Study Guide

Learning outcomes

The student is able to
- guide patients in their care (clinical care, home care instructions, medications, etc. )
- broaden their nursing and medical vocabulary
- utilizes ISBAR –reporting structure in their report
- read in more detailed patient medical records and act accordingly
- read and utilize evidence based nursing recommendations and guidelines in Finnish

Teaching methods

Contact lessons of clinical skills, workshops of professional Finnish for nursing + simulations of patient cases.
1. Finnish 2,5 op
2. Theory of clinical skills 1 op
3 Simulations in Finnish 1,5 op

Learning materials and recommended literature

Materials will be provided in Canvas.

Forms of internationality

The course is aimed at international students.

Students workload

5 cr. equals 135 of student's work. This consists of contact lessons, preparatory readings and group work before the simulations, simulations impletented in groups.

Content and scheduling

Each week of simulations (5 cr.) will have a theme of its own to support your next clinical placement. Each theme consist of preparatory lectures of clinical skills and Finnish accordingly. Attendance in preparatory lessons is essential in order to succeed in the simulations. The themes are:
- Guiding a patient with suspected DM
- Monitoring and reporting the patient's status (ISBAR/ABCDE)
- Medication and medical calculations
- Internal medicine

Further information for students

Mandatory attendance in contact lessons, workshops and simulations.

Grading scale

H-5

Evaluation methods and criteria

Each simulation will have criteria of its own both in terms of clinical and in Finnish skills. The criteria of each simulated theme will be discussed with the course participants before simulations. The criteria will also be available for the students in Canvas before the simulation.

Evaluation criteria, fail (0)

The student fails to attend the lessons or the simulations and does not compensate one's absence. The student does not meet the criteria of the simulations in more than half of the cases.

Evaluation criteria, satisfactory (1-2)

The student is able to cope in routine nursing situations. The student can express oneself understandably, even though there are deficiencies in some situations and the expressions may not be accurate. Speech may be quite slow and the students may be dependent of others' help in speaking. Following a discussion between a group of people is very challenging.

Evaluation criteria, good (3-4)

The student is able to cope in Finnish in routine and even some non-routine professional situations. The student can take initiative in some situations. The professional vocabulary is expanding and communication it is fluent and accurate enough in routine situations. Following a discussion between a group of people is challenging.

Evaluation criteria, excellent (5)

The student is able to define concepts of nursing, describe them and refer to them. The student can interact in diverse situations in quite an accurate and compact manner. The student is getting independent of other speakers support in communication of a group of people. If familiar with the situation, the student can participate in a discussion in quite equal terms with the others. You can easily notice features of a non-native speaker, and there are deficiencies in expressing nuances.

Learning outcomes

The student is able to
- display intrapreneurship in their work
- work as part of a team to develop client-oriented and effective services
- critically evaluate the impact and influence of services promoting health and well-being and to recognise the needs for reform from the perspective of individuals, client groups and society
- commit as a part of a team to develop client-oriented and effective services
- plan, implement and evaluate an innovation project in their own field utilising multidisciplinary expert communities and networks
- employ applicable methods of research, development work and service design in an innovation project
- evaluate the results, process and outcome of an innovation project in relation to the set goals
- communicate product and service solutions and business ideas in a convincing manner
- produce high-quality and motivating guidance material for the customer and the work community
- identify the special features of entrepreneurship in the social and health care sector and the significance of entrepreneurship to the service system

Teaching methods

Co-creation of health and social services module (4 ECTS): you focus on human-centred development activities and service design. You will learn the basics of co-creation together with your student team. Co-creation projects are carried out on behalf of a genuine working life partner.

Nurse as an Entrepreneur module (2 ECTS): you will learn about the diversity of entrepreneurship and the special features of entrepreneurship in the social and health care services sector. You will also come up with ideas for a new kind of service or product during the course.

Learning materials and recommended literature

Told in the course orientation, Canvas.

Important dates

Schedule is available in Pakki.

Students workload

1cr = 27hours of student´s workload
6 x 27h = 162 hours

Grading scale

H-5

Evaluation methods and criteria

Assesment according to Laurea criteria level 2:

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner


PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs



TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of his/her actions for successful co-operation
- describe his/her competence in relation to the learning outcomes

“Students who have failed assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. ... A failed examination or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt.” (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. [If Urkund (a tool that checks plagiarism) is used when assignments are checked, the lecturer will inform the students of this.]

Learning outcomes

The student is able to
- describe the principles of reliably assessing the need for care at a nurse's reception
- describe and justify clinical research and data collection methods in assessing the care needs of clients of different ages
- describe the principles of recommending further treatment so that the patient can receive help in a timely and effortless manner
- apply their knowledge of the safe implementation of minor procedures in an out-patient clinic
- assess and compare the suitability of electronic services and digital solutions from the perspective of different user groups
- use and utilise electronic services, digital solutions and remote technology in client care and to support decision-making
- plan successful online interactions and service situations and digital care paths using different applications and environments
- guide clients with self-care and as users of digital services, as producers and holders of their health data
- plan, implement and evaluate group guidance together with clients and other operators
- utilise evidence-based information and recommendations in their work at a nurse’s reception

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- describe the good practices of team management in health care environments
- act responsibly in challenging work community situations
- describe the laws and regulations governing quality management and information management in health care
- search for information that describes the quality of the services, use indicators and patient safety reports and explain their significance to support decision-making and management
- analyse factors affecting health care costs in health care environments
- analyse key factors and principles from the perspective of sustainable development in the health care environments
- describe how nurses can participate in ensuring the quality of nursing in their work community
- describe their role in building the organisation's brand, reputation and creating the customer service experience

Teaching methods

Orientation discussion in canvas before orientation!

