Study Guide

Objectives (course unit)

The aim of this course is to develop basic knowledge about the structure and function of the circulatory and respiratory systems.

After completing the course, the student
• Knows the structure of the basic tissue types and the way they form the organs.
• Knows the structure and function of the blood, cardiovascular system and respiratory system.

Content (course unit)

• tissues
• the structure and function of the blood and cardiovascular system
• the structure and function of the respiratory system

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Recognizes the basic tissue types, can name those and knows the way they form the organs.
• Knows the basics of the structure and function of the blood, cardiovascular system, and respiratory system.

Assessment criteria, good (3-4) (course unit)

The student
• Knows the structure and functions of tissues.
• Knows the structure and function of the blood, cardiovascular system, and respiratory system.
• Knows the structure and functions of the human body and is able to describe the relationship of the functions to each other.

Assessment criteria, excellent (5) (course unit)

The student
• Has a broad understanding of the structure and importance of tissues for the functioning of the body as a whole.
• Has an in-depth knowledge of the structure and function of the human circulatory and respiratory system.
• Can apply his / her knowledge of anatomy and physiology, demonstrates the mastery of entities and is able to combine theoretical knowledge with the professional context.

Assessment scale

0-5

Objectives (course unit)

- masters the basic skills of prehospital emergency care
- masters the skills of advanced level prehospital emergency care
- passes the national theory exam of prehospital emergency care

Content (course unit)

- practical evaluation of basic skills of prehospital emergency care
- practical evaluation of advanced level prehospital emergency care skills
- the national theory exam of emergency care

Prerequisites (course unit)

Before practical evaluation of the skills of basic level prehospital emergency care the student must have basics of prehospital emergency care theory and supervised practical training completed.
Before practical evaluation of the skills of advanced level prehospital emergency care the student must have advanced level prehospital emergency care theory and supervised practical training number 10 completed.

Assessment criteria, pass/fail (course unit)

Pass
-passes the basic skills evaluation
-passes the advanced level skills evaluation
-passes the national theory exam

Fail
-does not pass the basic or advanced level skills evaluation
-does not pass the national theory exam

Assessment scale

Pass/Fail

Objectives (course unit)

-is able to act according the rights, values and responsibilities of a paramedic by following general and regional guidelines and principles of professional ethics
-is able to implement both independently and as a part of multidisciplinary team the advanced level of care for different aged patients with acute illness or an injury taking patient and occupational safety into consideration
-is able to assess non-urgent patient taking the principles and potential influences of alternative chains of services into consideration
-knows the principles of pharmacotherapy and understands the role of genome knowledge in it
-is able to document the findings related to patients condition and situation in general, to the care given and report the essential information to the receicing facility by using appropriate communication equipment
-is able to guide the patient, relatives or other persons involved in care in case of non-transport decision
-is able to follow the principles of a systematic teamwork including acting in different roles of a care team
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

-special requirements of an advanced level paramedic; leadership, decision making, communication, situational awareness, general principles of CRM
-assessment and advanced level emergency care of an acutely ill or injured patient
-non-emergency patients holistic assessment
-pharmacotherapy on an advanced level including genome knowledge
-documentation, reporting, consultation and implementation of orders on an advanced level
-guiding of a patient, relatives and other personnel involved in care
-perpectives of sustainable development and solutions in the work of a paramedic

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-defines the rights, responsibilities and principles of professional ethics of an advanced level paramedic
-knows the actions required on an advanced level based on systematic examination and continuous assessment
-knows the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services
-names the main principles of guidance of a patient, relatives and other personnel involved in care, including non-transport situations
-is able to document main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility
-names the principles of team work
-knows in general the pharmacotherapy used on an advanced level including genome knowledge
-knows how to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Assessment criteria, good (3-4) (course unit)

-knows and understands the rights, responsibilities and principles of professional ethics of an advanced level paramedic
-knows and understands the actions required on an advanced level based on systematic examination and continuous assessment
-knows and understands the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services -knows how to guide a patient, relatives and other personnel involved in care in an appropriate manner
-knows how to document main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility
-knows and understands the principles of team work
-knows and understands the pharmacotherapy used on an advanced level understanding the purpose of genome knowledge in it
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Assessment criteria, excellent (5) (course unit)

-masters the rights, responsibilities and principles of professional ethics of an advanced level paramedic in comprehensive manner
-masters the actions required on an advanced level based on systematic examination and continuous assessment in comprehensive manner
-masters the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services
-masters the guidance of a patient, relatives and other personnel involved in care in comprehensive manner
-masters the documentation of main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility in comprehensive manner
-masters the principles of team work
-masters the pharmacotherapy and genome knowledge used on an advanced level in comprehensive manner
-is able to act in a goal-oriented manner and organise activities innovatively to find and implement solutions that promote sustainable development

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

-is able to apply medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children -recognises the gynaecological and obstetric emergencies
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Content (course unit)

-Cardiology (ECG)
-Obstetrics
-Pediatrics (intensive care)

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret most common abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-knows the most common gynaecological and obstetric emergencies
-knows the protocol of prehospital child delivery
-knows the basic principles of care of pediatric patients requiring intensive care

Assessment criteria, good (3-4) (course unit)

-understands the role of medical knowledge in emergency care
-understands the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply medical knowledge in emergency care
-understands deeply the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery and is able to take care of patients with irregular delivery
-is able to take holistic and individualised care of pediatric patients requiring intensive care

Assessment scale

0-5

Objectives (course unit)

-is able to apply medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children -recognises the gynaecological and obstetric emergencies
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Content (course unit)

-Cardiology (ECG)
-Obstetrics
-Pediatrics (intensive care)

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret most common abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-knows the most common gynaecological and obstetric emergencies
-knows the protocol of prehospital child delivery
-knows the basic principles of care of pediatric patients requiring intensive care

Assessment criteria, good (3-4) (course unit)

-understands the role of medical knowledge in emergency care
-understands the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply medical knowledge in emergency care
-understands deeply the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery and is able to take care of patients with irregular delivery
-is able to take holistic and individualised care of pediatric patients requiring intensive care

Assessment scale

0-5

Objectives (course unit)

-is able to apply medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and take care of the patients outside the hospital and during transportation
-is able to examine and treat traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate use of medications and fluids used in emergency care
-knows the available equipment and different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Content (course unit)

-Cardiology
-Neurology
-Anaesthesiology
-Traumatology
-Pediatrics in emergency care
-Pharmacology
-Forensic medicine and pathology

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical and pharmacological knowledge in emergency care
-knows acute illnesses and the pathophysiology of most diseases and is able to examine and take care of the patients according to the protocol outside the hospital and during transportation
-is able to examine and treat traumatically injured patients according to the protocol outside the hospital and during transportation
-knows the therapeutic effects and appropriate use of most medications and fluids used in emergency care
-knows the available equipment and most procedures required in airway management
-knows the role of forensic medicine and pathology in emergency situations

Assessment criteria, good (3-4) (course unit)

-understands the role of medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and take care of the patients holistically outside the hospital and during transportation
-is able to examine and treat holistically traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate and safe use of medications and fluids used in emergency care
-knows and is able to use the available equipment and different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply widely medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and treat holictically and appropriately patients outside the hospital and during transportation
-is able to examine and treat holictically and appropriately traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate and safe use of medications and fluids used in emergency care
-is able to use the available equipment and all different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Assessment scale

0-5

Objectives (course unit)

In the course, students learn to understand the new applications of genetics and genomics in healthcare.

After completing the course, the student
• Have knowledge of key concepts related to genetics and genomics.
• Understand the applications of genetics and genomics in healthcare.
• Be familiar with the ethical and legal principles related to genetics and genomics.

Content (course unit)

• Concepts
• Applications of gene and genomic information in healthcare
• Legislation and ethical principles

Assessment criteria, pass/fail (course unit)

Pass:

the student
• Recognizes key concepts.
• Can describe the applications of genomic information in healthcare.
• Can name ethical principles related to genomic information.
• Successfully completes the online course assignments.

Fail:

The student
• Does not understand genomic information concepts.
• Lacks knowledge of the use of genomic information in healthcare.
• Does not comprehend the significance of ethical principles.
• Fails to complete the online course assignments.

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations.

Assessment criteria, satisfactory (1-2) (course unit)

Student
- is able to assess the need and urgency of the client's care in normal situations
- is able to document a client visit using the instructions for documentation of primary health care
- know the main principles of health promotion and support for self-care and identify opportunities for benefiting genomic data
- is able to plan, implement and evaluate nursing work and document it according to the process using instructions
- is able to name professional groups related to the client's process and their roles in care and guidance
- know national health services
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities under supervision

Assessment criteria, good (3-4) (course unit)

Student
- is able to assess the need and urgency of client care in a client-oriented, individual and using evidence-based information
- is able to plan, implement and evaluate nursing work and document nursing work in a customer-oriented manner and using digital information sources and genomic data
- is able to implement health-promoting guidance and support the client's self-care using client-oriented methods, taking into account the multidisciplinary professionals involved in the client's care
- is able to utilize national health services in guidance and care
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities in a variety of ways

Assessment criteria, excellent (5) (course unit)

Student
- is able to evaluate, together with the client, the need and urgency of the client's care in a client-oriented, individual and evidence-based manner
- is able to plan, implement and evaluate nursing work in a customer-oriented and individual way, using diverse information sources, genomic data and methods
- is able to implement client-oriented health-promoting guidance and support the client's self-care in a variety of ways, using various methods, multi-professionalism and networks
- is able to apply the national health care service in a versatile and customer-oriented manner in the client's guidance and care
- is able to apply the operating principles in various exceptional situations related to environmental health
-is able to evaluate their management skills and operations and develop them creatively and customer-oriented

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations.

