Study Guide

Learning outcomes

Student is able to:

- assess the patient's condition and need of treatments and treat him/her using advanced level paramedic methods, based on given instructions.

- examine vital body functions and support those with medications and with intensive care measures and instruments.

- analyze factors threatening occupational safety.

- apply non-technical teamwork skills.

Assessment scale

1-5

Learning outcomes

The student is able to
• examine patients and special groups of children and to choose the appropriate treatment for the situation
• explain the importance of out-of-home services, both for the patient and for healthcare
• assess the need for services and refer the client / patient to the necessary services.
• assist in emergency childbirth

Assessment scale

1-5

Learning outcomes

The student is able to
• evaluate and justify their own actions in first aid situations
• make decisions in demanding first aid situations
• manage the operations of the emergency department and be able to act as a situation manager in the tasks of several emergency departments.
• evaluate one's own actions in ethically challenging situations
• make conclusions about family and family crises and refer them to various support services

Assessment scale

1-5

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 2025
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 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 on campus

Lectures, learning tasks, simulations/practical training lectures in small groups, pediatric exam and competency tes and exam

Timing and attendance

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

The course includes:
Lectures and independent work
Seminars, teamwork and independent work
Practises, simulation and competency test, exam
Learning tasks and portfolio, independent work
Medical studies 1 ECTS - 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

Competency test and exam retake if needed

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

Learning environment

Classroom teaching (or Teams/Zoom, if on campus is not possible)

Student time use and work load

Course is 5 ECTS (135h)
Lectures and independent work 27h
Teamwork in seminars and independent work 27h
Practices, simulation, competency test, exam and independent work 27h
Assignments, independent work 27h
Medical studies as independent work 27h

Work on the campus 30h
Independent work 105h

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 as groupwork
Exam: numerical evaluation
Learning tasks: pass/fail.
The simulation, pre-simulation practical training and the competency test: pass/fail.
Pediatric exams: pass/fail.
The grade can be increased by an excellent performance in the competency test.

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, exams and 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

Assessment scale

1-5

Learning outcomes

Student is able to
• treat an acutely ill and injured patient
• apply family health promotion methods in outpatient and specialist care.

Assessment scale

1-5

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
- 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 from Moodle (Clinical Training in Nursing Education - Lappeenranta campus)

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

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 from Moodle (Clinical Training in Nursing Education - Lappeenranta campus)

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

Assessment scale

1-5

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

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.

Assessment scale

1-5

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

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 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 12.8-22.9.2024, according to the schedule.

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 discharge
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 12.8-22.9.2024, according to the schedule.

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 discharge
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
• implement and direct the performance of the most important measures in first aid

Implementation and methods of teaching

The course is delivered through an orientation session and with guiding-/practise sessions. During the course, students will work in small groups to design a guidance/teaching situation for a single advanced level emergency care intervention based on researched knowledge and reliable sources of information. During the guidance/teaching days, students will take turns to guide other students in the guidance/teaching grid of a nursing emergency procedure they have prepared and will rotate through the guidance/teaching grids held by other students.

In the guidance/teaching grid, students also provide peer feedback on the content and delivery of the grid.

After the tutorials, the student will take a practical test in which he/she will perform one advanced level intervention based on a pre-test assessment. After the demonstration test, the student will take an Exam.

Timing and attendance

autumn 2025

Learning material and recommended literature

literature:
Ensihoito. Holmström, P., Kuisma, M., Porthan, K. latest edition. Sanoma Pro
Ensihoito-opas. Castrén, M., Kurola, J., Silfvast, T. latest edition Duodecim

online sources:
Duodecim Käypä Hoito-recommendations
Moodle-material

Exam retakes

The practical test will take place after the guiding lessons. The Exam will be held after the practical test. It is possible to retake the practical test after the parctical test day if there is enough time left over. Otherwise, the practical test will be re-tested on the practical test day with next group. The exam can be taken even if the student has not passed the practical examination.

Contents

At the end of the course, students will be able to carry out the main procedures of emergency care in a safe and justified manner. The student will be able to supervise the performance of procedures and teach procedures to a group. Students will use checklists to support care and deliver safe care.

Additional information for students: previous knowledge etc.