The course consists of two modules with 2 lectures, active participating of canvas conversations, indipendent work and Basics of Health Care Accounting - online course .

Module 1: Operational Management in Nursing (2 ECTS)
• Management of nursing activities
• Risk prediction
• Sustainable development and its importance in the everyday life of nursing
• Nurse's cost awareness

Module2: Team Leadership in Nursing (1 ECTS)
• Leading a team in shift
• Team competence development
• Interaction within the team

Important dates

Orientation (compulsory)

Students workload

3 cr = 81 hours student work

Orientation discussion 2h
2 lectures
My personal leadership plan 27h
Indipendent work and joining discussions in canvas 45h

Grading scale

H-5

Evaluation methods and criteria

This study unit is evaluated numerically on a scale of T1-K5.
The overall grade of the course is formed as follows:
My Leadership Plan: T1-K5
Three discussion forums: Participate in forums as instructed: completed/incomplete = pass/fail
Oppiportti Basics of Health Care Accounting - online course: completed/incomplete = pass/fail

Learning outcomes

The student is able to
- describe the most common mental health disorders in children, young people and adults and their main examination and treatment methods
- use evidence-based information and recommendations when justifying decisions, approaches and working methods used in mental health and substance abuse nursing care
- apply the principles of resource-oriented interaction in the care of a mental health and substance abuse clients and in supporting the significant others
- recognise the patient's difficult emotions, psychological strain, grief and crisis, and describe how to help the patient and their significant others to manage these difficult feelings
- describe the significance of the service system for mental health and substance abuse nursing , digital services and work in multiprofessional teams and networks
- describe the special features of medication treatment in mental health nursing
- explain the significance of ethical guidelines and legislation in mental health and substance abuse nursing
- recognise special features related to cultures and subcultures in mental health and substance abuse nursing
- analyse ethical questions related to mental health and substance abuse nursing
- analyse the significance of their own attitudes, perceptions and resources when implementing client-oriented nursing

Teaching methods

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit is completed partly independently following a schedule for returning assingments / by a given deadline. The teaching is not recorded.

The study unit includes working in pairs or groups. The study unit requires active participation and commitment to interactive studying.

You will not receive individual feedback for assignments from the teacher: feedback is based on checking the accuracy of the assignments, giving out model answers after the assignments have been returned, and giving peer feedback.

Attendance is required at the orientation, seminar, simulations, workshop, and YleSH knowledge test.

Learning materials and recommended literature

Finnish study material

• Ahola T & Ahola M. 2016. Väkivallasta turvallisuuteen. Helsinki: Bookwell Oy. (Soveltuvin osin)
• Flinck A, Kälvinmäki J, Leppäkoski P & Paavilainen E. 2013. Toimintaohje perhe- ja lähisuhdeväkivaltaa kohdanneiden ja tehneiden hoitotilanteissa.
https://www.julkari.fi/bitstream/handle/10024/110832/TOIMINTAOHJE%20%20liitteet.pdf?sequence=2&isAllowed=y.
• Hämäläinen K, Kanerva A, Kuhanen C, Seuri T & Schubert C. 2017. Mielenterveyshoitotyö. Helsinki: Sanoma Pro. (Soveltuvin osin)
• Lönnqvist J., Henriksson M & Marttunen M. 2017 Psykiatria. Duodecim.
• Lastenpsykiatrian Käypä hoito –suositukset
• Partanen A, Holmberg J, Inkinen M, Kurki M & Salo-Chydenius S. 2015. Päihdehoitotyö. Helsinki: Sanoma Pro. (Soveltuvin osin)
• Psykiatrian Käypä hoito –suositukset
• Päihdelääketieteen Käypä hoito -suositukset


English Study material

• Evidence based medicine (EBM) guidelines, Adolescent psychiatry.
• Evidence based medicine (EBM) guidelines, Alcohol and substance abuse.
• Evidence based medicine (EBM) guidelines, Pediatric psychiatry.
• Evidence based medicine (EBM) guidelines, Psychiatry.
• Tasman, A., Kay, J., Lieberman, J. A., First, M. B. & Riba, M. (Eds) 2015. Psychiatry. 4th edition. E-book.
• Rundio, A & Lorman, B. 2015. Core Curriculum of Addictions Nursing, An Official Publication of the IntNSA. 3rd edition.
• Finnish Institute of Health and Welfare, Violence. https://thl.fi/en/web/injury-prevention/violence.
• Videbeck, S. L. 2014. Psychiatric-Mental Health Nursing. 2014. 6th edition. Philadelphia: LWW. E-book.