Assessment criteria, satisfactory (1-2) (course unit)

Student
- is able to assess the need and urgency of the client's care in normal situations
- is able to document a client visit using the instructions for documentation of primary health care
- know the main principles of health promotion and support for self-care and identify opportunities for benefiting genomic data
- is able to plan, implement and evaluate nursing work and document it according to the process using instructions
- is able to name professional groups related to the client's process and their roles in care and guidance
- know national health services
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities under supervision

Assessment criteria, good (3-4) (course unit)

Student
- is able to assess the need and urgency of client care in a client-oriented, individual and using evidence-based information
- is able to plan, implement and evaluate nursing work and document nursing work in a customer-oriented manner and using digital information sources and genomic data
- is able to implement health-promoting guidance and support the client's self-care using client-oriented methods, taking into account the multidisciplinary professionals involved in the client's care
- is able to utilize national health services in guidance and care
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities in a variety of ways

Assessment criteria, excellent (5) (course unit)

Student
- is able to evaluate, together with the client, the need and urgency of the client's care in a client-oriented, individual and evidence-based manner
- is able to plan, implement and evaluate nursing work in a customer-oriented and individual way, using diverse information sources, genomic data and methods
- is able to implement client-oriented health-promoting guidance and support the client's self-care in a variety of ways, using various methods, multi-professionalism and networks
- is able to apply the national health care service in a versatile and customer-oriented manner in the client's guidance and care
- is able to apply the operating principles in various exceptional situations related to environmental health
-is able to evaluate their management skills and operations and develop them creatively and customer-oriented

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations.

Assessment criteria, satisfactory (1-2) (course unit)

Student
- is able to assess the need and urgency of the client's care in normal situations
- is able to document a client visit using the instructions for documentation of primary health care
- know the main principles of health promotion and support for self-care and identify opportunities for benefiting genomic data
- is able to plan, implement and evaluate nursing work and document it according to the process using instructions
- is able to name professional groups related to the client's process and their roles in care and guidance
- know national health services
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities under supervision

Assessment criteria, good (3-4) (course unit)

Student
- is able to assess the need and urgency of client care in a client-oriented, individual and using evidence-based information
- is able to plan, implement and evaluate nursing work and document nursing work in a customer-oriented manner and using digital information sources and genomic data
- is able to implement health-promoting guidance and support the client's self-care using client-oriented methods, taking into account the multidisciplinary professionals involved in the client's care
- is able to utilize national health services in guidance and care
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities in a variety of ways

Assessment criteria, excellent (5) (course unit)

Student
- is able to evaluate, together with the client, the need and urgency of the client's care in a client-oriented, individual and evidence-based manner
- is able to plan, implement and evaluate nursing work in a customer-oriented and individual way, using diverse information sources, genomic data and methods
- is able to implement client-oriented health-promoting guidance and support the client's self-care in a variety of ways, using various methods, multi-professionalism and networks
- is able to apply the national health care service in a versatile and customer-oriented manner in the client's guidance and care
- is able to apply the operating principles in various exceptional situations related to environmental health
-is able to evaluate their management skills and operations and develop them creatively and customer-oriented

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations.

Assessment criteria, satisfactory (1-2) (course unit)

Student
- is able to assess the need and urgency of the client's care in normal situations
- is able to document a client visit using the instructions for documentation of primary health care
- know the main principles of health promotion and support for self-care and identify opportunities for benefiting genomic data
- is able to plan, implement and evaluate nursing work and document it according to the process using instructions
- is able to name professional groups related to the client's process and their roles in care and guidance
- know national health services
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities under supervision

Assessment criteria, good (3-4) (course unit)

Student
- is able to assess the need and urgency of client care in a client-oriented, individual and using evidence-based information
- is able to plan, implement and evaluate nursing work and document nursing work in a customer-oriented manner and using digital information sources and genomic data
- is able to implement health-promoting guidance and support the client's self-care using client-oriented methods, taking into account the multidisciplinary professionals involved in the client's care
- is able to utilize national health services in guidance and care
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities in a variety of ways

Assessment criteria, excellent (5) (course unit)

Student
- is able to evaluate, together with the client, the need and urgency of the client's care in a client-oriented, individual and evidence-based manner
- is able to plan, implement and evaluate nursing work in a customer-oriented and individual way, using diverse information sources, genomic data and methods
- is able to implement client-oriented health-promoting guidance and support the client's self-care in a variety of ways, using various methods, multi-professionalism and networks
- is able to apply the national health care service in a versatile and customer-oriented manner in the client's guidance and care
- is able to apply the operating principles in various exceptional situations related to environmental health
-is able to evaluate their management skills and operations and develop them creatively and customer-oriented

Assessment scale

0-5

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

Assessment criteria, good (3-4) (course unit)

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

Assessment criteria, good (3-4) (course unit)

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

Assessment criteria, good (3-4) (course unit)

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

During the course, you will dive into the world of nursing, where you will learn a diverse range of basic nursing skills as well as client interactions. You will learn how psychological factors affect the well-being and development of clients of different ages. During the course, you will acquire the skills to respond to the most common illness and accident situations requiring first aid.


After completing the course, the student

Nursing 1, 4 cr
• Knows how to works as a primary nurse and knows the principles of individual responsibility in nursing care.
• Knows how to work according to aseptic and ecological principles.
• Possesses basic knowledge related to the patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing care.
• Knows the principles of ergonomic work in nursing.
• Knows the basics of promoting health through nutrition.
• Recognizes the importance of considering the patient's sexuality in nursing care.
• Become trained in the patient guidance.
• Takes responsibility for their own learning and actively participates in small group activities.


Nursing 2, 3 cr
• Understands the normal functioning of basic bodily functions and recognizes changes in them.
• Knows how to observe/monitor and ensure the client's basic bodily functions using nursing assistance methods.
• Understands the concepts of ABCDE, NEWS, and ISBAR methods and knows how to use them.
• Understands the basics of pain management.
• Become trained in the patient guidance.
• Takes responsibility for their own learning and actively participates in small group activities.

Psychology, 1 cr
• Understand the link between psychological factors and client well-being.
• Take into account the psychological development of people of different ages in client encounter.

First aid, 1 cr
• Knows how to act independently based on evidence and give first aid in the most common illness and accident situations, taking into account the need for safety and emotional first aid.

Content (course unit)

Nursing 1, 4 cr
• Primary nursing and the responsibility and principles of primary nursing.
• Aseptic and sustainable work in the nursing environment.
• Adherence to general cleanliness and orderliness during practice sessions.
• Considering and maintaining ergonomics for both the client and the nurse in nursing care.
• Acknowledging and addressing basic human needs.
• Rehabilitative nursing care as a method in daily activities.
• Finnish dietary recommendations.
• Recognizing and addressing the diversity of sexuality in nursing care and methods for discussing it.
• Active participation and goal-oriented problem-solving in a small group.

Nursing 2, 3 cr
• Monitoring, measuring, and nursing assistance methods related to circulation, respiration, and temperature balance.
• ABCDE, NEWS and ISBAR methods in patient care and reporting.
• Pain assessment, the basics of pain and its management.
• Fundamentals of gas calculations.
• Guiding in various nursing situations.
• Active participation and goal-oriented problem-solving in a small group.


Psychology, 1 cr
• Psychological reactions in crisis situations: illness, traumatic crises from the individual and community perspective.
• Health psychology in promoting client well-being: e.g. resilience, stress, state of alertness regulation, psychological self-regulation.
• Developmental psychology in promoting client well-being.

First aid, 1 cr
• Recognizing an emergency situation and alerting additional help.
• First aid for an unconscious person who has had a seizure.
• Basic CPR for children and adults, PPE-D (defibrillation).
• First aid for an accident patient.
• Mental first aid.

Assessment criteria, satisfactory (1-2) (course unit)

Nursing 1: The Student
• Knows the principles of individual responsibility in nursing care and acting as a primary nurse.
• Knows how to work according to aseptic and ecological principles.
• Knows the basic information related to the patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing care.
• Knows the principles of ergonomic work in nursing.
• Knows the fundamentals of promoting health through nutrition.
• Understands the importance of considering the patient's sexuality in nursing care.
• Recognizes the significance of patient guidance situations.
• Has participated in small group work.


Nursing 2: The Student
• Knows the normal functioning of basic bodily functions and can recognize changes in them.
• Knows how to observe and secure the client's basic bodily functions using nursing assistance methods.
• Understands the meaning of ABCDE and NEWS methods and knows how to use them.
• Knows the basics of pain management.
• Recognizes the significance of patient guidance situations.
• Has participated in small group work.

Psychology: The Student
• Knows about the link between psychological factors and client well-being.
• Knows about the psychological development of people of different ages in client encounter.

Assessment criteria, good (3-4) (course unit)

Nursing 1: The Student
• Knows how to work according to the principles of individual responsibility in nursing and self-care.
• Knows how to work according to aseptic principles and ecologically.
• Has basic knowledge of patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing.
• Knows the principles of ergonomic working methods in nursing.
• Knows the basics of promoting health through nutrition.
• Understands the importance of considering the patient's sexuality in nursing.
• Becomes skilled in guidance situations.
• Takes responsibility for their own learning and actively participates in small groups.

Nursing 2: The Student
• Knows how to work according to aseptic principles and ecologically.
• Understands the normal functioning of basic bodily functions and can identify changes in them.
• Knows how to observe and ensure the client's basic bodily functions using basic nursing assistance methods.
• Understands the concepts of ABCDE, NEWS, and ISBAR and knows how to use them.
• Understands the basics of pain management, such as pain monitoring, assessment, and basic pain management methods.
• Becomes skilled in face-to-face guidance situations.
• Takes responsibility for their own learning and actively participates in small groups.

