Study Guide

Objective

The student:
- is able to handle patients/clients' health and disease conditions, through adequate medical history, status assessment and treatment
- is able to perform structured health history and critically analyse and evaluate the same
- is able to perform a structured examination of the patient/client and critically analyse and evaluate her/his own intervention
- is able to apply the key skills required for diagnostics and clinical decisions
- is able to apply decision models to make differential diagnoses and then provide subsequent evidence-based care and critically analyse and evaluate the same
- is able to take responsibility for the patient's/client's health and illness conditions
- is able to teach and supervise patients/clients

Content

Physical assessment

Location and time

Attendance days' courses and times are available on Moodle

Materials

For the subjects critical thinking and clinical judgment please attach the following reading materials:
Clinical judgment- an essential tool in the nursing process
http://www.infiressources.ca/fer/Depotdocument_anglais/Clinical_Judgement%E2%80%93An_Essential_Tool_in_the_Nursing_Profession.pdf
What critical thinking, critical reasoning, and clinical judgment are?
https://www.elsevier.com/books/critical-thinking-clinical-reasoning-and-clinical-judgment/alfaro-lefevre/978-0-323-35890-3
Clinical reasoning instructor resourceshttp://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=113&sid=1d415f7a-433b-4674-a0a0-d28e4ee49a53%40sessionmgr115
For the subject of critical thinking and EBP please find the following material
Kitson, AL., Athlin, ÅM., Conroy, T Anything but Basic: Nursing’s Challenge in Meeting Patients’Fundamental Care Needs. Journal of Nursing Scholarship. 46(5), 2012. Pp 331-339
Long, B.C& Phipps, W.J. & Cassmever, V. L. (1995). Adult Nursing A Nursing Process Approach, London U.K pp: 4-13
Lunney, M. Use of Critical Thinking in the Diagnostic Process. International Journal of Nursing Terminologies and Classification.21 (2), 2010.pp82-88.
Lynda, F., Snyder, CH.. Evidence-based practice for the busy nurse practitioner: Par three: Critical appraisal process. Journal of the Academy of Nurse Practitioner. 24, 2012. Pp704-715
Robert, RR. Petersen S. Critical Thinking at the Bedside: Providing Safe Passage to Patients. MEDSURG Nursing.22 (2), 2013.pp 85-118.
Smith, SA Nurse Competence: A Concept Analysis. International Journal of Nursing Knowledge. 23(3), 2012 pp. 172-182.
Herdman, TH., ed NANDA International Nursing Diagnosis> Definitions & Classification 2012-2014. 2012 Wiley-Blackwell (this book can be found in Swedish)
For the subject of history thanking physical assessment
Hogan-Quigley, B., Palm, ML., Bickley, LS. Nursing Guide to Physical Examination and History Taking. 2012. Philadelphia, 11th ed. Wolther Kluwer Health Lippincott
Timby, B. K. (2013). Fundamental Nursing Skills and Concept. 10th ed. Wolter Kluwer Health. Lippincott.
Fagerstrom, L.M.( 2019), (red) Avanserat Klinisk Sykepleie. Oslo. Gylendal.

Teaching methods

Clinical examination, decision making and implementation of nursing care

Exam schedules

OSCE våren 2025

Student workload

1 sp = 27 hours

Further information

Each student is assessed on the basis of two clinical patient cases (case / station) at a time.
Time is limited to 30 minutes per student per station.
Students have 25 minutes to complete the three sections below.
Then the observer / examiner has 5 minutes to discuss the performance.
Students receive a brief description of the patient, as well as the instructions below.
• This is your first time meeting the patient.
• You have 25 minutes to go. Keep track of time! The observer then announces that it is 2 minutes left.
When the time is up, you must finish even if all parts are not completed.
• Information is provided by the "patient" or the observer during the examination, if asked / asked.

Evaluation scale

H-5

Assessment criteria, approved/failed

The student:
Can receive feedback and shows willingness to develop professional skills
Can ask questions that are relevant for learning
Works in a planned manner and has accuracy at important work moments
Can perform tasks under supervision
Has advanced knowledge and can ask questions that are relevant to learning
Can follow directives and instructions and take responsibility for tasks
Can make decisions concerning tasks at advanced level
Knows the values ​​and consider the ethical principles
Can communicate and respond to patients/clients/customers
Can cooperate with others in the team

Assessment methods and criteria

Objective structured clinical examination (OSCE)
The OSCE Examination Form was developed in England in the late 1970s, and is used today in medicine and health education in several countries. OSCE assesses the student's clinical competence (knowledge and skills), problem-solving ability and interactivity. The arrangement means that there are different stations with patient cases (case)

Students are assessed on the basis of an assessment form (checklist of criteria), the content of which varies depending on the patient case.
All criteria are evaluated as follows:
• 0 = Fail (asks/acts not)
• 1 = Sufficiently approved (asks/acts but not correct / direct according to directive)
• 2 = Competent (asks/acts correctly)

Assessment criteria, fail (0)

< 49%

Assessment criteria, satisfactory (1-2)

50-69%

Assessment criteria, good (3-4)

70-89%

Assessment criteria, excellent (5)

> 90%

Qualifications

SHV14AK02 Anatomy and pathophysiology