Perioperative Nursing CareLaajuus (3 cr)
Code: VÅV18AK01
Credits
3 op
Objective
Student
- has evidence-based knowledge of perioperative care and understands the importance of creating a good care relationship both to the patient and their loved ones
- has readiness to care for patients in perioperative care
- has readiness to care for child patients in perioperative care
- shows the ability to assess, plan, implement and evaluate the care
- can perform structured care planning, documentation and reporting according to national directives
- in a simulated situation can be responsible for a safe drug treatment within perioperative care
- can apply patient guidance
Content
Perioperative nursing care
Qualifications
Biomedical sciences
Health promotion in nursing care
Clinical nursing care
Nursing care in general internal medicine 1
Nursing care in general surgery 1
Home nursing, child care and paediatrics, maternity care and care of disabled people
Psychiatric nursing and substance abuse care 2
Assessment criteria, satisfactory (1)
Criteria for evaluation of the exam
The student has a superficial knowledge of the subject (by heart reading)
Assessment criteria for written work
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.
The student shows insufficient knowledge about the other students' written work. The student has followed the instructions for the written work. They have a deficient knowledge of the substance also touching the essential.
Assessment criteria, good (3)
Criteria for evaluation of the exam
The student can account for the literature, reflect and motivate his / her views
Assessment criteria for written work
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student master the substance of his work, but the application is limited
Assessment criteria, excellent (5)
Criteria for evaluation of the exam
The student shows in his answer an in-depth knowledge and maturity beyond the traditional
Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, and independent working methods)
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.
Enrollment
01.12.2023 - 21.01.2024
Timing
22.01.2024 - 21.04.2024
Number of ECTS credits allocated
3 op
Mode of delivery
Contact teaching
Unit
Faculty of Health and Welfare
Teaching languages
- Svenska
Seats
10 - 35
Degree programmes
- Degree Programme in Nursing
Teachers
- Anita Ståhl-Levón
- Åsa Lågland
Teacher in charge
Åsa Lågland
Groups
-
USS21F-VSjukskötare (YH), h21, flerform, Vasa
-
USS21D-VSjukskötare (YH), h21, dagstudier, Vasa
Objective
Student
- has evidence-based knowledge of perioperative care and understands the importance of creating a good care relationship both to the patient and their loved ones
- has readiness to care for patients in perioperative care
- has readiness to care for child patients in perioperative care
- shows the ability to assess, plan, implement and evaluate the care
- can perform structured care planning, documentation and reporting according to national directives
- in a simulated situation can be responsible for a safe drug treatment within perioperative care
- can apply patient guidance
Content
Perioperative nursing care
Location and time
Spring 2024
Materials
Tentlitteratur för Perioperativ vuxna
Dåvoy Myklestul. G, Eide, P.H & Hansen, I. (red.) (2012). Operationssjukvård - Operationssjuksköterskans perioperativa omvårdnad. Studentlitteratur. Lund.
Kapitel 8: Positionering av patienten på operationsbädden
Kapitel 9: Preventiva omvårdnadsåtgärder mot hypotermi
Hovind, Inger Liv (red.) (2013). Anestesiologisk omvårdnad. Studentlitteratur. Lund.
Kapitel 16: Uppläggning av operationspatienten
Kapitel 18: Förebygga och behandla anestesirelaterade komplikationer
Kapitel 26-29: Äldre patienter, hjärtsjuka patienter, lungsjuka patienter, överviktiga patienter
Del 5 Kapitel 34-43: obstetrisk, gynekologisk, urologisk, gastro-, ortopedisk, öron-näsa-hals-, ögon-, kärl-, torax-, neurokirurgi
Terveysportti: Sairaainhoitajan tietokannat
Anestesiahoitotyön käsikirja: Leikkausasennot, Vanhuspotilas, Sairauksiin liittyvät erityspiirteet, Anestesiologiset eritystilanteet, Silmän toimenpiteet, Korvan, nenän ja kurkun toimenpiteet, neurogirurgiset toimenpiteet, sydän, verisuoni, ja keuhkokirurgia, Maha-suolikanavan toimenpiteet, virtsaelinkirurgia, raskaus,synnytys ja naistentautien toimenpiteet, tuki-ja liikuntaelinten kirurgia, monivammapotilaan hoiti, plastiikk- ja palovammakirurgia
+ material på moodle
Perioperativ vård barn:
Valda delar. R. Christofferson, G. Läckgren & A. (red.) Stenberg. 2015. Grottes barnkirurgi och barnurologi.Studentlitteratur.