Psychology: The Student
• Can identify the link between psychological factors and client well-being
• Can identify issues related to the psychological development of people of different ages in client encounter

Assessment criteria, excellent (5) (course unit)

Nursing 1: The Student
• Excels in working according to aseptic principles and considers sustainability.
• Reflects on, justifies, and connects theoretical knowledge to practice.
• Knows how to work using basic clinical nursing skills.
• Knows how to consider and adhere to the principles of individual responsibility in nursing.
• Takes active responsibility for their own learning and working in a small group and commits to a goal-oriented problem-solving process with the small group.


Nursing 2: The Student
• Excels in working according to aseptic principles and considers sustainability.
• Knows how to use various nursing assistance methods in problems related to adult thermoregulation and the respiratory and circulatory systems, and can justify their actions from a nursing perspective.
• Knows how to work using basic clinical nursing skills.
• Knows how to consider and adhere to the principles of individual responsibility in nursing.
• Takes active responsibility for their own learning and working in a small group and commits to a goal-oriented problem-solving process with the small group.

Psychology: The Student
• Recognize the link between psychological factors and client well-being in a variety of ways.
• Can identify a wide range of issues related to the psychological development of people of different ages in client encounter.

Assessment criteria, pass/fail (course unit)

First aid: pass/fail

Pass: The Student
• Can give evidence-based first aid on her/his own initiative in the most common cases of illnesses and accidents.
• Takes safety into consideration when giving first aid.
• Considers the need for mental first aid.

Fail: The Student
• Is not able to give first aid on her/his own initiative.
• Is not able to validate the given first aid with evidence-based knowledge.
• Does not take safety into consideration when giving first aid.
• Does not consider the need for mental first aid.

Exam schedules

Nursing 1 exam in Exam 7.11.-22.11.24
Nursing 2 exam in Exam 9.12.-16.12.24

Retake Nursing 1 and Nursing 2 in Exam 6-31.1.2025
If you need more than one retake contact your teacher.

Assessment methods and criteria

- Participation in the implementation orientation is mandatory.
-100% attendance during training classes (absence is compensated as agreed), active participation in classes.
-Preparing and doing assignments before practice lessons by getting to know things in theory. Approved performance of tasks within the given schedule.
-Approved performance in ensuring competence.
-
Arviointi
Nursing 1. Course-exam. Numeral valuation. 4 cr. Evaluation 0-5.
Nursing 2. Course-exam. Numeral valuation. 3 cr. Evaluation 0-5.
Skills lab, nursing 100% active attendance to all the skills stations in small groups. All prep tasks/assignments done before skills stations.
Skills lab, ergonomics 100% active attendance to all the skills stations in small groups. All prep tasks/assignments done before skills stations.
Psychology Oppimistehtävä tai tentti. 1 cr, Evaluation 0-5.
First aid 1 cr, Evaluation pass/fail.
First Aid:
- 100% active attendance to all the skills stations in small groups
- Participation in the implementation orientation is mandatory
- The Revitalization of the apprenticeship portal is done

Assessment scale

0-5

Teaching methods

Contact, self-learning, small group work, flipped-learning, training classes, guided self-learning, Moodle-online working, group tasks, learning discussions, simulation, e-courses and e-tests.

Learning materials

Nursing 1:

Janice L. Hinkle, Kerry H. Cheever. Brunner & Suddarth's textbook of medical-surgical nursing.2018. 14th edition: Basic concepts in Nursing: Chapters Roles of the Nurse and Models of Nursing Care Delivery.;Critical Thinking,Ethical Decision making, and the Nursing Process: Chapter The Nursing Process;Health Education and Health Promotion: Chapters The Nursing Process in Patient Teaching and Health Promotion; From Chapter : Individual and Family considerations: Sub chapters: Loss and Grief, Death and Dying, and Chapter: Principles and practices of rehabilitation completely.

All the material provided by the teacher

Fundamentals of Medical-Surgical Nursing : A Systems Approach 2014.Brady, McCabe,& McCann.2014.Publisher John Wiley & Sons, Incorporated.e-book.Part 1: Common Principles Underlying Medical and Surgical Nursing Practice
Chapters:1,4, 7,

Yoost& Crawford (2015) Clinical Companion for Fundamentals of Nursing : Active Learning for Collaborative Practice. Chapters 24, 29, 35, 36, 37

Nutrition: Nordic Nutrition Recommendations 2012. pages: https://www.ruokavirasto.fi/globalassets/teemat/terveytta-edistava-ruokavalio/ravitsemus--ja-ruokasuositukset/nordic-nutrition-recommendations-2012.pdf pages 1-41.

Nursing 2:

Janice L. Hinkle, Kerry H. Cheever. Brunner & Suddarth's textbook of medical-surgical nursing. 2018. 14th edition: Concepts and Challenges in Patient Management: Pain management. Gas Exchange and Respiratory Function: Assessment of Respiratory Function, Respiratory Care Modalities: Noninvasive Respiratory Therapies. Cardiovascular and Circulatory Function: Assessment of Cardiovascular Function.

NICE guideline: Hypertension in Adults Diagnosis and Management(August 2019) Parts 1.1-1.3 and only Lifestyle interventions from 1.4

Anne-Marie Brady, Catherine McCabe, and Margaret McCann. 2013 "Fundamentals of Medical-Surgical Nursing : A Systems Approach" eBook by John Wiley & Sons, Incorporated
Chapter 1: Principles of Nursing Assessment.pp:35-45.

All the material provided by the teachers.


Psychology:
-Lecture materials and Course book:
Weiner, I.B., Lerner, R.M., Easterbrooks, M.A. , Mistry, J. and Weiner I. 2012. Handbook of Psychology, Developmental Psychology. Publisher John Wiley & Sons, Incorporated
Chapters: II Infancy and Early Childhood, III Childhood
The book is available as an e-book through the Tuni library.


First aid:
Henna Korte ja Kristiina Myllyrinne, 2024. Ensiapu
Elvytys – Duodecim Oppiportti- verkkokurssi https://www.oppiportti.fi/op/dvk00068

Student workload

Total 8 cr x 27 h = 216 hours of study

Nursing 1 and 2: 12 h theory, 8 x 4 h small group work and contact hours. 145 h independent study.

Psychology: contact 7h, independent study 20h.

First aid:

8 h small group work. 19 h independent study
Independent work during skills training is possible at school in self-practice class. The self-practice class can be booked through the Pakki space reservation. Instructions for the self-training class can be found in the self-training class.

Completion alternatives

Nursing. If you are a community nurse, you can ask the course teacher about optional performance methods.

First aid. None.

Psychology. If a student has completed at least five psychology courses from upper secondary school, you can complete the psychology assignment. The task is explained in the orientation of the psychology section.

Practical training and working life cooperation

None

International connections

None

Further information

Training classes should include workwear and work shoes, as well as proper hygiene and appearance. Avoiding the use of strong fragrances.

The implementation plan can be updated before the orientation of the course.

Objectives (course unit)

The Student
- is able to describe the scientific research process in nursing research
- is able to distinguish between quantitative and qualitative research approaches
- is able to choose suitable data collection and analysis methods for the research approach
- be able to evaluate the ethical principles of scientific research
- knows the basic concepts of statistics

Content (course unit)

- recent nursing research
- research ethics
- the stages of the research process
- empirical research: quantitative and qualitative
- theoretical research
- the reliability of the study
- basics of statistics

Prerequisites (course unit)

Completed Structured Data Search

Assessment criteria, satisfactory (1-2) (course unit)

The Student
- can describe superficially the stages of the research process
- be able to look at the reliability of research and research ethics issues in a limited way
- is able to describe the theoretical, quantitative and qualitative research approach in a limited way

Assessment criteria, good (3-4) (course unit)

The Student
- can describe well the stages of the research process
- is able to describe the reliability of research and research ethics issues
- is familiar with the principles of theoretical, quantitative and qualitative research approach as a rule

Assessment criteria, excellent (5) (course unit)

Student
- is able to describe the research process with various justifications and examples
- is able to describe issues related to research reliability and research ethics in a variety of ways
- clearly knows the principles of quantitative and qualitative research approach
- is able to consider and evaluate research methods suitable for different situations

Assessment scale

0-5

Objectives (course unit)

The course enhances understanding of individual aging and provides the skills to carry out ethical and individualized elderly care work.

After completing the course, the student
• Knows about aging-related changes and understands their diversity.
• Understands the key special features related to aging, associated illnesses, and principles of gerontological nursing.
• Identifies the different areas of functional ability and their assessment methods.
• Organizes the structure of elderly service systems.
• Identify the ethical principles of elderly care and incorporate them into their own values as a basis for their work.
• Comprehend the individual impact of dementia on the person with dementia and family members and recognize the specific aspects of nursing care for individuals with dementia.

Content (course unit)

• Aging-related changes
• Assessment of functional capacity
• Services for older people
• Ethical value basis of elderly care
• Aging-related illnesses and characteristics
• Basic elements of elderly medication
• Nursing care for individuals with dementia

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Recognizes some aging-related changes, special features of aging, and illnesses.
• Identifies aspects of functional capacity and basic assessment methods.
• Is aware of some ethical principles related to elderly care.
On a general level, the student acknowledges the impact of dementia on those affected and understands the basics of nursing care for individuals with dementia.