The student must have completed basic level paramedic studies, basic level paramedic training and Evaluation of Professional Paramedic Skills 1

Assessment criteria

The approved completion of the course requires 100% attendance of the face-to-face classes, passing the practical exam (min. 70% of the points), passing the Exam (min. 70% of the points/grade 3), written work on the teaching and supervision assignment and leading and participating in the supervision situation. The course grade will be weighted with 4/8 weighting for the practical test and 1/8 weighting for the other components (Exam, assessment of the theory material in the tutorial situation, peer assessment of the tutorial situation and teacher assessment of the tutorial situation).

Assessment scale

1-5

Learning outcomes

The student is able to
• deepen their theoretical knowledge of anatomy, physiology, pathophysiology, cardiology, neurology, traumatology, anesthesiology, pediatrics, and pharmacology
• explain / justify the decisions made in the care of an emergency patient based on the theoretical knowledge of the most important medical specialties
• is familiar with the mechanisms of action and side effects of key drugs used at the primary care level and in hospital acute care.
• to safely administer medication in emergency situations and in patient guidance, and to understand the mechanisms of the occurrence of the most common intoxications and pharmacological treatment.

Implementation and methods of teaching

Includes independent online studies and on-campus studies
Course Moodle

Timing and attendance

The course includes independent online studies and on-campus studies in the autumn semester 2024. The course may include compulsory attendance studies.

Learning material and recommended literature

Emergency care medicine:
Lecture videos in Moodle
Kuisma, M. et al. 2017 or newer. Ensihoito. SanomaPro (for finnish speakers)
To be announced later

Emergency care pharmacology:
Lecture materials
Rang and Dale's pharmacology. 9th edition or newer.

Alternative completion methods

No alternative ways to perform.

Exam retakes

Resit exams on Exam.

Learning environment

Course Moodle

Student time use and work load

5 ECTs equals 135 h of studying.

Contents

Emergy medicine:
1.Resuscitation
2. Respiratory failure
3. Chest pain, heart failure and arrhytmias
4. Acute neurology
5. Shock and sepsis
6. Traumatology
7. Anesthesiology
8. Pediatric emergency care

Emergency care pharmacology:
1. Concepts of pharmacology on emergency drugs
2. ANS drugs
3. Circulatory drugs
4. Analgetics
5. Anticonvulsants
6. General anesthesia and muscle relaxants

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Failed: Student fails to complete course assignments or exams.
Accepted: Student passes course assignments and exams.

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 face-to-face based learning.

Timing and attendance

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

The written pre assignment includes:

Description of a mental health or substance abuse patient case.
Development of a goal-oriented care plan or rehabilitation plan for the selected patient, and description and evaluation, with justification, of the success of the implementation of the care or rehabilitation plan.
The task is to be done as a PowerPoint presentation and sent in advance to the teacher responsible for Ahot, one week before the Ahot session.
The eAhot request must be made in advance through the Peppi system. The certificate of the degree and work experience is to be attached to the eAhot application, addressed to the teacher of mental health and substance abuse nursing.
Evaluation criteria:

Care plan:

How the student has structured the nursing process
How the student has described the parts of the care plan
Are the planned nursing methods aligned with the nursing goals
Peer care plan evaluation:

How the student evaluates and justifies another student's plan
Feedback discussion:

Self-assessment and peer feedback
Feedback from teachers

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

Moodle and classroom.

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

Final essay: failed / passed
Seminar pre-work : failed -passed
Tietotesti: 5- failed / Approved performance requires 50% of the total score
OSVE- test: failed / passed

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 mental health 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 on Moodle medical studies section.

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:

Final essay: failed / passed
Seminar presentation: failed - passed
Tietotesti: faild / passed. Approved performance requires 50% of the total score
OSVE- test: failed / passed

Mental health and substance abuse -course includes 1 ECT medical studies on psychiatry. Log on to Medical studies Moodle and complete all assignments/quizzes on Psychiatry -tabs. After completion of all assignment/quizzes remember to activate evaluation by opening the assessment link. Evaluations (accepted/failed) will be marked to Peppi on last Friday of each month during semester.

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 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

Will be agreed with the teacher.

Learning environment

The course involves working on campus and on the Moodle platform.