Ljumsbråck barn gängse vårdrekommendationer från Internetmedicin.se
Tuominen, M. Päiväkirurgisen potilaan hoito. 2014. Sairaanhoitajan käsikirja, Duodecim.
Vasa centralsjukhus hemsida
EBP Berman, A., Snyder, S. Fundamentals of Nursing. Concepts, Process and Practice. 9th ed. Person, New-Jersy. 2012, pp. 161-335.
Chen, S., Chang, H., & Pai, H. (2018). Caring behaviours directly and indirectly affect nursing students’ critical thinking. Scandinavian Journal of Caring Sciences, 32(1), 197–203
Hinno, S., Partanen, P., Vehviläinen-Julkunen, K. The professional nursing practice environment and nurse-reported job outcomes in two European countries: a survey of nurses in Finland and the Netherlands. Scandinavian Journal of Caring Sciences. Mar2012, Vol. 26 Issue 1, p133-143.
Hancock, H. C., & Easen, P. R. (2004). Evidence-based practice – an incomplete model of the relationship between theory and professional work. Journal of Evaluation in Clinical Practice, 10(2), 187–196.
Miller, L. L., Ward, D., & Young, H. M. (2010). Evidence-Based Practices in Nursing. Generations, 34(1), 72–77. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=53063435&site=ehost-live
Teaching methods
Lectures
Case demonstrations
Troubleshooting
Group work
Individual work
Videos
Demonstrations
Exam schedules
Eamination
Completion alternatives
Examination
Student workload
27 h/cr
Evaluation scale
H-5
Assessment criteria, satisfactory (1)
Criteria for evaluation of the exam
The student has a superficial knowledge of the subject (by heart reading)
Assessment criteria for written work
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.
The student shows insufficient knowledge about the other students' written work. The student has followed the instructions for the written work. They have a deficient knowledge of the substance also touching the essential.
Assessment criteria, good (3)
Criteria for evaluation of the exam
The student can account for the literature, reflect and motivate his / her views
Assessment criteria for written work
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student master the substance of his work, but the application is limited
Assessment criteria, excellent (5)
Criteria for evaluation of the exam
The student shows in his answer an in-depth knowledge and maturity beyond the traditional
Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, and independent working methods)
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.
Assessment methods and criteria
Graduscale 0 - 5
Assessment criteria, fail (0)
Criteria for evaluation of the examination
The student shows limited knowledge of the substance, cannot do the essentials
Assessment criteria, satisfactory (1-2)
Criteria for evaluation of the examination
The student has a superficial knowledge of the subject (excl. Reading)
Assessment criteria, good (3-4)
Criteria for evaluation of the examination
The student is able to describe the literature, can reflect and motivate their views
Assessment criteria, excellent (5)
Criteria for evaluation of the examination
The student shows in his answer a deeper knowledge and maturity in addition to the traditional
Qualifications
Biomedical sciences
Health promotion in nursing care
Clinical nursing care
Nursing care in general internal medicine 1
Nursing care in general surgery 1
Home nursing, child care and paediatrics, maternity care and care of disabled people
Psychiatric nursing and substance abuse care 2
Enrollment
01.12.2022 - 03.02.2023
Timing
06.02.2023 - 07.05.2023
Number of ECTS credits allocated
3 op
Mode of delivery
Contact teaching
Unit
Faculty of Health and Welfare
Teaching languages
- Svenska
Degree programmes
- Degree Programme in Nursing
Teachers
- Anita Ståhl-Levón
- Åsa Lågland
Teacher in charge
Åsa Lågland
Groups
-
USS20D-VSjukskötare (YH), h20, dagstudier, Vasa
Objective
Student
- has evidence-based knowledge of perioperative care and understands the importance of creating a good care relationship both to the patient and their loved ones
- has readiness to care for patients in perioperative care
- has readiness to care for child patients in perioperative care
- shows the ability to assess, plan, implement and evaluate the care
- can perform structured care planning, documentation and reporting according to national directives
- in a simulated situation can be responsible for a safe drug treatment within perioperative care
- can apply patient guidance
Content
Perioperative nursing care
Location and time
Spring 2023
Materials
Tentlitteratur för Perioperativ vuxna
Dåvoy Myklestul. G, Eide, P.H & Hansen, I. (red.) (2012). Operationssjukvård - Operationssjuksköterskans perioperativa omvårdnad. Studentlitteratur. Lund.
Kapitel 8: Positionering av patienten på operationsbädden
Kapitel 9: Preventiva omvårdnadsåtgärder mot hypotermi
Hovind, Inger Liv (red.) (2013). Anestesiologisk omvårdnad. Studentlitteratur. Lund.