It is also recommended to read e.g. various blog posts, novels or watch movies that deal with mental illness and/or substance abuse problems.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning).
The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

The material produced by the students can be used as teaching material both in the current and later study courses

Important dates

Attendance is required at the orientation, seminar, simulations, workshop, and YleSH knowledge test.

If necessary, the YleSH knowledge test that is part of the implementation can be renewed on the official renewal date at your own campus (Porvoo or Lohja).


According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit (Decision by the vice president, education 7/2019).

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

6 credits = 162 hours of student work

Lectures, seminar, simulation and workshop 46h
National knowledge test 1.5h
Independent study and group work 114.5h

Content and scheduling

Implementation includes:
- most common mental health disorders in children, young people and adults and their main examination and treatment methods
- evidence-based information and recommendations when justifying decisions, approaches and working methods used in mental health and substance abuse nursing care
- the principles of resource-oriented interaction in the care of a mental health and substance abuse clients and in supporting the significant others
- the patient's difficult emotions, psychological strain, grief and crisis, and describe how to help the patient and their significant others to manage these difficult feelings
- the significance of the service system for mental health and substance abuse nursing , digital services and work in multiprofessional teams and networks
- the special features of medication treatment in mental health nursing
- the significance of ethical guidelines and legislation in mental health and substance abuse nursing
- special features related to cultures and subcultures in mental health and substance abuse nursing
- ethical questions related to mental health and substance abuse nursing
- analyzing the meanings of one's own attitudes, perceptions and resources in the implementation of customer-oriented nursing work

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.
According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

This implementation is only for groups SNP222SN and SNF222SN.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation of implementation:

Canvas's "Demonstrate your competence test" HYV/HYL
LbD project/seminar work H-5
YleSh knowledge test H-5
Workshop & simulations: participated/ did not participate



In this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- use professional concepts extensively
- compare and choose
- relevant information
- report and communicate in a professional manner

To achieve grade 3 student must be able to
- use professional concepts in a consistent manner when explaining various work practices and situations
- gather information and use their knowledge basis
- report in the agreed manner

To achieve grade 1 (or pass) student must be able to
- use essential professional concepts when explaining various work practices and situations
- search for information in different sources
- report

Professional practice and workplace development

To achieve grade 5 student must be able to
- work independently, using the skills and methods learned
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
- anticipate their need for guidance

To achieve grade 3 student must be able to
- work using the skills and methods learned
- engage in professional interaction with customers and/or co-operation partners and identify their needs
- take part in guidance and utilise it

To achieve grade 1 (or pass) student must be able to
- work under guidance using the skills and methods learned
- interact with customers and/or co-operation partners
- receive guidance

Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- promote the team’s work and team spirit
- manage their time appropriately, completing the agreed tasks at the required quality level
- work responsibly, applying the skills and methods learned
- plan and evaluate their work, taking safety and/or ethical aspects into consideration

To achieve grade 3 student must be able to
- engage in goal-oriented work in a team
- plan and manage the progress of their work and use of time
- detect safety-related risks
- justify their actions in accordance with the professional code of conduct

To achieve grade 1 (or pass) student must be able to
- work as a member of a team
- plan the progress of their work and use of time under guidance
- work safely and in accordance with the professional code of conduct
- follow the provided instructions and rules

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- apply their knowledge of the most common internal medicine and infectious diseases in nursing
- recognise the health risks of their patients and give early support for those who need it
- use different patient-oriented guidance methods to support clients’ resources in self-care and life-style habits
- utilise the most common treatment and guidance methods used in the treatment of patients with internal medicine and infectious diseases and to safely implement treatment and monitoring
- plan, implement and assess the treatment of a patient's pain
- plan, implement and evaluate the treatment of a chronic wound
- recognise a patient at risk of malnutrition and propose methods of nutrition therapy to improve the patient’s nutritional status
- prepare and guide clients in most common imaging examinations
- justify the use of the most common medications and drug classifications in treating patients with internal medicine and infectious diseases and assess the effectiveness of medication treatment
- safely administer basic vaccines
- prevent and control infections in their working environment, taking the needs of different patient groups into account
- assess the patient care from the patient and occupational safety perspectives and promote patient safety at all stages of the care
- engage in multiprofessional interaction and cooperation in nursing care of patients with internal medicine and infectious diseases
- communicate orally and in writing in different nursing situations in Finnish

Content

Theme: Treatment of patients with internal medicine or infectious diseases, resource-based patient guidance.

LbD assignment during placement: Evidence-based nursing/Searching for information targeted at a phenomenon or problem in nursing work and formulation of clinical research questions:
- For example, PICO/PICoa/PCC, mind map or other chosen method.
- Searching and summarising research data.

Grading scale

Approved/Failed

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 2." and has passed the medication calculations prior to the clinical practice placement starts.