Assessment criteria, good (3-4) (course unit)

The student
• Identifies aging-related changes and key characteristics of aging, illnesses, and can choose appropriate nursing methods for the situation.
• Selects assessment methods for functional capacity and recognizes individual care needs of the elderly.
• Comprehends the functioning of elderly service systems and identifies the key contents of related regulations and guidelines.
• Recognizes the ethical principles of elderly care and integrates them into own work values.
• Understands the individual impact of dementia on those affected and their family members and comprehends the specific aspects of nursing care for individuals with dementia.

Assessment criteria, excellent (5) (course unit)

The student
• Can comprehensively examine aging-related changes, characteristics of aging, and illnesses, and understand the impact of health and well-being on functional capacity.
• Selects appropriate and suitable assessment methods for the situation and responds extensively to the individual care needs of the elderly.
• Understands the functioning of service systems and applies the content of regulations and guidelines.
• Comprehends the ethical principles of elderly care and applies them in their practice.
• Comprehensively understands the impact of dementia on the person with dementia and family members and understands the holistic aspects of nursing care for individuals with dementia.

Assessment scale

0-5

Objectives (course unit)

The goal of the course is to develop aseptic skills and learn the basics of microbiology from the perspective of infection prevention.

After completing the course, the student
• Understands comprehensively the basics of infection prevention in various nursing environments.
• Knows the microbial groups that are essential to health and is able to apply knowledge in maintaining health and preventing illness.
• Is able to apply and evaluate the principles of aseptic work in different nursing environments and is able to justify the activity with evidence-based practice.

Content (course unit)

• Essential microbes in nursing, their transmission vectors
• The role of microbes in the prevention of infections and the growth of microbes
• Aseptic work in different nursing environments
• The importance of personal and hand hygiene in aseptic working
• Use of the conventional precautions and different isolation measures in nursing care
• Documentation of infection control in nursing

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Knows the basics of infection prevention.
• Recognizes the microbial groups that are essential for health and knows the basics of their spreading.
• Is able to work according to aseptic principles without endangering patient safety.

Assessment criteria, good (3-4) (course unit)

The student
• Has a structured picture of the basics of infection prevention.
• Knows the microbial groups that are essential for health and understands the importance of their spreading in maintaining health and preventing illness.
• Is able to work according to aseptic principals and justify their activities.

Assessment criteria, excellent (5) (course unit)

The student
• Understands comprehensively the basics of infection prevention in various nursing environments.
• Knows the microbial groups that are essential to health and is able to apply knowledge in maintaining health and preventing illness.
• Is able to apply and evaluate the principles of aseptic work in different nursing environments and is able to justify the activity with evidence-based practice.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to describe and assess the opportunities for well-being and health technology in promoting health
- is able to clarify the needs of different user groups and user experiences for various well-being and health technology solutions;
- knows the methods with which well-being and health technologies are developed for different user groups’ needs
- knows the ethical principles in the user context of well-being and health technologies
- knows and understands the importance of data protection in the user context of well-being and health technologies.

Content (course unit)

- maintaining well-being and promoting health as concepts
- key concepts and contents of well-being and health technologies
- the opportunities for exploiting technologies to maintain well-being and promote health
- main contents and concepts for user-centered design
- methods to identify user needs
- methods for the co-development of need-oriented and user-oriented technologies
- ethics and privacy in the user context of well-being and health technology

Further information (course unit)

The course is a joint study course in the field of social and health care at the consolidated University of Tampere.

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to describe and explain the key concepts, contents and methods of well-being and health technologies and user-centred design
- is able to describe the methods for identifying the needs of users and is able to describe the methods for identifying joint development needs for user-oriented technologies and has tried some of them
- does not participate actively in discussion of ethical and data protection issues in the context of wellbeing and health technology.

Assessment criteria, good (3-4) (course unit)

The student
- is able to use the key concepts of well-being and health technologies as well as user-centred design correctly and to choose methods for situations in the development process
- is able to use methods to identify user needs and co-develop technologies
- participates in the discussion of ethical and data protection issues in the context of wellness and health technology.

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply and combine methods to identify user needs and user-oriented technologies in collaboration
- is able to analyse, document and critically assess research results
- is able to participate constructively in the discussion of ethical and data protection issues in the context of well-being and health technology and to explain his/her viewpoints.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to describe and evaluate the potential of welfare technology to maintain wellbeing and promote health.
- is able to find out the needs of different user groups and user experiences for different welfare technology solutions.
- knows methods of developing welfare technologies for the needs of different user groups.
- knows the principles of ethics in the user context of welfare technologies.
- knows and understands the importance of data protection in the context of welfare technologies.

Content (course unit)

- maintaining well-being and promoting health as concepts
- key concepts and content in welfare technologies
- the potential of technology in maintaining well-being and health
- the core content and concepts of user-oriented design
- methods to address users' needs
- methods for the joint development of need-based and user-oriented technologies
- ethics and user data protection in the context of welfare technology

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to describe and explain the key concepts, contents and methods of welfare technologies and user-oriented design
- is able to describe methods to identify user needs and is able to co-develop need-based and user-oriented technologies and has tried some of these
- does not actively discuss ethical and data protection issues in the context of welfare technologies

Assessment criteria, good (3-4) (course unit)

The student
- is able to correctly apply key concepts of welfare technologies and user-centered design and to choose methods for different situations in the development process
- is able to use methods to identify user demands and is able to co-develop technologies
- contributes to the discussion on ethical and data protection issues in the context of welfare technologies

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply and combine methods to identify user demands and is able co-develop need-based and user-driven technologies
- is able to analyze, document and critically evaluate study results
- is able to contribute constructively to the ethical and data protection discussion in the context of welfare technology and is able to ground their points of view

Location and time

Non-stop between 19.8.2024 and 16.12.2024.

Exam schedules

A numerically assessed exam with two possible attempts.

Assessment methods and criteria

1. Independent tasks: assessment pass/fail
2. Numerical exam (0-5)

Assessment scale

0-5

Teaching methods

100% online course on the Moodle learning platform (https://moodle.tuni.fi), a self-paced modules.

The course includes independent reading and writing assignments and a final exam on Moodle. The course is delivered only in Finnish.

The course is divided into modules. Passing all modules is a prerequisite for completing the course.

Learning materials

Moodle articles and other material presented on the course platform.
Material and literature found by the student.

Student workload

3 cr = 3 x 27 h students work (81h)

Content scheduling

1. Familiarisation with the course materials and completion of independent assignments
2. Independent completion of modules 1-6
3. Final examination
4. Course feedback

Further information

The course is delivered only in Finnish.

Objectives (course unit)

The aim of the course is to develop essential skills in pharmacotherapy and medical calculations.

After completing the course course, the student
• Shows familiarity with legislation concerning pharmacotherapy.
• Is able to describe the stages of the medication process.
• Understands the requirements of safe medication and their importance in patient safety.
• Is able to implement patients’ medication care safely under supervision.
• Knows reliable databases of pharmacotherapy and is able to use them.
• Is able to complete medical calculations accurately.

Content (course unit)

• Norms guiding pharmacotherapy
• Medication process
• Medication safety
• Forms of medication and routes of administration
• Practice subcutaneous and intramuscular injection
• Planning the implementation of the patient's medication and measuring the medication into patient-specific doses
• Using different medical databases in medication-related decision-making
• Knows the basics of medication guidance
• Medical calculations

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Knows the basics of regulations governing medication treatment.
• Knows the basics of the medication treatment process and is aware of the responsibilities of medication-related tasks in nursing care.
• Is able to act responsibly in the patient's medication treatment.
• Knows the basics of different pharmaceutical forms and methods of administration, and knows how to safely and correctly implement a patient’s medication.
• Is able to inject subcutaneously and intramuscularly safely.
• Is able to search and use information from reliable pharmacotherapy databases.
• Knows the basics of promoting the safety of medication treatment.
• Knows the basics of medication phases and effects in the body.
• Is able to guide the patient in medication under supervision.
• Is able to calculate medication correctly.

Assessment criteria, good (3-4) (course unit)

The student, in addition to a satisfactory level
• Is able to justify his / her actions at different stages of the pharmacotherapy process.
• Is able to plan and implement patient medication guidance.

Assessment criteria, excellent (5) (course unit)

The student, in addition to a good level,
• Is able to apply his / her knowledge at different stages of the pharmacotherapy process.
• Knows the consequences of pharmacotherapy and is able to react to them as required by the situation.
• Is able to guide the patient individually in medication treatment.

Assessment scale

0-5

Objectives (course unit)

With this course, you will gain a multidisciplinary understanding of the future fields within the social and healthcare sector, and acquire tools to support professional growth and studies.

After completing the course, the student
• Understands the individual and multidisciplinary meaning of professional growth in the learning process.
• Understands the importance of resilience and social sustainability in the social and healthcare field and identifies one's own strengths and areas of development as a learner.
• Can take safety in studying and in the study community into consideration.
• Actively works in a group, taking others into account, and understands the importance of interpersonal skills in multidisciplinary study and work communities.
• Is familiar with the values and ethical principles of the social and healthcare sector.

Content (course unit)

• Multidisciplinary study, group work, and teamwork skills in the social and healthcare field
• Reflection, receiving feedback, and giving feedback as a student and employee
• Self-regulation and stress management techniques, as well as restorative activities
• Emotional intelligence and emotion regulation
• Self-efficacy and self-compassion
• Self-leadership
• Self-direction, taking responsibility, and problem-solving skills
• Psychological, physical, and social safety in studying and in the study community
• Values of the social and healthcare sector and professional ethical principles
• Consideration of diversity in study and work communities

Assessment criteria, pass/fail (course unit)

Pass:

The student
• Understands the individual and multidisciplinary meaning significance of professional growth in the learning process. Recognizes the importance of giving and receiving feedback as a student and employee.
• Understands the significance of resilience and social sustainability in the social and healthcare field. Identifies their own strengths and areas for development as a learner and knows how to utilize information in their own learning.
• Takes into account safety in studying and in the study community. Can act in a way that promotes safety and considers diversity.
• Can actively work in a group and consider others. Understands the importance of interpersonal skills in multidisciplinary study and work communities.
• Knows the values and ethical principles of their own field and recognizes the values and ethical principles of other social and healthcare fields.