Kapitel 16: Uppläggning av operationspatienten
Kapitel 18: Förebygga och behandla anestesirelaterade komplikationer
Kapitel 26-29: Äldre patienter, hjärtsjuka patienter, lungsjuka patienter, överviktiga patienter
Del 5 Kapitel 34-43: obstetrisk, gynekologisk, urologisk, gastro-, ortopedisk, öron-näsa-hals-, ögon-, kärl-, torax-, neurokirurgi
Terveysportti: Sairaainhoitajan tietokannat
Anestesiahoitotyön käsikirja: Leikkausasennot, Vanhuspotilas, Sairauksiin liittyvät erityspiirteet, Anestesiologiset eritystilanteet, Silmän toimenpiteet, Korvan, nenän ja kurkun toimenpiteet, neurogirurgiset toimenpiteet, sydän, verisuoni, ja keuhkokirurgia, Maha-suolikanavan toimenpiteet, virtsaelinkirurgia, raskaus,synnytys ja naistentautien toimenpiteet, tuki-ja liikuntaelinten kirurgia, monivammapotilaan hoiti, plastiikk- ja palovammakirurgia
Perioperativ vård barn:
Valda delar. R. Christofferson, G. Läckgren & A. (red.) Stenberg. 2015. Grottes barnkirurgi och barnurologi.Studentlitteratur.
Ljumsbråck barn gängse vårdrekommendationer från Internetmedicin.se
Tuominen, M. Päiväkirurgisen potilaan hoito. 2014. Sairaanhoitajan käsikirja, Duodecim.
Vasa centralsjukhus hemsida
EBP Berman, A., Snyder, S. Fundamentals of Nursing. Concepts, Process and Practice. 9th ed. Person, New-Jersy. 2012, pp. 161-335.
Chen, S., Chang, H., & Pai, H. (2018). Caring behaviours directly and indirectly affect nursing students’ critical thinking. Scandinavian Journal of Caring Sciences, 32(1), 197–203
Hinno, S., Partanen, P., Vehviläinen-Julkunen, K. The professional nursing practice environment and nurse-reported job outcomes in two European countries: a survey of nurses in Finland and the Netherlands. Scandinavian Journal of Caring Sciences. Mar2012, Vol. 26 Issue 1, p133-143.
Hancock, H. C., & Easen, P. R. (2004). Evidence-based practice – an incomplete model of the relationship between theory and professional work. Journal of Evaluation in Clinical Practice, 10(2), 187–196.
Miller, L. L., Ward, D., & Young, H. M. (2010). Evidence-Based Practices in Nursing. Generations, 34(1), 72–77. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=53063435&site=ehost-live
Teaching methods
Lectures
Case demonstrations
Troubleshooting
Group work
Individual work
Videos
Demonstrations
Exam schedules
Eamination
Completion alternatives
Examination
Student workload
27 h/cr
Evaluation scale
H-5
Assessment criteria, satisfactory (1)
Criteria for evaluation of the exam
The student has a superficial knowledge of the subject (by heart reading)
Assessment criteria for written work
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.
The student shows insufficient knowledge about the other students' written work. The student has followed the instructions for the written work. They have a deficient knowledge of the substance also touching the essential.
Assessment criteria, good (3)
Criteria for evaluation of the exam
The student can account for the literature, reflect and motivate his / her views
Assessment criteria for written work
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student master the substance of his work, but the application is limited
Assessment criteria, excellent (5)
Criteria for evaluation of the exam
The student shows in his answer an in-depth knowledge and maturity beyond the traditional
Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, and independent working methods)
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.
Assessment methods and criteria
Graduscale 0 - 5
Assessment criteria, fail (0)
Criteria for evaluation of the examination
The student shows limited knowledge of the substance, cannot do the essentials
Assessment criteria, satisfactory (1-2)
Criteria for evaluation of the examination
The student has a superficial knowledge of the subject (excl. Reading)
Assessment criteria, good (3-4)
Criteria for evaluation of the examination
The student is able to describe the literature, can reflect and motivate their views
Assessment criteria, excellent (5)
Criteria for evaluation of the examination
The student shows in his answer a deeper knowledge and maturity in addition to the traditional
Qualifications
Biomedical sciences
Health promotion in nursing care
Clinical nursing care
Nursing care in general internal medicine 1
Nursing care in general surgery 1
Home nursing, child care and paediatrics, maternity care and care of disabled people
Psychiatric nursing and substance abuse care 2