Learning outcomes

Mental health and substance abuse nursing :

The student is able to
- apply their knowledge of the most common mental health disorders, psychiatric illnesses and substance addictions in nursing
- use research and recommendations in decision-making in mental health and substance abuse nursing
- recognise the patient's mental strain, grief and crisis and know how to support them
- build a respectful care relationship with a person suffering from a mental health disorder, a substance abuse client and their significant others
- assess and develop their capabilities in resource-oriented interaction with mental health and substance abuse clients and their significant others
- apply approaches and methods used in mental health disorders and substance abuse nursing in a patient-oriented manner
- justify the medicines and drug classifications used in the care of patients with mental health and substance abuse problems and assess their effectiveness in substance abuse and mental health nursing
- propose solutions and analyse decision-making in the daily nursing of mental health and substance abuse clients
- analyse and develop his/her competence, well-being at work and recovery
- assess the actual treatment and service path together with the mental health and substance abuse client and propose measures to improve patient-orientation
- communicate their expertise in team and work communities in a convincing manner
- communicate orally and in writing in different nursing situations in Finnish

Nursing of surgical patients:

The student is able to
- apply their knowledge of anatomy and physiology, surgery and forms of anaesthesia in perioperative nursing
- use research information and recommendations to justify decisions made in perioperative nursing
- prepare a patient for surgery or procedures
- monitor the patient's condition and guide the patient during surgery or procedure
- analyse the information received from different sources about the patient's condition and draw conclusions based on the information
- to implement multiprofessional and network cooperation in the treatment of a surgical patient
- provide self-care guidance for a surgical patient in its main content areas
- treat post-operative pain
- treat a surgical wound
- recognise risks related to infection control, patient and occupational safety, and is able to prevent the risks in daily nursing activities
- recognise situations requiring immediate treatment and is able to respond to a deterioration in the patient's condition
- start basic patient monitoring
- immediately and comprehensively document the assessment of the patient's condition, the treatment and its effectiveness
- administer intravenous medication and intravenous infusions safely
- apply their knowledge of epidural and spinal medication treatment in the care of a surgical patient
- acts as an active member in multiprofessional team in surgical nursing
- justify the medicines and drug classification used by the main client groups and evaluate their effectiveness
- analyse and promote their well-being at work and recovery
- assess the treatment and service path implemented together with the patient and propose measures to improve patient-orientation
- communicate their expertise in team and work communities in a convincing manner
- communicate orally and in writing in different nursing situations in Finnish

Content

Theme: Evidence-based decision-making in clinical nursing. Effective oral communication skills, presentation and argumentation.

LbD assignment during placement: Evidence-based nursing.
- Auditing task/forming a clinical research question (e.g., PICO/PICoa/PCC)
- Searching for research data, critical assessment and comparison of nursing practices, summarising conclusions and oral presentation in the practice environment.
- Feedback from the communication´s teacher.

Teaching methods

Professional Development in Practice III 11 credits is divided into mental health and surgical nursing areas and is carried out during spring 2024.
Practice environments for surgical nursing: Anaesthesia and surgery wards, surgical inpatient wards, surgical outpatient clinics, day surgery units, emergency care units. Practice environments for mental health and substance abuse units.

Co-operation with working life and/or RDI

Professional development in practice III 11 cr is done in authentic nursing care environment in co-operation with hospitals.

Students workload

1cr = 27 hours of student workload
11cr = 297

Further information for students

The student must pass module III medication calculations and mid- study finnish test before placement.

Student must make sure that all needed vaccinations have been received.
Student must have completed module I & 2 theory and practice before Module III practice.

Grading scale

Approved/Failed

Evaluation methods and criteria

All practice placements are evaluated as PASS/FAIL. Grounds for failing a placement are found in Degree practice placement canvas workspace

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 3." and has passed the medication calculations prior to the clinical practice placement starts.

Learning outcomes

The student is able to
- assess the need for care and services of patients in different life stages and situations and to support their functional capacity and resources
- plan, implement and evaluate nursing care of patients at different life stages (child, young person, older person, a pregnant woman and a woman who has given birth, vulnerable clients) using evidence-based information and recommendations
- apply client-oriented working methods to identify factors that increase vulnerability and improve client’s inclusion
- assess and develop their interaction skills and care relationship with different client groups in demanding client and interaction situations
- implement and assess safe medication treatment, taking the special characteristics of the patient into consideration
- assess the patient's needs from the perspective of sexual and reproductive health and to address related issues with the patient
- analyse and assess service paths for paediatric patients, families, elderly and patients with disabilities and propose solutions to improve the efficiency of care and support
- assess the success of multiprofessional cooperation and use it for the benefit of the patients and their significant others
- guide patients regarding their care (for example clinical nursing, home care guidelines, medication treatment, etc.) in Finnish

Content

Theme: Evidence-based decision-making on clinical nursing in nursing of different age groups and vulnerable clients.

LbD assignment during placement: Evidence-based nursing
- auditing task/forming a clinical research question (e.g. PICO/PICoa/PCC)
- searching for research data, critical assessment and comparison of nursing practices, summarising conclusions and oral presentation in the practice environment.

Grading scale

Approved/Failed

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 4." and has passed the medication calculations prior to the clinical practice placement starts.

