Study Guide

Objective

The student will:
-develop an international perspective on nursing history
-become familiar with nursing models, concepts, theories and traditions of caring/nursing science
-become familiar with ethical theories, codes of ethics, ethical decision-making and ethical issues.
-obtain fundamental knowledge, and an understanding, of cultural differences, as well as the need for cultural sensitivity in all contact with people.
-will be able to apply cultural awareness, and respect for individual uniqueness, to nursing care.
-adopt an approach to nursing care based on critical thinking and evidencebased practice and desicion-making process
-understand the necessity of an evidence-based practice
-obtain knowledge of how to assess, plan and implement nursing care based on the patient’s needs
-know how to evaluate nursing care
-know the procedures concerning the discharge of patient
-know how to correctly document and report nursing care according to the national health care system (ISBAR)

Content

The student will:
-develop an international perspective on nursing history
-become familiar with nursing models, concepts, theories and traditions of caring/nursing science
-become familiar with ethical theories, codes of ethics, ethical decision-making and ethical issues.
-obtain fundamental knowledge, and an understanding, of cultural differences, as well as the need for cultural sensitivity in all contact with people.
-will be able to apply cultural awareness, and respect for individual uniqueness, to nursing care.
-adopt an approach to nursing care based on critical thinking and evidencebased practice and desicion-making process
-understand the necessity of an evidence-based practice
-obtain knowledge of how to assess, plan and implement nursing care based on the patient’s needs
-know how to evaluate nursing care
-know the procedures concerning the discharge of patient
-know how to correctly document and report nursing care according to the national health care system (ISBAR)

Location and time

Autumn 2021

Materials

Berman, A., Snyder, S. Fundamentals of Nursing. Concepts, Process and Practice. 9th ed. Person, New-Jersy. 2012, pp. 161-335.
Boström, A.-M., Rudman, A., Ehrenberg, A., Gustavsson, J. P., & Wallin, L. (2013). Factors associated with evidence-based practice among registered nurses in Sweden: a national cross-sectional study. BMC Health Services Research, 13(1), 1–12.

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.
Gonzol, K., & Newby, C. (2013). Facilitating Clinical Reasoning in the Skills Laboratory: Reasoning Model Versus Nursing Process-Based Skills Checklist. Nursing Education Perspectives (National League for Nursing), 34(4), 265–267.

Hinno, S., Partanen, P., Vehviläinen-Julkunen, K. (2012). 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.26 Issue( 1), 133-143.

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

Parvan, K., Hosseini, F. A., Jasemi, M., & Thomson, B. (2021). Attitude of nursing students following the implementation of comprehensive computer-based nursing process in medical surgical internship: a quasi-experimental study. BMC Medical Informatics & Decision Making, 21(1), 1–12.

Teaching methods

Online lectures, group discussion, group assignments

Completion alternatives

Exam in the form of written exam.
Time for the exam is set by teacher. The request must be submitted three weeks before the start of the course
Obligatory seminar and written test
0-5

Student workload

1 ECTS= 27 h

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 assignment:
The student has followed the instructions and her/his 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' assignments. The student has followed the instructions for the assignment. She/He 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 assignment:
The student has followed the instructions for the written assignment and shows insufficient knowledge about the other students' written assignments. The student has mastered the substance of her/his work, but the application is limited

Assessment criteria, excellent (5)

Criteria for evaluation of the exam:
The student shows in her/his answer an in-depth knowledge and maturity beyond the traditional

Criteria for evaluation of assignment individually or in groups:
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and can lead a discussion at the seminar. The assignment and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, independent working methods)
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and lead a discussion at the seminar

Assessment criteria, fail (0)

The student has not followed the instructions and their knowledge of the other students' work is missing. The student shows limited substantive knowledge, cannot be essential

Assessment criteria, satisfactory (1-2)

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.

Assessment criteria, good (3-4)

The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student has mastered the substance of his work, but the application is limited.

Assessment criteria, excellent (5)

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.

Qualifications

No prior prerequisites