Student time use and work load

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

- Lectures, practices, dialogues, and seminar on campus (about 28 hours)
- Independent work, e.g. learning material and learning tasks (about 99 hours)
- Competence in nursing in different environments skill test (about 8 hours, the test and preparing for it)

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 skill test.

Evaluation of the course: pass/ to be complemented/ fail (learning assignments and approved skill test of core competencies). The approved assignment/ skill 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
- 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

Course take place 12.8-22.9.24.
Course info, exam, seminars 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

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 from Moodle (Clinical Training in Nursing Education - Lappeenranta campus)

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

Assessment scale

1-5

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

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 12.8-22.9.2024, according to the schedule.

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 discharge
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
• 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

Student is able to
• treat an acutely ill and injured patient
• apply family health promotion methods in outpatient and specialist care.

Assessment scale

1-5

Learning outcomes

The student is able to
• evaluate and justify their own actions in first aid situations
• make decisions in demanding first aid situations
• manage the operations of the emergency department and be able to act as a situation manager in the tasks of several emergency departments.
• evaluate one's own actions in ethically challenging situations
• make conclusions about family and family crises and refer them to various support services

Assessment scale

1-5

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 2025
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
- 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

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.

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 from Moodle (Clinical Training in Nursing Education - Lappeenranta campus)

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

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:
• 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
• examine patients and special groups of children and to choose the appropriate treatment for the situation
• explain the importance of out-of-home services, both for the patient and for healthcare
• assess the need for services and refer the client / patient to the necessary services.
• assist in emergency childbirth

Assessment scale

1-5

Learning outcomes

Student is able to:

- assess the patient's condition and need of treatments and treat him/her using advanced level paramedic methods, based on given instructions.

- examine vital body functions and support those with medications and with intensive care measures and instruments.

- analyze factors threatening occupational safety.

- apply non-technical teamwork skills.

Assessment scale

1-5

Learning outcomes

The student is able to
• implement and direct the performance of the most important measures in first aid

Implementation and methods of teaching

The course is delivered through an orientation session and with guiding-/practise sessions. During the course, students will work in small groups to design a guidance/teaching situation for a single advanced level emergency care intervention based on researched knowledge and reliable sources of information. During the guidance/teaching days, students will take turns to guide other students in the guidance/teaching grid of a nursing emergency procedure they have prepared and will rotate through the guidance/teaching grids held by other students.

In the guidance/teaching grid, students also provide peer feedback on the content and delivery of the grid.

After the tutorials, the student will take a practical test in which he/she will perform one advanced level intervention based on a pre-test assessment. After the demonstration test, the student will take an Exam.

Timing and attendance

autumn 2025

Learning material and recommended literature

literature:
Ensihoito. Holmström, P., Kuisma, M., Porthan, K. latest edition. Sanoma Pro
Ensihoito-opas. Castrén, M., Kurola, J., Silfvast, T. latest edition Duodecim

online sources:
Duodecim Käypä Hoito-recommendations
Moodle-material

Exam retakes

The practical test will take place after the guiding lessons. The Exam will be held after the practical test. It is possible to retake the practical test after the parctical test day if there is enough time left over. Otherwise, the practical test will be re-tested on the practical test day with next group. The exam can be taken even if the student has not passed the practical examination.

Contents

At the end of the course, students will be able to carry out the main procedures of emergency care in a safe and justified manner. The student will be able to supervise the performance of procedures and teach procedures to a group. Students will use checklists to support care and deliver safe care.

Additional information for students: previous knowledge etc.

The student must have completed basic level paramedic studies, basic level paramedic training and Evaluation of Professional Paramedic Skills 1

Assessment criteria

The approved completion of the course requires 100% attendance of the face-to-face classes, passing the practical exam (min. 70% of the points), passing the Exam (min. 70% of the points/grade 3), written work on the teaching and supervision assignment and leading and participating in the supervision situation. The course grade will be weighted with 4/8 weighting for the practical test and 1/8 weighting for the other components (Exam, assessment of the theory material in the tutorial situation, peer assessment of the tutorial situation and teacher assessment of the tutorial situation).

Assessment scale

1-5

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 face-to-face based learning.