Learning outcomes

The student is able to
- apply evidence-based information and research and development methods to develop nursing practice
- conceptualise phenomena in working life based on researched data
- work collaboratively and responsibly in development projects with working life and other partners
- present justified development proposals related to patient care and working life
- assess their own activities and solutions critically
- manage their own activities and thesis work
- manage thesis process and present their ideas logically and with justifications
- demonstrate readiness for independent expert work

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- describe the most common mental health disorders in children, young people and adults and their main examination and treatment methods
- use evidence-based information and recommendations when justifying decisions, approaches and working methods used in mental health and substance abuse nursing care
- apply the principles of resource-oriented interaction in the care of a mental health and substance abuse clients and in supporting the significant others
- recognise the patient's difficult emotions, psychological strain, grief and crisis, and describe how to help the patient and their significant others to manage these difficult feelings
- describe the significance of the service system for mental health and substance abuse nursing , digital services and work in multiprofessional teams and networks
- describe the special features of medication treatment in mental health nursing
- explain the significance of ethical guidelines and legislation in mental health and substance abuse nursing
- recognise special features related to cultures and subcultures in mental health and substance abuse nursing
- analyse ethical questions related to mental health and substance abuse nursing
- analyse the significance of their own attitudes, perceptions and resources when implementing client-oriented nursing

Teaching methods

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit is completed partly independently following a schedule for returning assingments / by a given deadline. The teaching is not recorded.

The study unit includes working in pairs or groups. The study unit requires active participation and commitment to interactive studying.

You will not receive individual feedback for assignments from the teacher: feedback is based on checking the accuracy of the assignments, giving out model answers after the assignments have been returned, and giving peer feedback.

Attendance is required at the orientation, seminar, simulations, workshop, and YleSH knowledge test.

Learning materials and recommended literature

Finnish study material

• Ahola T & Ahola M. 2016. Väkivallasta turvallisuuteen. Helsinki: Bookwell Oy. (Soveltuvin osin)
• Flinck A, Kälvinmäki J, Leppäkoski P & Paavilainen E. 2013. Toimintaohje perhe- ja lähisuhdeväkivaltaa kohdanneiden ja tehneiden hoitotilanteissa.
https://www.julkari.fi/bitstream/handle/10024/110832/TOIMINTAOHJE%20%20liitteet.pdf?sequence=2&isAllowed=y.
• Hämäläinen K, Kanerva A, Kuhanen C, Seuri T & Schubert C. 2017. Mielenterveyshoitotyö. Helsinki: Sanoma Pro. (Soveltuvin osin)
• Lönnqvist J., Henriksson M & Marttunen M. 2017 Psykiatria. Duodecim.
• Lastenpsykiatrian Käypä hoito –suositukset
• Partanen A, Holmberg J, Inkinen M, Kurki M & Salo-Chydenius S. 2015. Päihdehoitotyö. Helsinki: Sanoma Pro. (Soveltuvin osin)
• Psykiatrian Käypä hoito –suositukset
• Päihdelääketieteen Käypä hoito -suositukset


English Study material

• Evidence based medicine (EBM) guidelines, Adolescent psychiatry.
• Evidence based medicine (EBM) guidelines, Alcohol and substance abuse.
• Evidence based medicine (EBM) guidelines, Pediatric psychiatry.
• Evidence based medicine (EBM) guidelines, Psychiatry.
• Tasman, A., Kay, J., Lieberman, J. A., First, M. B. & Riba, M. (Eds) 2015. Psychiatry. 4th edition. E-book.
• Rundio, A & Lorman, B. 2015. Core Curriculum of Addictions Nursing, An Official Publication of the IntNSA. 3rd edition.
• Finnish Institute of Health and Welfare, Violence. https://thl.fi/en/web/injury-prevention/violence.
• Videbeck, S. L. 2014. Psychiatric-Mental Health Nursing. 2014. 6th edition. Philadelphia: LWW. E-book.

It is also recommended to read e.g. various blog posts, novels or watch movies that deal with mental illness and/or substance abuse problems.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning).
The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

The material produced by the students can be used as teaching material both in the current and later study courses

Important dates

Attendance is required at the orientation, seminar, simulations, workshop, and YleSH knowledge test.

If necessary, the YleSH knowledge test that is part of the implementation can be renewed on the official renewal date at your own campus (Porvoo or Lohja).


According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit (Decision by the vice president, education 7/2019).

Students workload

One credit equals approximately 26.7 hours of work performed by the student.

6 credits = 162 hours of student work

Lectures, seminar, simulation and workshop 46h
National knowledge test 1.5h
Independent study and group work 114.5h

Content and scheduling

Implementation includes:
- most common mental health disorders in children, young people and adults and their main examination and treatment methods
- evidence-based information and recommendations when justifying decisions, approaches and working methods used in mental health and substance abuse nursing care
- the principles of resource-oriented interaction in the care of a mental health and substance abuse clients and in supporting the significant others
- the patient's difficult emotions, psychological strain, grief and crisis, and describe how to help the patient and their significant others to manage these difficult feelings
- the significance of the service system for mental health and substance abuse nursing , digital services and work in multiprofessional teams and networks
- the special features of medication treatment in mental health nursing
- the significance of ethical guidelines and legislation in mental health and substance abuse nursing
- special features related to cultures and subcultures in mental health and substance abuse nursing
- ethical questions related to mental health and substance abuse nursing
- analyzing the meanings of one's own attitudes, perceptions and resources in the implementation of customer-oriented nursing work

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.
According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

This implementation is only for groups SNP222SN and SNF222SN.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation of implementation:

Canvas's "Demonstrate your competence test" HYV/HYL
LbD project/seminar work H-5
YleSh knowledge test H-5
Workshop & simulations: participated/ did not participate



