well-being, identify risk factors and promote sexual health at different stages of life

Implementation and methods of teaching

Studies include lectures, practices, dialogues, and seminars on campus, as well as independent work (network platforms). Independently, e.g. learning material and learning assignments.

Participation in contact teaching or a replacement assignment.

Learning material and recommended literature

Documents, recommendations, studies, and websites: more detailed study material in Moodle.

Exam retakes

Conversation with the teacher.

Learning environment

The course involves working on campus and in a Web-learning environment.

Student time use and work load

The course is 5 credits, which means 135 hours of student work.

- Lectures, practices, dialogues, and a seminar on campus (about 28 hours)
- Independent work, e.g. learning material and learning assignments (about 107 hours)

Contents

- Global and national health topics
- Determinants of community health and well-being at an individual and community level (like social determinants of health, health promotion, quality of care, and health equity)
- Determinants of health inequalities from a sustainable development perspective
- Interventions to strengthen the client's resources (also in a multi-professional manner)
- Clinical examinations and evidence-based practices in nursing to evaluate the need for treatment
- Vaccinations in the prevention of infectious diseases (guide and support the client in vaccination decisions and vaccinate as necessary)
- The diversity and importance of population (e.g. sexual health for well-being, identifying risk factors, and promoting sexual health at different stages of life)

Assessment criteria

Achievement of the course objectives and competencies are assessed through assignments and the nursing core competence test.

Evaluation of the course: pass/ to be complemented/ fail (learning assignments and approved assessment of core competencies). The approved assignment/ test requires a grade 3 level.

Assessment scale

Approved/Failed

Failed (0)

The student does not achieve or can show the goals or competencies set in the course.

Assessment criteria: assessment scale failed/approved

Approved course assessment at level H3:
The knowledge and skills of the course have been well achieved. Assignments are well done and knowledge is diverse. Assignments are based on appropriate sources/ references and include good reflection.

Failed course assessment:
The student does not achieve or can show the goals or competencies set in the course.

Assessment criteria: level 1 (assessment scale 1–5)

The competence required in the course (knowledge and skills) is slightly achieved. There are clear shortcomings in the assignments. The number of references used in the assignments is small and the reflection is limited or non-existent.

Assessment criteria: level 3 (assessment scale 1–5)

The knowledge and skills of the course have been well achieved. Assignments are well done and knowledge is diverse. Assignments are based on appropriate sources/ references and include good reflection.

Assessment criteria: level 5 (assessment scale 1–5)

The knowledge and skills of the course have been excellently achieved. Assignments are done with great precision and knowledge is wide and diverse. Assignments are based on diverse and appropriate sources and include excellent reflection.

Learning outcomes

The student is able to
- identify and assess the determinants of community health and well-being at an individual and community level
- assess the determinants of health inequalities from a sustainable development perspective
- evaluate and develop interventions to strengthen the client's resources in a multi-professional manner
- guide and support the client in vaccination decisions and in the prevention of infectious diseases in the tourist
- explain the diversity and importance of sexual health for well-being, identify risk factors and promote sexual health at different stages of life

Implementation and methods of teaching

Studies include lectures, practices, dialogues, and seminars on campus, as well as independent work (network platforms). Independently, e.g. learning material and learning assignments. Participation in contact teaching or a replacement task.

The course includes the assessment of the nurse's clinical core competencies: Competence in nursing in different environments.

Learning material and recommended literature

Documents, recommendations, studies, and websites: more detailed study material in Moodle.

Exam retakes

A renewal of assignments and the core competence test: discussion with the teacher.

Learning environment

The course involves working on campus and in a Web-learning environment.

Student time use and work load

The course is 5 credits. Student work is about 135 hours, as follows:

- Lectures, practices, dialogues, and a seminar on campus (about 26 hours)
- Independent work, e.g. learning material and learning assignments (about 101 hours)
- Nursing core competence test: The assessment of the competence in nursing in different environments (about 8 hours)

Contents

- Global and national health topics
- Determinants of community health and well-being at an individual and community level (like social determinants of health, health promotion, quality of care, and health equity)
- Determinants of health inequalities from a sustainable development perspective
- Interventions to strengthen the client's resources (also in a multi-professional manner)
- Clinical examinations and evidence-based practices in nursing to evaluate the need for treatment
- Vaccinations in the prevention of infectious diseases (guide and support the client in vaccination decisions and vaccinate as necessary)
- The diversity and importance of population (e.g. sexual health for well-being, identifying risk factors, and promoting sexual health at different stages of life)

Assessment criteria

Achievement of the course objectives and competencies are assessed through assignments and the nursing core competence test.