Timing and attendance

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

The written pre assignment includes:

Description of a mental health or substance abuse patient case.
Development of a goal-oriented care plan or rehabilitation plan for the selected patient, and description and evaluation, with justification, of the success of the implementation of the care or rehabilitation plan.
The task is to be done as a PowerPoint presentation and sent in advance to the teacher responsible for Ahot, one week before the Ahot session.
The eAhot request must be made in advance through the Peppi system. The certificate of the degree and work experience is to be attached to the eAhot application, addressed to the teacher of mental health and substance abuse nursing.
Evaluation criteria:

Care plan:

How the student has structured the nursing process
How the student has described the parts of the care plan
Are the planned nursing methods aligned with the nursing goals
Peer care plan evaluation:

How the student evaluates and justifies another student's plan
Feedback discussion:

Self-assessment and peer feedback
Feedback from teachers

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

Moodle and classroom.

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

Final essay: failed / passed
Seminar pre-work : failed -passed
Tietotesti: 5- failed / Approved performance requires 50% of the total score
OSVE- test: failed / passed

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 mental health 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 on Moodle medical studies section.

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:

Final essay: failed / passed
Seminar presentation: failed - passed
Tietotesti: faild / passed. Approved performance requires 50% of the total score
OSVE- test: failed / passed

Mental health and substance abuse -course includes 1 ECT medical studies on psychiatry. Log on to Medical studies Moodle and complete all assignments/quizzes on Psychiatry -tabs. After completion of all assignment/quizzes remember to activate evaluation by opening the assessment link. Evaluations (accepted/failed) will be marked to Peppi on last Friday of each month during semester.

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 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

Will be agreed with the teacher.

Learning environment

The course involves working on campus and on the Moodle platform.

Student time use and work load

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

- Lectures, practices, dialogues, and seminar on campus (about 28 hours)
- Independent work, e.g. learning material and learning tasks (about 99 hours)
- Competence in nursing in different environments skill test (about 8 hours, the test and preparing for it)

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 skill test.

Evaluation of the course: pass/ to be complemented/ fail (learning assignments and approved skill test of core competencies). The approved assignment/ skill 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

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
- 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 on campus

Lectures, learning tasks, simulations/practical training lectures in small groups, pediatric exam and competency tes and exam

Timing and attendance

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

The course includes:
Lectures and independent work
Seminars, teamwork and independent work
Practises, simulation and competency test, exam
Learning tasks and portfolio, independent work
Medical studies 1 ECTS - 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

Competency test and exam retake if needed

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

Learning environment

Classroom teaching (or Teams/Zoom, if on campus is not possible)

Student time use and work load

Course is 5 ECTS (135h)
Lectures and independent work 27h
Teamwork in seminars and independent work 27h
Practices, simulation, competency test, exam and independent work 27h
Assignments, independent work 27h
Medical studies as independent work 27h

Work on the campus 30h
Independent work 105h

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 as groupwork
Exam: numerical evaluation
Learning tasks: pass/fail.
The simulation, pre-simulation practical training and the competency test: pass/fail.
Pediatric exams: pass/fail.
The grade can be increased by an excellent performance in the competency test.

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

Implementation and methods of teaching

Includes independent online studies and on-campus studies
Course Moodle

Timing and attendance

The course includes independent online studies and on-campus studies in the autumn semester 2024. The course may include compulsory attendance studies.

Learning material and recommended literature

Emergency care medicine:
Lecture videos in Moodle
Kuisma, M. et al. 2017 or newer. Ensihoito. SanomaPro (for finnish speakers)
To be announced later

Emergency care pharmacology:
Lecture materials
Rang and Dale's pharmacology. 9th edition or newer.

Alternative completion methods

No alternative ways to perform.

Exam retakes

Resit exams on Exam.

Learning environment

Course Moodle

Student time use and work load

5 ECTs equals 135 h of studying.

Contents

Emergy medicine:
1.Resuscitation
2. Respiratory failure
3. Chest pain, heart failure and arrhytmias
4. Acute neurology
5. Shock and sepsis
6. Traumatology
7. Anesthesiology
8. Pediatric emergency care

Emergency care pharmacology:
1. Concepts of pharmacology on emergency drugs
2. ANS drugs
3. Circulatory drugs
4. Analgetics
5. Anticonvulsants
6. General anesthesia and muscle relaxants

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Failed: Student fails to complete course assignments or exams.
Accepted: Student passes course assignments and exams.

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