In this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- use professional concepts extensively
- compare and choose
- relevant information
- report and communicate in a professional manner

To achieve grade 3 student must be able to
- use professional concepts in a consistent manner when explaining various work practices and situations
- gather information and use their knowledge basis
- report in the agreed manner

To achieve grade 1 (or pass) student must be able to
- use essential professional concepts when explaining various work practices and situations
- search for information in different sources
- report

Professional practice and workplace development

To achieve grade 5 student must be able to
- work independently, using the skills and methods learned
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
- anticipate their need for guidance

To achieve grade 3 student must be able to
- work using the skills and methods learned
- engage in professional interaction with customers and/or co-operation partners and identify their needs
- take part in guidance and utilise it

To achieve grade 1 (or pass) student must be able to
- work under guidance using the skills and methods learned
- interact with customers and/or co-operation partners
- receive guidance

Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- promote the team’s work and team spirit
- manage their time appropriately, completing the agreed tasks at the required quality level
- work responsibly, applying the skills and methods learned
- plan and evaluate their work, taking safety and/or ethical aspects into consideration

To achieve grade 3 student must be able to
- engage in goal-oriented work in a team
- plan and manage the progress of their work and use of time
- detect safety-related risks
- justify their actions in accordance with the professional code of conduct

To achieve grade 1 (or pass) student must be able to
- work as a member of a team
- plan the progress of their work and use of time under guidance
- work safely and in accordance with the professional code of conduct
- follow the provided instructions and rules

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- describe the principles of reliably assessing the need for care at a nurse's reception
- describe and justify clinical research and data collection methods in assessing the care needs of clients of different ages
- describe the principles of recommending further treatment so that the patient can receive help in a timely and effortless manner
- apply their knowledge of the safe implementation of minor procedures in an out-patient clinic
- assess and compare the suitability of electronic services and digital solutions from the perspective of different user groups
- use and utilise electronic services, digital solutions and remote technology in client care and to support decision-making
- plan successful online interactions and service situations and digital care paths using different applications and environments
- guide clients with self-care and as users of digital services, as producers and holders of their health data
- plan, implement and evaluate group guidance together with clients and other operators
- utilise evidence-based information and recommendations in their work at a nurse’s reception

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- display intrapreneurship in their work
- work as part of a team to develop client-oriented and effective services
- critically evaluate the impact and influence of services promoting health and well-being and to recognise the needs for reform from the perspective of individuals, client groups and society
- commit as a part of a team to develop client-oriented and effective services
- plan, implement and evaluate an innovation project in their own field utilising multidisciplinary expert communities and networks
- employ applicable methods of research, development work and service design in an innovation project
- evaluate the results, process and outcome of an innovation project in relation to the set goals
- communicate product and service solutions and business ideas in a convincing manner
- produce high-quality and motivating guidance material for the customer and the work community
- identify the special features of entrepreneurship in the social and health care sector and the significance of entrepreneurship to the service system

Teaching methods

Co-creation of health and social services module (4 ECTS): you focus on human-centred development activities and service design. You will learn the basics of co-creation together with your student team. Co-creation projects are carried out on behalf of a genuine working life partner.

Nurse as an Entrepreneur module (2 ECTS): you will learn about the diversity of entrepreneurship and the special features of entrepreneurship in the social and health care services sector. You will also come up with ideas for a new kind of service or product during the course.

Learning materials and recommended literature

Told in the course orientation, Canvas.

Important dates

Schedule is available in Pakki.

Students workload

1cr = 27hours of student´s workload
6 x 27h = 162 hours

Grading scale

H-5

Evaluation methods and criteria

Assesment according to Laurea criteria level 2:

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner


PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs



TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan his/her personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of his/her competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of his/her actions for successful co-operation
- describe his/her competence in relation to the learning outcomes

“Students who have failed assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. ... A failed examination or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt.” (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. [If Urkund (a tool that checks plagiarism) is used when assignments are checked, the lecturer will inform the students of this.]

Learning outcomes

The student is able to
- describe the good practices of team management in health care environments
- act responsibly in challenging work community situations
- describe the laws and regulations governing quality management and information management in health care
- search for information that describes the quality of the services, use indicators and patient safety reports and explain their significance to support decision-making and management
- analyse factors affecting health care costs in health care environments
- analyse key factors and principles from the perspective of sustainable development in the health care environments
- describe how nurses can participate in ensuring the quality of nursing in their work community
- describe their role in building the organisation's brand, reputation and creating the customer service experience

Teaching methods

Orientation discussion in canvas before orientation!

The course consists of two modules with 2 lectures, active participating of canvas conversations, indipendent work and Basics of Health Care Accounting - online course .

