Study Guide

Objective

The student:
Can handle patient/client health and disease conditions, through adequate medical history, status assessment and treatment
Can teach and guide patients/clients
Have readiness to create and maintain effective relationships with patients/clients and colleagues
Have preparedness to clarify the professional role of the advanced clinical nurse

Content

Advanced clinical nursing care

Location and time

2022

Materials

For the subjects’ critical thinking and clinical judgment and clinical decision making 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
Boman, E., Glasberg, AL., Levy-Malmberg, R., Fagerstrom, L. (2019). ’Thinking outside the box’: advanced geriatric nursing in primary health care in Scandinavia. BMC Nursing. 18:25. https://doi.org/10.1186/s12912-019-0350-2
Boman, E., Levy-Malmberg., Fagerström, L. (2019). Differences and similarities in scope of practice between registered nurses and nurse specialists in emergency care - an interview study, Scandinavian Journal of Caring Science. DOI: 10.1111/scs.12753
Levy-Malmberg, R., Boman, E. (2019). Fagerstöm, L.M. (red). Klinisk beslutningstaking. i Avancerant Klinisk Sykepleie. (S. 1139-147). Gyldenadak Norsk Forlag

For the subject of critical thinking and EBP please find the following material
Bläuer, C., Frei, I. A., Schnepp, W., & Spirig, R. (2015). Implementation of a nurse-led education programme for chronic heart failure patients during hospitalisation, and strategies supporting their self-management at home: a practice development project in the context of the Swiss healthcare system. International Practice Development Journal, 5(1), 1–15.
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 & Classifications. 2010;21(2):82-88.
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.



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, Wolther Kluwer Health Lippincott
Timby, B. K. (2013). Fundamental Nursing Skills and Concept. 10th ed. Wolter Kluwer Health. Lippincott

For the subject of OSCE
Levy-Malmberg, R. (2019). Fagerstöm, L.M. (red). Objective structured clinical examination (OSCE) for vurdering av klinisk kompetanse. . i Avancerant Klinisk Sykepleie. (S. 235-253). Gyldenadak Norsk Forlag
Taylor, I., Bing-Jonsson, P.C., Levy-Malmberg., Fagerström, L. (2019). The Objective Structured Clinical Examination in evolving nurse practitioner education: A study of students' and examiners’ experiences. Nurse Education in Practice. 37(5), 115-123. https://doi.org/10.1016/j.nepr.2019.04.001

Teaching methods

lectures and practice

Employer connections

practice in clinical environment and practice in class

Exam schedules

OSCE

Student workload

27H=1 sp

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

0-5

Qualifications

SHV18AK01, The professional paradigm of a Nurse practioner
SHV14AK02, Anatomy and pathophysiology
SHV14AK03, Clinical assessment and nursing care
SHV14AK04, Clinical Pharmacology