Study Guide

Learning outcomes

The students will be able to
describe the growth and developmental stages of clients of different ages and transition phases in families
describe the normal course of pregnancy and giving birth, as well as medical grounds for care
describe the main illnesses in children, adolescents and the elderly as well as the medical grounds for treatment
plan, implement and evaluate nursing of children, families, people of working age and the elderly
identify factors that safeguard the health and well-being of clients or increase their vulnerability of different ages and their significant others
promote the interaction, participation and rehabilitation of vulnerable and multicultural clients and their significant others in the care process
evaluate the Social and health care service processes of vulnerable client groups and provide guidance on the use of services for these clients
plan, implement and evaluate group guidance on health and well-being
analyse special needs related to multicultural client relationships and immigration in social welfare and health care
recognise social security benefits and possibilities available to clients of different ages and their significant others

Teaching methods

The orientation will be held on 12.9.2022 at 10.15-11.45. The study unit includes 2 YleSH exams (Nursing Skills Practice test and Gerontological theory test).

Part 1: FAMILY NURSING 6 cr
Part 2: ADULT AND ELDERLY CARE 4 cr

Both parts include activating and participatory contact teaching, casework, workshop and simulations, online assignments and flipped learning team learning.

SCHEDULE CHANGES ARE STILL POSSIBLE!

Learning materials and recommended literature

Part 1:
• Canavan. A. & Arant. B. 2009. Diagnosis and Management of Dehydration in Children. Available: https://www.aafp.org/afp/2009/1001/p692.html.
• Corkin, Doris; Clarke, Sonya; Liggett, Lorna. 2011. Care Planning in Children and Young People's Nursing. (E-book): Wiley-Blackwell.
• Coyne, Imelda; Timmins, Fiona; Neill, Freda. 2010. Clinical skills in children's nursing. Oxford University Press.
• Paediatric early warning system (PEWS). 2017. User manual. Available: https://www.hse.ie/eng/services/publications/clinical-strategy-and-programmes/pews-user-manual.pdf.
• Resuscitation Council. UK. 2015. The ABCDE Approach. Available: https://www.resus.org.uk/library/2015-resuscitation-guidelines/abcde-approach.
• Hany, Simon jr. Acute Laryngitis in Childhood. Available: https://cdn.gn1.link/iapo/manuals/17-4.pdf.
• Heiskanen-Kosma, T. 2019. Laryngitis in children. Available: https://www.ebm-guidelines.com/go/ebm/ebm00615.html.
• American Diabetes Association. 2020. 13. Children and Adolescents: Standards of Medical Care in Diabetes?2020. Available: https://care.diabetesjournals.org/content/43/Supplement_1/S163
• Leung, Alexander. 2003. Acute Abdominal Pain in Children. Available: https://www.aafp.org/afp/2003/0601/p2321.html
• Pickering, Dianne, & Marsden, Janet. Techniques for aseptic dressing and procedures. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4579997/.

Part 2:
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

Module IV studies Orientation 12.9.2022

Part 1. FAMILY NURSING 6 op
- Medication calculations exam 4.10.2022 at 10.15 - 11.30
- Pediatric nursing exam 28.10.2022
- Pediatrics online test I 18.9.2022, II 30.10.2022 and III 17.10.2021
- Gynecology and obstetrics online test I 31.8.2021, II 30.9.2021 ja III 4.12.2022
- YleSH Nursing Skills Practice test 31.10. or 1.11.2022

Part 2. ADULT AND ELDERLY CARE 4 op
- Geriatric online test: I 18.9.2022, II 30.10.2022 and III 4.12.2022
- Learning diary: I 18.9.2022, II 30.10.2022 and III 4.12.2022
- Gerontological theory test (YleSh): 16.11.2022 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

Part 1: FAMILY NURSING 6 op = 162h of students' workload
- Contact lessons 35h
- Workshops 20h (inc. practise test)
- Online studies
- Independent work 107h

Part 2: ADULT AND ELDERLY CARE 4 op = 108h of students' workload
- Contact lessons 18 h
- Workshops 16 h
- Theory test 2 h
- Independent work 72h (Including: geritarics onlinetest, preparing for the exam and learning diary)

Content and scheduling

Part 1. FAMILY NURSING 6 cr (Teachers Salla Kivelä & Kati Saarinen)
- Family and child nursing
- Normal physical and socio-emotional development of the child
- Pediatrics and childcare
- Pediatric medication and pain management
- Child Protection and Welfare
- Gynecology and Obstetrics
- Women's health

Part 2. ADULT AND ELDERLY CARE 4 cr (Teacher Sanna Soini)
- Wellbeing of working-age adults
- Well-being of the elderly
- Care of clients with memory loss

Further information for students

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

Student can be absent from lectures:
- 2x4h without a replacement in Family Nursing
- 1x4h without a replacement in Adult and elderly careThe 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."

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

PART 1
Gynecology and Obstetrics online test: PASS/FAIL
Pediatrics online test: PASS/FAIL
Pediatric nursing exam: S1-E5
Medication calculation exam: PASS/FAIL (100% correct answers)

PART 2
Geriatrics online test: ACCEPTED/FAIL
YleSh Knowledge test: S1-E5 (30% of the total grade)
Learning diary: S1-E5 (70% of the total grade)

“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).

“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 Urkund is used when assignments are checked, the lecturer will inform the students of this.]

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