Module 1: Operational Management in Nursing (2 ECTS)
• Management of nursing activities
• Risk prediction
• Sustainable development and its importance in the everyday life of nursing
• Nurse's cost awareness

Module2: Team Leadership in Nursing (1 ECTS)
• Leading a team in shift
• Team competence development
• Interaction within the team

Important dates

Orientation (compulsory)

Students workload

3 cr = 81 hours student work

Orientation discussion 2h
2 lectures
My personal leadership plan 27h
Indipendent work and joining discussions in canvas 45h

Grading scale

H-5

Evaluation methods and criteria

This study unit is evaluated numerically on a scale of T1-K5.
The overall grade of the course is formed as follows:
My Leadership Plan: T1-K5
Three discussion forums: Participate in forums as instructed: completed/incomplete = pass/fail
Oppiportti Basics of Health Care Accounting - online course: completed/incomplete = pass/fail

Learning outcomes

The student is able to
- guide patients in their care (clinical care, home care instructions, medications, etc. )
- broaden their nursing and medical vocabulary
- utilizes ISBAR –reporting structure in their report
- read in more detailed patient medical records and act accordingly
- read and utilize evidence based nursing recommendations and guidelines in Finnish

Teaching methods

Contact lessons of clinical skills, workshops of professional Finnish for nursing + simulations of patient cases.
1. Finnish 2,5 op
2. Theory of clinical skills 1 op
3 Simulations in Finnish 1,5 op

Learning materials and recommended literature

Materials will be provided in Canvas.

Forms of internationality

The course is aimed at international students.

Students workload

5 cr. equals 135 of student's work. This consists of contact lessons, preparatory readings and group work before the simulations, simulations impletented in groups.

Content and scheduling

Each week of simulations (5 cr.) will have a theme of its own to support your next clinical placement. Each theme consist of preparatory lectures of clinical skills and Finnish accordingly. Attendance in preparatory lessons is essential in order to succeed in the simulations. The themes are:
- Guiding a patient with suspected DM
- Monitoring and reporting the patient's status (ISBAR/ABCDE)
- Medication and medical calculations
- Internal medicine

Further information for students

Mandatory attendance in contact lessons, workshops and simulations.

Grading scale

H-5

Evaluation methods and criteria

Each simulation will have criteria of its own both in terms of clinical and in Finnish skills. The criteria of each simulated theme will be discussed with the course participants before simulations. The criteria will also be available for the students in Canvas before the simulation.

Evaluation criteria, fail (0)

The student fails to attend the lessons or the simulations and does not compensate one's absence. The student does not meet the criteria of the simulations in more than half of the cases.

Evaluation criteria, satisfactory (1-2)

The student is able to cope in routine nursing situations. The student can express oneself understandably, even though there are deficiencies in some situations and the expressions may not be accurate. Speech may be quite slow and the students may be dependent of others' help in speaking. Following a discussion between a group of people is very challenging.

Evaluation criteria, good (3-4)

The student is able to cope in Finnish in routine and even some non-routine professional situations. The student can take initiative in some situations. The professional vocabulary is expanding and communication it is fluent and accurate enough in routine situations. Following a discussion between a group of people is challenging.

Evaluation criteria, excellent (5)

The student is able to define concepts of nursing, describe them and refer to them. The student can interact in diverse situations in quite an accurate and compact manner. The student is getting independent of other speakers support in communication of a group of people. If familiar with the situation, the student can participate in a discussion in quite equal terms with the others. You can easily notice features of a non-native speaker, and there are deficiencies in expressing nuances.

Learning outcomes

Mental health and substance abuse nursing :

The student is able to
- apply their knowledge of the most common mental health disorders, psychiatric illnesses and substance addictions in nursing
- use research and recommendations in decision-making in mental health and substance abuse nursing
- recognise the patient's mental strain, grief and crisis and know how to support them
- build a respectful care relationship with a person suffering from a mental health disorder, a substance abuse client and their significant others
- assess and develop their capabilities in resource-oriented interaction with mental health and substance abuse clients and their significant others
- apply approaches and methods used in mental health disorders and substance abuse nursing in a patient-oriented manner
- justify the medicines and drug classifications used in the care of patients with mental health and substance abuse problems and assess their effectiveness in substance abuse and mental health nursing
- propose solutions and analyse decision-making in the daily nursing of mental health and substance abuse clients
- analyse and develop his/her competence, well-being at work and recovery
- assess the actual treatment and service path together with the mental health and substance abuse client and propose measures to improve patient-orientation
- communicate their expertise in team and work communities in a convincing manner
- communicate orally and in writing in different nursing situations in Finnish

Nursing of surgical patients:

The student is able to
- apply their knowledge of anatomy and physiology, surgery and forms of anaesthesia in perioperative nursing
- use research information and recommendations to justify decisions made in perioperative nursing
- prepare a patient for surgery or procedures
- monitor the patient's condition and guide the patient during surgery or procedure
- analyse the information received from different sources about the patient's condition and draw conclusions based on the information
- to implement multiprofessional and network cooperation in the treatment of a surgical patient
- provide self-care guidance for a surgical patient in its main content areas
- treat post-operative pain
- treat a surgical wound
- recognise risks related to infection control, patient and occupational safety, and is able to prevent the risks in daily nursing activities
- recognise situations requiring immediate treatment and is able to respond to a deterioration in the patient's condition
- start basic patient monitoring
- immediately and comprehensively document the assessment of the patient's condition, the treatment and its effectiveness
- administer intravenous medication and intravenous infusions safely
- apply their knowledge of epidural and spinal medication treatment in the care of a surgical patient
- acts as an active member in multiprofessional team in surgical nursing
- justify the medicines and drug classification used by the main client groups and evaluate their effectiveness
- analyse and promote their well-being at work and recovery
- assess the treatment and service path implemented together with the patient and propose measures to improve patient-orientation
- communicate their expertise in team and work communities in a convincing manner
- communicate orally and in writing in different nursing situations in Finnish

Content

Theme: Evidence-based decision-making in clinical nursing. Effective oral communication skills, presentation and argumentation.