Fail:

The student
• Does not understand the individual and multidisciplinary meaning of professional growth in the learning process. Does not understand the importance of giving and receiving feedback as a student and employee.
• Does not understand the significance of resilience and social sustainability in the social and healthcare field. Does not recognize their own strengths and areas for development as a learner and does not utilize information in their own learning.
• Does not consider the importance of safety in the study community. Does not know how to act in a way that promotes safety and considers diversity.
• Is passive and avoids participating in group work. Lacks consideration for others. Does not understand the importance of interpersonal skills in multidisciplinary study and work communities.
• Does not know the values and ethical principles of their own field and does not recognize the values and ethical principles of other social and healthcare fields.

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to evaluate nursing care for the client during the age of fertility, pregnancy and the postpartum period, as well as for clients with gynecological disorders, utilising evidence-based knowledge
- knows the basics of promoting sexual and reproductive health and protecting fertility; recognises and is able to bring up matters concerning sexuality and reproductive health with the client and her significant others
- knows the ways to support and guide a family expecting a child, and families with children, in a healthy and sober lifestyle, promoting partnership and their growth as parents utilising multi-professional cooperation
- knows the normal path and follow-up of pregnancy, childbirth and the postpartum period
- knows the structure and process of the maternity care service system
- knows the most common disorders related to fertility, pregnancy, childbirth and the postpartum period
- is able to support families in basic care and breastfeeding for newborns
- recognizes the ethical principles of maternity care and gynecologal nursing
- knows the basics of pharmacotherapy for pregnancy, delivery, postpartum and gynecological disorders
- is able to assess the state of a suddenly ill woman and begin correct and sufficient care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- is able to identify and act in obstetrical and gynecological emergencies

Content (course unit)

- women's health at different phases of life
- promotion of sexual and reproductive health and protection of fertility in nursing care
- the most common gynecological diseases and their care
- means of supporting partnership, growth for parenthood, and family in nursing care
- sobriety and healthy lifestyles during pregnancy and breast feeding
- normal pregnancy, normal childbirth and postpartum period and complications
- the most common disorders and treatments during pregnancy, childbirth and the postpartum period
- maternity care service system
- basic care and breastfeeding for newborns
- pharmacotherapy for pregnancy, delivery, postpartum and gynecology
- safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
- obstetrical and gynecological emergencies in emergency nursing care

Assessment criteria, satisfactory (1-2) (course unit)

The student
- recognises the special features and processes of maternity- and gynaecological nursing
- identifies the most common gynaecological diseases, the physiological changes in pregnancy and the disorders of pregnancy and postpartum care
-Identifies the main features of monitoring and care of a newborn child after birth and knows the family support methods, but is unable to explain his/her activities in detail
- identifies parenting growth and sexual and reproductive health issues in a woman's and family's life
- performs medication calculation correctly, knows the basics of medication in pregnancy, childbirth, postpartum care and gynaecological care
- Identifies guidance as an important way of working in women's nursing care.
- recognises the ethical principles of maternity- and gynaecological nursing care
- identifies his/her own interpersonal skills in the context of maternity -and gynaecological nursing care, as well as in the learning environment
- identifies the special features of first aid in a woman's nursing, birth care and newborn care
- takes responsibility for her/his own learning
- knows the principles of out-of-hospital childbirth safety for the woman and the fetus
- knows the basics of safe transportation to a woman who has given birth or has given birth and a newborn safely to the hospital
- is able to receive feedback

Assessment criteria, good (3-4) (course unit)

- Is able to describe and define the most common gynecological diseases and the physiological changes in pregnancy and the most common disorders of pregnancy and postpartum care
- is able to describe and justify the main features of monitoring and care of a newborn child after birth and understand the forms of family support.
- performs on medical calculations and the basics of gynecological, gestational and pediatric medication.
- identifies and is able to support parenting growht and the challenges of sexual and reproductive health in a woman’s and family’s life.
- understands and is able to apply ethical principles in women's nursing.
- understands the importance of guidance and is able to guide a woman in nursing care.
- is able to work collaboratively responsibly and constructively and is ready to develop their interaction skills in the learning environment of women's nursing care.
- is able to describe the special features of emergency care in a woman's nursing care, birth care and newborn care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- knows safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
-Able to reflective feedback.

Assessment criteria, excellent (5) (course unit)

The student
- keeps and is able to make extensive use of the knowledge base of women's nursing.
- analyzes evidence-based information in a woman's nursing work and is able to apply the nursing process individually and family-centered.
- is able to describe and analyze the main features of monitoring and care of a newborn child after birth and knows the forms of family support.
- identifies and is able to support parenting growht and the challenges of sexual and reproductive health in a woman’s and family’s life.
- performs on medical calculations and masters the basics of gynecology and drug treatment during pregnancy and postpartum care, and knows the specific challenges associated with them.
- understands and is able to creatively apply the ethical principles of nursing in women's nursing.
- can guide a woman in nursing work in a customer-oriented way
- is able to work collaboratively responsibly and constructively and is ready to develop their interaction skills in the learning environment of women's nursing care.
- is able to describe the special features of emergency care in a woman's nursing care, birth care and newborn care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- knows safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
- is able to reflective feedback

Assessment scale

0-5

Objectives (course unit)

In this study module you develop your skills in professional interaction and engagement, and learn to reflect on your own competences in various ways.

Upon completion of the study module, the student:
• acts responsibly in the clinical training environment and complies to the clinical training guidelines
• develops professional and collegial behavior within the work community
• develops skills in professional interaction and engagement with clients/patients of different ages, cultures, and backgrounds
• develops the ability to identify client strengths and factors contributing to well-being
• reflectively identifies strengths and areas for development in their professional interaction, and recognizes ethical issues
• aquires knowledge of essential legislation of the social and healthcare professions

Content (course unit)

• responsibility and professional conduct in the studies and in the work of a nurse
• professional conduct in the work community, collegiality, and employee competences
• clients from different cultures and vulnerable client groups
• recognizing and assessing own communication skills
• reflecting actions and confronting ethical dilemmas
• essential legislation of social and healthcare

Assessment criteria, pass/fail (course unit)

Pass:
The student
• acts responsibly in the clinical training environment and complies to the clinical training guidelines
• builds competency in practicing sound teamwork principles
• develops professional care interaction with clients/patients of different ages and backgrounds
• develops the ability to plan actions while considering the client's strengths
• can reflect on and identify strengths and areas for development in their professional interaction, and in ethical issues
• becomes familiar with the essential legislation governing the social and health care professions, and with principles of regulatory authority supervision

Fail:
The student
• does not act responsibly in the clinical training environment and fails to comply to the clinical training guidelines
• does not build competency in practicing sound teamwork principles
• is unable to engage in professional care interaction with clients/patients of different ages or backgrounds
• does not develop the ability to plan actions while considering the client's strengths
• cannot effectively reflect on and identify strengths and areas for development in their professional interaction or in ethical issues
• lacks knowledge of the legislation governing social and health care professions and is unfamiliar with the regulatory authority supervision of these professions

Assessment scale

0-5

Objectives (course unit)

-is able to conduct an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-is familiar with the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-knows the holistic documentation, reporting and communication
-masters the basic skills under supervision to lead the emergency care service and is able to collaborate with different authorities
-follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the practical training guidelines
-is able to realistically evaluate his / her own competence and development as an emergency care nurse

Content (course unit)

Advanced level prehospital emergency care

Prerequisites (course unit)

The basic skills of emergency care must be fully mastered. Participation to theoretical studies of advanced level prehospital emergency care.

Assessment criteria, pass/fail (course unit)

Pass
The student
-is able to conduct an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-knows the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-knows the holistic documentation, reporting and communication
-masters the basic skills under supervision to lead the emergency care service and is able to collaborate with different authorities
-follows in his / her own actions the agreed rules of the supervised practical training
-reflects on and assesses his/her own actions realistically and is able to give and receive feedback


Fail
The student
-is not able to manage an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-does not know the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-incompletely manages the documentation, reporting and communication
-does not possess the basic skills under supervision to lead the emergency care services and collaborate with different authorities
-ignores in his / her own actions the agreed rules of the supervised practical training
-unrealistically assesses his/her own learning and is not able to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define own patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- gets experience in patient's holistic care path, including discharge and planning for continuing care
- is able to observe and evaluate patient’s basic life functions and vital signs, practices resuscitation and learns to make related decisions in different situations, promoting patient safety
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to guide the patient and family in self-care utilizing multiprofessional team
- recognises own and other health care and social services professionals’ responsibilities and understands the meaning of division of duties when considering client’s holistic care
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback

Content (course unit)

- supervised clinical training in medical nursing context

Prerequisites (course unit)

The student has completed Supervised clinical training 1 and 2, passed courses Basics of clinical nursing and Pharmacotherapy and medical calculations. Participated in nursing theory studies related to the clinical training area.

