Study Guide

Learning outcomes

The student is able to
- apply their knowledge of changes related to ageing, health risk factors and most common illnesses of the elderly in their nursing care
- apply the principles and recommendations related to the assessment of the functional capacity, service needs of elderly patients and service guidance
- apply the main principles of rehabilitation and resource-oriented care while supporting health, functional capacity and care for elderly patients
- apply research data and recommendations in the planning, implementation and assessment of the quality of care for elderly patients
- describe and justify the most common examinations and procedures needed in the nursing care of elderly patients when the general condition of the elderly patient has suddenly deteriorated
- describe the special features of interaction and guidance in the nursing of elderly patients and patients with a memory disorders
- describe and justify the use of digital and technological aids in the monitoring and treating of the health of elderly patients and their rehabilitation

Teaching methods

The orientation is mandatory. The study unit includes 1 YleSH exam, Gerontological theory test

NURSING CARE OF ELDERLY PATIENTS 4 cr

The course includes activating and participatory contact teaching, casework, workshop and simulations and online assignments.

SCHEDULE CHANGES ARE STILL POSSIBLE!

Learning materials and recommended literature

Materials are provided in Canvas and during lectures. Here is some of the material in the course:

Act on Supporting the Functional Capacity of the Older Population and on Social and Health Services for Older Persons. 980/2012. Available: https://www.finlex.fi/en/laki/kaannokset/2012/en20120980?search%5Btype%5D=pika&search%5Bkieli%5D%5B0%5D=en&search%5Bpika%5D=980%2F2012.
EBM Guidelines. 2018 (updated 2019). Clinical assessment of memory impairment.
EBM Guidelines. 2018. Treatment of a patient with memory disease.
EBM Guidelines. 2018. Memory complaints, mild cognitive impairment and dementia.
EBM Guidelines. Risk factors for and prevention of memory disorders.
EBM Guidelines. Reviewing an elderly patient's medications (soveltuvin osin).
EBM guidelines. Nutritional disorders in the elderly.
Ferraro, K. & Wilmoth, J. 2013. Gerontology: Perspectives and Issues (4th Edition). Springer Publishing Company. Available: http://site.ebrary.com/lib/jypoly/detail.action?docID=106870
Fimea 2018. Medication of elderly and Meds 75+ database. Available: https://www.fimea.fi/web/en/for_public/medication-of-the-elderly.
Hutchison, L. C. 2015. Fundamentals of Geriatric Pharmacotherapy. ASHP. (Chapters 3-6.) Available at ProQuest Ebook Central.
Nurses collegiality guidelines. Available: https://www.nurses.fi/nursing_and_nurse_education_in_f/collegiality/.
Kwon, S. 2016. Gerontechnology: Research, practice, and principles in the field of technology and aging. New York, NY: Springer Publishing Company, LLC. E-book available.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence are initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated for the position. The assessment is carried out according to the same assessment criteria and, as a rule, the 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.

Important dates

NURSING CARE OF ELDERLY 4 op
- Geriatric online test
- Learning diary
- Gerontological theory test (YleSh): on Tikkurila Campus

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.”

Students workload

- Contact lessons 18 h
- Workshops 8 h
- Theory test 2 h
- Independent work 80 h (Including: geritarics onlinetest, preparing for the exam and learning diary)

Grading scale

Approved/Failed

Evaluation methods and criteria

Compulsory attendance during orientation and active participation is required throughout the course. All workshops are compulsory. Active participation can increase the grade if necessary.

Evaluation criteria, approved/failed

Geriatrics online test: PASS/FAIL
YleSh Knowledge test: S1-E5 PASS/FAIL
Learning diary: S1-E5

Evaluation criteria, fail (0)

The student does not reach the level of approved performance.

Evaluation criteria, satisfactory (1-2)

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
- 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
- describe the significance of his/her actions for successful co-operation
- describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

Student must be able to
- critically evaluate information and justify their actions with science-based knowledge
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships
- 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

Evaluation criteria, excellent (5)

Student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
- 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
- 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