LbD assignment during placement: Evidence-based nursing.
- Auditing task/forming a clinical research question (e.g., PICO/PICoa/PCC)
- Searching for research data, critical assessment and comparison of nursing practices, summarising conclusions and oral presentation in the practice environment.
- Feedback from the communication´s teacher.

Teaching methods

Professional Development in Practice III 11 credits is divided into mental health and surgical nursing areas and is carried out during spring 2024.
Practice environments for surgical nursing: Anaesthesia and surgery wards, surgical inpatient wards, surgical outpatient clinics, day surgery units, emergency care units. Practice environments for mental health and substance abuse units.

Co-operation with working life and/or RDI

Professional development in practice III 11 cr is done in authentic nursing care environment in co-operation with hospitals.

Students workload

1cr = 27 hours of student workload
11cr = 297

Further information for students

The student must pass module III medication calculations and mid- study finnish test before placement.

Student must make sure that all needed vaccinations have been received.
Student must have completed module I & 2 theory and practice before Module III practice.

Grading scale

Approved/Failed

Evaluation methods and criteria

All practice placements are evaluated as PASS/FAIL. Grounds for failing a placement are found in Degree practice placement canvas workspace

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 3." and has passed the medication calculations prior to the clinical practice placement starts.

Learning outcomes

The student is able to
- apply evidence-based information and research and development methods to develop nursing practice
- conceptualise phenomena in working life based on researched data
- work collaboratively and responsibly in development projects with working life and other partners
- present justified development proposals related to patient care and working life
- assess their own activities and solutions critically
- manage their own activities and thesis work
- manage thesis process and present their ideas logically and with justifications
- demonstrate readiness for independent expert work

Grading scale

Approved/Failed

Learning outcomes

The student is able to
- assess the need for care and services of patients in different life stages and situations and to support their functional capacity and resources
- plan, implement and evaluate nursing care of patients at different life stages (child, young person, older person, a pregnant woman and a woman who has given birth, vulnerable clients) using evidence-based information and recommendations
- apply client-oriented working methods to identify factors that increase vulnerability and improve client’s inclusion
- assess and develop their interaction skills and care relationship with different client groups in demanding client and interaction situations
- implement and assess safe medication treatment, taking the special characteristics of the patient into consideration
- assess the patient's needs from the perspective of sexual and reproductive health and to address related issues with the patient
- analyse and assess service paths for paediatric patients, families, elderly and patients with disabilities and propose solutions to improve the efficiency of care and support
- assess the success of multiprofessional cooperation and use it for the benefit of the patients and their significant others
- guide patients regarding their care (for example clinical nursing, home care guidelines, medication treatment, etc.) in Finnish

Content

Theme: Evidence-based decision-making on clinical nursing in nursing of different age groups and vulnerable clients.

LbD assignment during placement: Evidence-based nursing
- auditing task/forming a clinical research question (e.g. PICO/PICoa/PCC)
- searching for research data, critical assessment and comparison of nursing practices, summarising conclusions and oral presentation in the practice environment.

Grading scale

Approved/Failed

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 4." and has passed the medication calculations prior to the clinical practice placement starts.

Learning outcomes

The student is able to
- apply their knowledge of the most common internal medicine and infectious diseases in nursing
- recognise the health risks of their patients and give early support for those who need it
- use different patient-oriented guidance methods to support clients’ resources in self-care and life-style habits
- utilise the most common treatment and guidance methods used in the treatment of patients with internal medicine and infectious diseases and to safely implement treatment and monitoring
- plan, implement and assess the treatment of a patient's pain
- plan, implement and evaluate the treatment of a chronic wound
- recognise a patient at risk of malnutrition and propose methods of nutrition therapy to improve the patient’s nutritional status
- prepare and guide clients in most common imaging examinations
- justify the use of the most common medications and drug classifications in treating patients with internal medicine and infectious diseases and assess the effectiveness of medication treatment
- safely administer basic vaccines
- prevent and control infections in their working environment, taking the needs of different patient groups into account
- assess the patient care from the patient and occupational safety perspectives and promote patient safety at all stages of the care
- engage in multiprofessional interaction and cooperation in nursing care of patients with internal medicine and infectious diseases
- communicate orally and in writing in different nursing situations in Finnish

Content

Theme: Treatment of patients with internal medicine or infectious diseases, resource-based patient guidance.

LbD assignment during placement: Evidence-based nursing/Searching for information targeted at a phenomenon or problem in nursing work and formulation of clinical research questions:
- For example, PICO/PICoa/PCC, mind map or other chosen method.
- Searching and summarising research data.

Grading scale

Approved/Failed

Qualifications

The student has actively participated in the study unit "Medication Treatment and Medication Calculations 2." and has passed the medication calculations prior to the clinical practice placement starts.