Further information (course unit)

EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence

Assessment criteria, pass/fail (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define own patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- gets experience in patient's holistic care path, including discharge and planning for continuing care
- is able to observe and evaluate patient’s basic life functions and vital signs, practices resuscitation and learns to make related decisions in different situations, promoting patient safety
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to guide the patient and family in self-care utilizing multiprofessional team
- recognises own and other health care and social services professionals’ responsibilities and understands the meaning of division of duties when considering client’s holistic care
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback
Fail:
The student
- lacks understanding of professional encounter: treats patients, family, or members of the work community inappropriately or disrespectfully and professional interaction and working life skills are insufficient
- has obvious gaps in nursing knowledge and skills required in the specified care environment; searching for and utilising knowledge is incomplete, and even after a tutorial discussions there are misunderstandings in the theoretical knowledge
- is not able to perform main clinical skills under supervision
- is not able to help the patient in the daily activities, is not able to observe patient's basic vital functions and general condition, does not know the principles of resuscitation and decision-making skills are inadequate
- is not able to recognise patient’s needs, planning, implementation and evaluation of care is inadequate and patient’s care path is unclear
- is not able to present patient's whole situation in nursing care plan and summary
- does not master the principles of infection control and aseptic practice
- makes mistakes in patient's medication and fluid therapy despite guidance; has not updated medication passport
- does not show interest in patient and family guidance and withdraws from it
- violates confidentiality or patient’s data privacy protection
- does not recognize the boundaries of own competence, resulting in endangering patient safety
- fails to follow the agreed rules for supervised clinical training (e.g. takes no responsibility for own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required hours is not fulfilled)
- evaluates own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to assess the need, plan, implement and evaluate a patient’s nursing care in a patient-oriented and health-promoting way, gaining experience in the patient’s care path, discharge and planning of the continuity of care
- is able to treat the patient, his / her significant others and the members of the work community with respect and is able to interact professionally with the patient and the members of work community
- possesses the essential knowledge and skills necessary for nursing care and is able to implement ethically high-quality, patient-safe nursing based on evidence
- masters the principles of infection prevention and works aseptically
- is able to safely carry out the patient's drug and fluid therapy
- is able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
-is able to safely transport woman in labour, woman after labour and a newborn child to hospital
-is able to take care of woman during labour outside the hospital
-is able to take care of newborn immediately after birth
- is able under supervision to observe the patient’s basic vital signs and is trained in decision-making related to them
- is trained in patient guidance and promotes patient safety at all stages of the care process
- follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the training guidelines
- is able to evaluate realistically his / her own competence and development in becoming a nurse

Content (course unit)

Holistic nursing care of a newborn and the family.

Prerequisites (course unit)

Basic Level Emergency Care completed. Participation in courses Women’s Health and Emergency Nursing Care in Women’s Health
and Obstetrics and Emergency Medicine 1, Gynaekological and obstetrical emergencys.

Assessment criteria, pass/fail (course unit)

Pass
The student
- has the basic knowledge of nursing, identifies any lack of knowledge in his/herself and actively seeks information
- knows the patient's care path
- performs the essential clinical skills of nursing care
- masters the principles of infection control and works aseptically
- is able to safely implement the patient's drug and fluid therapy
- is able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
- is able to take care of woman in labour under supervision and comprehends the special features of childbirth outside the hospital
- is able to perform immediate care of newborn
- is able under supervision to observe the patient's basic vital signs and is trained in the related decision-making
- treats the patient, the family and the members of work community with propriety and respect and is capable of professional interaction
with the patient and members of the work community
- is able to plan, implement and assess the patient in a client-oriented manner
- strives to take into account the health promotion aspect in patient care
- participates in patient guidance
- promotes patient safety at all stages of the care process
- works responsibly and recognizes the limits of his/her expertise
- follows the rules of patient confidentiality and privacy
- follows the agreed rules of the practical training in his/her own actions
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback

Fail
There are obvious shortcomings in basic knowledge, finding and utilizing knowledge are incomplete, and misunderstandings in the theoretical knowledge still remain after guiding discussions
The student
- does not know the patient's care path
- does not manage essential clinical skills with the patient
- does not manage the principles of infection control and fails to work aseptically
- makes mistakes in the patient's medication and fluid therapy despite being guided; has not filled out the medication pass
- is not able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
- is not able to take care of woman in labour under supervision and does not comprehend the special features of childbirth outside the hospital
- is not able to perform immediate care of newborn
- does not know how to observe the patient’s vital signs and condition
- fails in the planning, implementation and assessment of care
- treats the patient, family or members of the work community inappropriately or disrespectfully and is unable to interact with them; there is a lack of understanding of professional interface
- does not show interest in patient guidance but withdraws from guiding situations
- violates patient confidentiality and privacy
- does not recognize the limits of his/her own expertise, endangering patient safety
- fails to follow the agreed rules for supervised practical training (e.g., does not take responsibility for his/her own learning, the goals are missing, does not follow the work schedules, does not inform about absences, the required numbers of hours of practice are not fullfilled)
- evaluates his/her own skills unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- knows patient's holistic care path, including discharge and planning for continuing care, and the basics of service management
- is able to observe and evaluate patient’s basic life functions and vital signs and learns to make related decisions in different situations
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to recognise patients’ health risk factors, understands the meaning of patients’ health promotion and can guide patients in self-care and adherence to care
- practices in prioritizing tasks according to the situation and is able to work cost-effectively, in accordance with the principles of the environment and sustainable development
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback

Content (course unit)

- patient’s holistic nursing care practice

Prerequisites (course unit)

The student has completed Supervised clinical trainings 1-5. Participated in the nursing theory studies related to the clinical training area.

Further information (course unit)

It is possible to plan the clinical training to be done as a paid training, working as substitute nurse, after the student has achieved 140 credits or in Emergency medical service after passed the competence demonstration of the basic level prehospital emergency care.

EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence.

Assessment scale

0-5

Objectives (course unit)

The student
-is able under supervision to define the needs of his/her own patient; to plan, implement and evaluate care in a client-oriented and health-promoting manner, gaining experience
in the care path, discharge and planning the continuity of care
-is able to relate to the patient, his / her significant others and the members of the work community with propriety and respect and is able to interact professionally with the patient and members of the work community
-possesses the essential knowledge and skills necessary for the nursing care environment and is able to implement ethically high-quality, patient-safe nursing care based on evidence
-masters the principles of infection prevention and works aseptically
-is able to safely carry out the patient's medication and fluid therapy under supervision
-is able under supervision to observe the patient’s basic vital signs and is trained in the related
decision-making
-is trained in patient guidance and promotes patient safety at all stages of the care process
-follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the practical training guidelines
-is able to realistically assess his / her own competence and development in becoming a nurse

Content (course unit)

Holistic nursing of an intensive care patient

Prerequisites (course unit)

Participation in course on Acute Nursing Care

Assessment criteria, pass/fail (course unit)

Pass
The student
-has a basic knowledge of nursing, identifies inadequacies in his/her knowledge and actively seeks information
-knows the patient's care path
-Is able to perform the essential clinical skills of nursing care
-masters the principles of infection control and works aseptically
-is able under supervision to safely implement the patient's medication and fluid therapy
-is able to observe the patient's basic vital signs and is trained in the related decision-making
-treats the patient, the family and the work community with propriety and respect and is capable of professional interaction with a patient and members of the work community
-is able to plan, implement and assess his/her own patient’s nursing care in a client-oriented manner
-strives to take into account the health promotion viewpoint of patient care
-participates in patient guidance
-promotes patient safety at all stages of the nursing process
-acts responsibly, identifying the limits of his/her skills
-follows the confidentiality and privacy rules
-follows the agreed rules of the practical training in his/her own actions
-reflects on and assesses his/her own actions in a realistic manner and is able to give and receive feedback

Fail
-here are obvious shortcomings in basic knowledge, finding and utilizing the knowledge is incomplete, and misunderstandings in the theoretical knowledge still remain after guiding discussions
The student
-does not know the patient's care path
-is not able to manage the essential clinical skills under guidance
-does not manage the principles of infection prevention and fails to work aseptically
-makes mistakes in the patient's medication and fluid therapy despite being guided; has not filled out the medication pass
-does not know how to observe the patient’s vital signs and condition
-fails in the planning, implementation and assessment of the care
-treats the patient, family or members of the work community inappropriately or disrespectfully and is unable to interact with them; there is a lack of understanding of the professional interface
-does not show interest in patient guidance but withdraws from guiding situations
-violates the patient confidentiality or privacy
-does not recognize the limits of his/her own expertise, endangering patient safety
-fails to follow the agreed rules for supervised practical training (e.g., does not take responsibility for his/her own learning, the goals are missing, does not follow the work schedules, does not inform about absences, the required number of hours of practice are not fullfilled
-evaluates his/her own skills unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

Students
- produce a finished thesis report and other thesis-related material as regards style and layout
- report, justify and assess thesis-related research methods, implementation and results in accordance with TAMK’s guidelines and research-ethical principles
- present and defend their thesis professionally and in a theoretically justified manner
- give constructive feedback as a peer reviewer
- can communicate in a matter-of-fact style in Finnish, Swedish or English in accordance with the thesis requirements

Content (course unit)

Course is accepted when at least publication of the written report is published, plagiarism check and maturity test accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

Students
- can apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

Pass/Fail

Objectives (course unit)

- After completing the module, the student will have a research-based understanding of social and health care system at a political, practical and consumer level.
- The student knows the principles of a welfare state and the basic principles of legislation and political guidance that govern the social and health care service system.
- The student has a basic understanding of the social and health care service system in a changing environment. They know the different ways in which services are provided and the economic conditions that govern them.
- The student has an understanding of the various occupations of social and health care and their multi-disciplinary work for clients.
- The student is able to examine the functioning of the service system from the customer's point of view.

Content (course unit)

- a comprehensive system of social and health care service
- national and EU regulations and guidelines
- service production and organization
- service integration and multidisciplinary work
- the role and position of the customer

Assessment criteria, satisfactory (1-2) (course unit)

The Student is able to name the concepts of the social and health care service system and is able to describe the main principles of its function.