Evaluation of the course: pass/ to be complemented/ fail (learning assignments and approved assessment of core competencies). The approved assignment/ test requires a grade 3 level.

Assessment scale

Approved/Failed

Failed (0)

The student does not achieve or can show set goals in the course or competencies.

Assessment criteria: level 1 (assessment scale 1–5)

The competence required in the course (knowledge and skills) is slightly achieved. There are clear shortcomings in the assignments. The number of references used in the assignments is small and the reflection is limited or non-existent.

Assessment criteria: level 3 (assessment scale 1–5)

The knowledge and skills of the course have been well achieved. Assignments are well done and knowledge is diverse. Assignments are based on appropriate sources/ references and include good reflection.

Assessment criteria: level 5 (assessment scale 1–5)

The knowledge and skills of the course have been excellently achieved. Assignments are done with great precision and knowledge is wide and diverse. Assignments are based on diverse and appropriate sources and include excellent reflection.

Learning outcomes

The student is able to
- describe the most common research methods in the social and health field
- evaluate and analyze the ethical principles and reliability of research and development
- describe the stages of a research process
- explain the concept of innovation and utilize innovation in the development of one's own field
- use the most important research, development and innovation methods in their field in the implementation of the thesis

Timing and attendance

25.9.2023 Info lectures 2h on LPR campus 100% attendance
4.10.2023 Research process, Research questions, Data
9.10.2023 Qualitative research
11.10.2023 Quantitative research
17.10.2023 Literature review as research view
1.11. 2023 Development methods/Portfolio
16.11.2023 Group exam on LPR campus 100% attendance.
29.11.2023 Theme analysis seminars 4h on campus 100% attendance

Additional information for students: previous knowledge etc.

Information retrieval, evaluation and reporting

Assessment criteria

Accepted group exam

Accepted commentary review and topic analysis of thesis

Accepted learning assignments

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student can describe the proceeding of research process inadequately and delimit the topic weakly. Inadequate drafting of the commentary review. Applying the key research and development methods is weak and the solutions are not justified. Assessment of research knowledge remains weak.

Assessment criteria: level 3 (assessment scale 1–5)

Student can describe the proceeding of research process. Student can delimit their topic of thesis and justify the topic. Student can master drafting of commantary reviw. Applying of key research and develoment methods is logical and clear and the solutions are justified. Student can critically evaluate research knowledge.

Assessment criteria: level 5 (assessment scale 1–5)

Student can clearly describe the proceeding of thesis process. The topic of thesis has been framed excelently and justified comprehensively. Drafting of commentary review shows rationale, critical and reflecting thinking. Applying of key research and development methods is logical and jusitified, student shows critical and independent thinking in the solutions. Evaluating of research knowledge is critical and justified.

Learning outcomes

The student is able to
- describe the most common research methods in the social and health field
- evaluate and analyze the ethical principles and reliability of research and development
- describe the stages of a research process
- explain the concept of innovation and utilize innovation in the development of one's own field
- use the most important research, development and innovation methods in their field in the implementation of the thesis

Timing and attendance

27.9.2023 Info lectures 2h on LPR campus 100% attendance
6.10.2023 Research process, Research questions, Data
13.10.2023 Qualitative research
18.10.2023 Quantitative research
30.10.2023 Literature review as research view
1.11. 2023 Development methods/Portfolio
16.11.2023 Group exam on LPR campus 100% attendance.
28.11.2023 Theme analysis seminars 4h on campus 100% attendance

Learning environment

Lectures, independent and group work face-to-face and virtual, group exam and seminars

Contents

Learning goals and content

Student :

- Knows proceeding of research process and planning of research
- Knows theoretical and methodological basics of research
- Knows basics of qualitative research
- Knows basics of quantitative research
- Knows developmental research methods
- is able to draft a commentary review
- is able to apply key research and development methods in developing their thesis and profession
- can evaluate research knowledge critically

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student can describe the proceeding of research process inadequately and delimit the topic weakly. Inadequate drafting of the commentary review. Applying the key research and development methods is weak and the solutions are not justified. Assessment of research knowledge remains weak.

Assessment criteria: level 3 (assessment scale 1–5)

Student can describe the proceeding of research process. Student can delimit their topic of thesis and justify the topic. Student can master drafting of commantary reviw. Applying of key research and develoment methods is logical and clear and the solutions are justified. Student can critically evaluate research knowledge.

Assessment criteria: level 5 (assessment scale 1–5)

Student can clearly describe the proceeding of thesis process. The topic of thesis has been framed excelently and justified comprehensively. Drafting of commentary review shows rationale, critical and reflecting thinking. Applying of key research and development methods is logical and jusitified, student shows critical and independent thinking in the solutions. Evaluating of research knowledge is critical and justified