Study Guide

Objective

The student:
- knows the profession of a nurse and its special features
- develops an international perspective on nursing history and become familiar with nursing models, concepts, theories and traditions of caring/nursing science
- is familiar with ethical theories, codes of ethics, ethical decision-making and ethical issues.
- has fundamental knowledge, and an understanding, of cultural differences, as well as the need for cultural sensitivity in all contact with people.
- adopts an approach to nursing care based on critical thinking and evidencebased practice and desicion-making process
- understands the necessity of an evidence-based practice
- has knowledge of the nursing process
- knows how to correctly document and report nursing care according to the national health care system "

Content

Nursing as a profession
International perspective on nursing history and philosophy
Nursing models, concepts, theories and traditions of caring/nursing science
Ethical theories, values and ethical guidelines, codes of ethics, ethical decision-making and ethical issues.
Cultural differences and cultural sensitivity
Cultural awareness, and respect for individual uniqueness
Nursing care based on critical thinking and evidence based practice and decision-making process
Assess, plan and implement nursing care based on the patient’s needs
Evaluate nursing care
Finnish Care Classification FinCC
Document and report nursing care according to the national health care system (ISBAR)

Location and time

Lectures at Novia campus. Autumn 2024, 23.9-24.11.

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.

Extra
Salmela, S., Koskinen, C. & Eriksson, K. 2017. Nurse Leaders as Managers of Ethical Sustainable Caring Cultures. Journal of Advanced Nursing, 73(4), 871– 882.


Salmela, S. & Nyström, L. The human being in need of nursing care – patient, customer or fellow human being? International Journal of Caring Sciences. Accepted for publication.


Nyholm, L. & Koskinen, C. 2017. Understanding and safeguarding dignity in patient care. Nursing Ethics, 24(4), 408– 418.

Teaching methods

Theory lessons
Individual work
Group work

Exam schedules

Hand in your individually task; 23.10

Hand in your submitted group task; 6.11

19. 11 Online-Exam in Moodle (failed- passed)

Re-exam

Completion alternatives

Introduction (first lecture) is mandatory

Seminar (groupwork) is mandatory; 11.11

Tentamina is mandatory; 19.11

Student workload

1 credit = 27 hour. This course 5 credit = 135 hours.

Theory lessons online 20h
Individually work 20h
Group work 27h
Searching of articles 8h
Own work (finishing assessment, reading for the exam ) 57h
Seminary 4h
Tentamina 3h

Content scheduling

Introduction:
Information about course and assignments
History of nurses
Article search (Gun Vestman)

Other course content:
Models vs theories
Nursing process, FinCC and ISBAR
Ethics in Healthcare
Caring and nursing

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 methods and criteria

For an approved performance you need to hand in individual task and group task and get approved in exam.

Assessment criteria, satisfactory (1-2)

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 (3-4)

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

Qualifications

No prior prerequisites