Assessment criteria, good (3-4) (course unit)

The student is able to specify the service production of the social and health care service system and the responsibilities from an organizational point of view.

Assessment criteria, excellent (5) (course unit)

The student is able to describe and specify the suitability and manner of organisation of the social and health care service system in accordance with the individual needs of the client.

Assessment scale

0-5

Objectives (course unit)

- After completing the module, the student will have a research-based understanding of social and health care system at a political, practical and consumer level.
- The student knows the principles of a welfare state and the basic principles of legislation and political guidance that govern the social and health care service system.
- The student has a basic understanding of the social and health care service system in a changing environment. They know the different ways in which services are provided and the economic conditions that govern them.
- The student has an understanding of the various occupations of social and health care and their multi-disciplinary work for clients.
- The student is able to examine the functioning of the service system from the customer's point of view.

Content (course unit)

- a comprehensive system of social and health care service
- national and EU regulations and guidelines
- service production and organization
- service integration and multidisciplinary work
- the role and position of the customer

Assessment criteria, satisfactory (1-2) (course unit)

The Student is able to name the concepts of the social and health care service system and is able to describe the main principles of its function.

Assessment criteria, good (3-4) (course unit)

The student is able to specify the service production of the social and health care service system and the responsibilities from an organizational point of view.

Assessment criteria, excellent (5) (course unit)

The student is able to describe and specify the suitability and manner of organisation of the social and health care service system in accordance with the individual needs of the client.

Assessment scale

0-5

Objectives (course unit)

- After completing the module, the student will have a research-based understanding of social and health care system at a political, practical and consumer level.
- The student knows the principles of a welfare state and the basic principles of legislation and political guidance that govern the social and health care service system.
- The student has a basic understanding of the social and health care service system in a changing environment. They know the different ways in which services are provided and the economic conditions that govern them.
- The student has an understanding of the various occupations of social and health care and their multi-disciplinary work for clients.
- The student is able to examine the functioning of the service system from the customer's point of view.

Content (course unit)

- a comprehensive system of social and health care service
- national and EU regulations and guidelines
- service production and organization
- service integration and multidisciplinary work
- the role and position of the customer

Assessment criteria, satisfactory (1-2) (course unit)

The Student is able to name the concepts of the social and health care service system and is able to describe the main principles of its function.

Assessment criteria, good (3-4) (course unit)

The student is able to specify the service production of the social and health care service system and the responsibilities from an organizational point of view.

Assessment criteria, excellent (5) (course unit)

The student is able to describe and specify the suitability and manner of organisation of the social and health care service system in accordance with the individual needs of the client.

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

- masters the basic skills of prehospital emergency care
- masters the skills of advanced level prehospital emergency care
- passes the national theory exam of prehospital emergency care

Content (course unit)

- practical evaluation of basic skills of prehospital emergency care
- practical evaluation of advanced level prehospital emergency care skills
- the national theory exam of emergency care

Prerequisites (course unit)

Before practical evaluation of the skills of basic level prehospital emergency care the student must have basics of prehospital emergency care theory and supervised practical training completed.
Before practical evaluation of the skills of advanced level prehospital emergency care the student must have advanced level prehospital emergency care theory and supervised practical training number 10 completed.

Assessment criteria, pass/fail (course unit)

Pass
-passes the basic skills evaluation
-passes the advanced level skills evaluation
-passes the national theory exam

Fail
-does not pass the basic or advanced level skills evaluation
-does not pass the national theory exam

Assessment scale

Pass/Fail

Objectives (course unit)

Students
- produce a finished thesis report and other thesis-related material as regards style and layout
- report, justify and assess thesis-related research methods, implementation and results in accordance with TAMK’s guidelines and research-ethical principles
- present and defend their thesis professionally and in a theoretically justified manner
- give constructive feedback as a peer reviewer
- can communicate in a matter-of-fact style in Finnish, Swedish or English in accordance with the thesis requirements

Content (course unit)

Course is accepted when at least publication of the written report is published, plagiarism check and maturity test accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment scale

0-5

Objectives (course unit)

-is able to conduct an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-is familiar with the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-knows the holistic documentation, reporting and communication
-masters the basic skills under supervision to lead the emergency care service and is able to collaborate with different authorities
-follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the practical training guidelines
-is able to realistically evaluate his / her own competence and development as an emergency care nurse

Content (course unit)

Advanced level prehospital emergency care

Prerequisites (course unit)

The basic skills of emergency care must be fully mastered. Participation to theoretical studies of advanced level prehospital emergency care.

Assessment criteria, pass/fail (course unit)

Pass
The student
-is able to conduct an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-knows the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-knows the holistic documentation, reporting and communication
-masters the basic skills under supervision to lead the emergency care service and is able to collaborate with different authorities
-follows in his / her own actions the agreed rules of the supervised practical training
-reflects on and assesses his/her own actions realistically and is able to give and receive feedback


Fail
The student
-is not able to manage an independent clinical examination, interview, assessment and treatment of an injured or suddenly ill patient on an advanced level
-does not know the safe and appropriate use of various examination and treatment tools, immobilisation and medical devices
-incompletely manages the documentation, reporting and communication
-does not possess the basic skills under supervision to lead the emergency care services and collaborate with different authorities
-ignores in his / her own actions the agreed rules of the supervised practical training
-unrealistically assesses his/her own learning and is not able to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to describe and assess the opportunities for well-being and health technology in promoting health
- is able to clarify the needs of different user groups and user experiences for various well-being and health technology solutions;
- knows the methods with which well-being and health technologies are developed for different user groups’ needs
- knows the ethical principles in the user context of well-being and health technologies
- knows and understands the importance of data protection in the user context of well-being and health technologies.

Content (course unit)

- maintaining well-being and promoting health as concepts
- key concepts and contents of well-being and health technologies
- the opportunities for exploiting technologies to maintain well-being and promote health
- main contents and concepts for user-centered design
- methods to identify user needs
- methods for the co-development of need-oriented and user-oriented technologies
- ethics and privacy in the user context of well-being and health technology

Further information (course unit)

The course is a joint study course in the field of social and health care at the consolidated University of Tampere.

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to describe and explain the key concepts, contents and methods of well-being and health technologies and user-centred design
- is able to describe the methods for identifying the needs of users and is able to describe the methods for identifying joint development needs for user-oriented technologies and has tried some of them
- does not participate actively in discussion of ethical and data protection issues in the context of wellbeing and health technology.

Assessment criteria, good (3-4) (course unit)

The student
- is able to use the key concepts of well-being and health technologies as well as user-centred design correctly and to choose methods for situations in the development process
- is able to use methods to identify user needs and co-develop technologies
- participates in the discussion of ethical and data protection issues in the context of wellness and health technology.

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply and combine methods to identify user needs and user-oriented technologies in collaboration
- is able to analyse, document and critically assess research results
- is able to participate constructively in the discussion of ethical and data protection issues in the context of well-being and health technology and to explain his/her viewpoints.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

Assessment criteria, good (3-4) (course unit)

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

The course enhances understanding of individual aging and provides the skills to carry out ethical and individualized elderly care work.

After completing the course, the student
• Knows about aging-related changes and understands their diversity.
• Understands the key special features related to aging, associated illnesses, and principles of gerontological nursing.
• Identifies the different areas of functional ability and their assessment methods.
• Organizes the structure of elderly service systems.
• Identify the ethical principles of elderly care and incorporate them into their own values as a basis for their work.
• Comprehend the individual impact of dementia on the person with dementia and family members and recognize the specific aspects of nursing care for individuals with dementia.

Content (course unit)

• Aging-related changes
• Assessment of functional capacity
• Services for older people
• Ethical value basis of elderly care
• Aging-related illnesses and characteristics
• Basic elements of elderly medication
• Nursing care for individuals with dementia

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Recognizes some aging-related changes, special features of aging, and illnesses.
• Identifies aspects of functional capacity and basic assessment methods.
• Is aware of some ethical principles related to elderly care.
On a general level, the student acknowledges the impact of dementia on those affected and understands the basics of nursing care for individuals with dementia.

Assessment criteria, good (3-4) (course unit)

The student
• Identifies aging-related changes and key characteristics of aging, illnesses, and can choose appropriate nursing methods for the situation.
• Selects assessment methods for functional capacity and recognizes individual care needs of the elderly.
• Comprehends the functioning of elderly service systems and identifies the key contents of related regulations and guidelines.
• Recognizes the ethical principles of elderly care and integrates them into own work values.
• Understands the individual impact of dementia on those affected and their family members and comprehends the specific aspects of nursing care for individuals with dementia.

Assessment criteria, excellent (5) (course unit)

The student
• Can comprehensively examine aging-related changes, characteristics of aging, and illnesses, and understand the impact of health and well-being on functional capacity.
• Selects appropriate and suitable assessment methods for the situation and responds extensively to the individual care needs of the elderly.
• Understands the functioning of service systems and applies the content of regulations and guidelines.
• Comprehends the ethical principles of elderly care and applies them in their practice.
• Comprehensively understands the impact of dementia on the person with dementia and family members and understands the holistic aspects of nursing care for individuals with dementia.

Assessment scale

0-5

Objectives (course unit)

The aim of this course is to develop basic knowledge about the structure and function of the circulatory and respiratory systems.

After completing the course, the student
• Knows the structure of the basic tissue types and the way they form the organs.
• Knows the structure and function of the blood, cardiovascular system and respiratory system.

Content (course unit)

• tissues
• the structure and function of the blood and cardiovascular system
• the structure and function of the respiratory system

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Recognizes the basic tissue types, can name those and knows the way they form the organs.
• Knows the basics of the structure and function of the blood, cardiovascular system, and respiratory system.

Assessment criteria, good (3-4) (course unit)

The student
• Knows the structure and functions of tissues.
• Knows the structure and function of the blood, cardiovascular system, and respiratory system.
• Knows the structure and functions of the human body and is able to describe the relationship of the functions to each other.

Assessment criteria, excellent (5) (course unit)

The student
• Has a broad understanding of the structure and importance of tissues for the functioning of the body as a whole.
• Has an in-depth knowledge of the structure and function of the human circulatory and respiratory system.
• Can apply his / her knowledge of anatomy and physiology, demonstrates the mastery of entities and is able to combine theoretical knowledge with the professional context.

Assessment scale

0-5

Objectives (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- knows patient's holistic care path, including discharge and planning for continuing care, and the basics of service management
- is able to observe and evaluate patient’s basic life functions and vital signs and learns to make related decisions in different situations
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to recognise patients’ health risk factors, understands the meaning of patients’ health promotion and can guide patients in self-care and adherence to care
- practices in prioritizing tasks according to the situation and is able to work cost-effectively, in accordance with the principles of the environment and sustainable development
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback

Content (course unit)

- patient’s holistic nursing care practice

Prerequisites (course unit)

The student has completed Supervised clinical trainings 1-5. Participated in the nursing theory studies related to the clinical training area.

Further information (course unit)

It is possible to plan the clinical training to be done as a paid training, working as substitute nurse, after the student has achieved 140 credits or in Emergency medical service after passed the competence demonstration of the basic level prehospital emergency care.

EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence.

Assessment scale

0-5

Objectives (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define own patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- gets experience in patient's holistic care path, including discharge and planning for continuing care
- is able to observe and evaluate patient’s basic life functions and vital signs, practices resuscitation and learns to make related decisions in different situations, promoting patient safety
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to guide the patient and family in self-care utilizing multiprofessional team
- recognises own and other health care and social services professionals’ responsibilities and understands the meaning of division of duties when considering client’s holistic care
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback

Content (course unit)

- supervised clinical training in medical nursing context

Prerequisites (course unit)

The student has completed Supervised clinical training 1 and 2, passed courses Basics of clinical nursing and Pharmacotherapy and medical calculations. Participated in nursing theory studies related to the clinical training area.

Further information (course unit)

EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence

Assessment criteria, pass/fail (course unit)

The student
- meets the patient, family and colleagues appropriately and respectfully, is capable of creating and maintaining professional interaction with the patient, and uses good work community skills
- respects clients/patients and meets them as experts in their lives
- is able to apply the essential nursing knowledge and skills required in the specified care environment and is able to carry out evidence based, ethical and high-quality nursing care
- is able, under supervision, to define own patient's nursing needs; to plan, implement and evaluate nursing care in a client-oriented and health-promoting manner, in co-operation with the patient, family and other health care and social services professionals, and is able to use structured documentation system
- gets experience in patient's holistic care path, including discharge and planning for continuing care
- is able to observe and evaluate patient’s basic life functions and vital signs, practices resuscitation and learns to make related decisions in different situations, promoting patient safety
- is able to promote patient safety and prevent incidents at all stages of the nursing care process
- masters the principles of infection control and works aseptically
- is able to carry out patient's medication and fluid therapy safely and correctly under supervision
- is able to guide the patient and family in self-care utilizing multiprofessional team
- recognises own and other health care and social services professionals’ responsibilities and understands the meaning of division of duties when considering client’s holistic care
- adheres to ethical guidelines and principles of nursing, acts responsibly as a member of the work community and follows the practice guidelines
- complies with confidentiality and data privacy protection
- is able to evaluate own competence and development as a student nurse realistically, and is able to give and receive feedback
Fail:
The student
- lacks understanding of professional encounter: treats patients, family, or members of the work community inappropriately or disrespectfully and professional interaction and working life skills are insufficient
- has obvious gaps in nursing knowledge and skills required in the specified care environment; searching for and utilising knowledge is incomplete, and even after a tutorial discussions there are misunderstandings in the theoretical knowledge
- is not able to perform main clinical skills under supervision
- is not able to help the patient in the daily activities, is not able to observe patient's basic vital functions and general condition, does not know the principles of resuscitation and decision-making skills are inadequate
- is not able to recognise patient’s needs, planning, implementation and evaluation of care is inadequate and patient’s care path is unclear
- is not able to present patient's whole situation in nursing care plan and summary
- does not master the principles of infection control and aseptic practice
- makes mistakes in patient's medication and fluid therapy despite guidance; has not updated medication passport
- does not show interest in patient and family guidance and withdraws from it
- violates confidentiality or patient’s data privacy protection
- does not recognize the boundaries of own competence, resulting in endangering patient safety
- fails to follow the agreed rules for supervised clinical training (e.g. takes no responsibility for own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required hours is not fulfilled)
- evaluates own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

-is able to apply medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children -recognises the gynaecological and obstetric emergencies
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Content (course unit)

-Cardiology (ECG)
-Obstetrics
-Pediatrics (intensive care)

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret most common abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-knows the most common gynaecological and obstetric emergencies
-knows the protocol of prehospital child delivery
-knows the basic principles of care of pediatric patients requiring intensive care

Assessment criteria, good (3-4) (course unit)

-understands the role of medical knowledge in emergency care
-understands the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply medical knowledge in emergency care
-understands deeply the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery and is able to take care of patients with irregular delivery
-is able to take holistic and individualised care of pediatric patients requiring intensive care

Assessment scale

0-5

Objectives (course unit)

- After completing the module, the student will have a research-based understanding of social and health care system at a political, practical and consumer level.
- The student knows the principles of a welfare state and the basic principles of legislation and political guidance that govern the social and health care service system.
- The student has a basic understanding of the social and health care service system in a changing environment. They know the different ways in which services are provided and the economic conditions that govern them.
- The student has an understanding of the various occupations of social and health care and their multi-disciplinary work for clients.
- The student is able to examine the functioning of the service system from the customer's point of view.

Content (course unit)

- a comprehensive system of social and health care service
- national and EU regulations and guidelines
- service production and organization
- service integration and multidisciplinary work
- the role and position of the customer

Assessment criteria, satisfactory (1-2) (course unit)

The Student is able to name the concepts of the social and health care service system and is able to describe the main principles of its function.

Assessment criteria, good (3-4) (course unit)

The student is able to specify the service production of the social and health care service system and the responsibilities from an organizational point of view.

Assessment criteria, excellent (5) (course unit)

The student is able to describe and specify the suitability and manner of organisation of the social and health care service system in accordance with the individual needs of the client.

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to describe the scientific research process in nursing research
- is able to distinguish between quantitative and qualitative research approaches
- is able to choose suitable data collection and analysis methods for the research approach
- be able to evaluate the ethical principles of scientific research
- knows the basic concepts of statistics

Content (course unit)

- recent nursing research
- research ethics
- the stages of the research process
- empirical research: quantitative and qualitative
- theoretical research
- the reliability of the study
- basics of statistics

Prerequisites (course unit)

Completed Structured Data Search

Assessment criteria, satisfactory (1-2) (course unit)

The Student
- can describe superficially the stages of the research process
- be able to look at the reliability of research and research ethics issues in a limited way
- is able to describe the theoretical, quantitative and qualitative research approach in a limited way

Assessment criteria, good (3-4) (course unit)

The Student
- can describe well the stages of the research process
- is able to describe the reliability of research and research ethics issues
- is familiar with the principles of theoretical, quantitative and qualitative research approach as a rule

Assessment criteria, excellent (5) (course unit)

Student
- is able to describe the research process with various justifications and examples
- is able to describe issues related to research reliability and research ethics in a variety of ways
- clearly knows the principles of quantitative and qualitative research approach
- is able to consider and evaluate research methods suitable for different situations

Assessment scale

0-5

Objectives (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- knows the key work community skills and understands their importance
- is able to analyze one's own working life skills

Content (course unit)

- strategic planning, implementation and evaluation
- key processes in Human Resource Management
- quality and Safety in organizational activities
- work community skills and culture of work society
- critical thinking

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
- knows basic concepts of the entirety of management
- recognizes the importance of quality and safety in organizational activities
- recognizes some key work community skills
- recognizes his/her own working life skills

Assessment criteria, good (3-4) (course unit)

The student
- knows and is able to describe basic concepts of the entirety of management
- knows the importance of quality and safety in organizational activities
- knows some key work community skills
- can describe his / her own working life skills

Assessment criteria, excellent (5) (course unit)

The student
- is able to understand the entirety of management
- understands the importance of quality and safety in organizational activities
- can analyze and discuss the importance and consequences of the key work community skills
- can analyze his / her own working life skills

Assessment scale

0-5

Objectives (course unit)

The student
- is able to evaluate nursing care for the client during the age of fertility, pregnancy and the postpartum period, as well as for clients with gynecological disorders, utilising evidence-based knowledge
- knows the basics of promoting sexual and reproductive health and protecting fertility; recognises and is able to bring up matters concerning sexuality and reproductive health with the client and her significant others
- knows the ways to support and guide a family expecting a child, and families with children, in a healthy and sober lifestyle, promoting partnership and their growth as parents utilising multi-professional cooperation
- knows the normal path and follow-up of pregnancy, childbirth and the postpartum period
- knows the structure and process of the maternity care service system
- knows the most common disorders related to fertility, pregnancy, childbirth and the postpartum period
- is able to support families in basic care and breastfeeding for newborns
- recognizes the ethical principles of maternity care and gynecologal nursing
- knows the basics of pharmacotherapy for pregnancy, delivery, postpartum and gynecological disorders
- is able to assess the state of a suddenly ill woman and begin correct and sufficient care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- is able to identify and act in obstetrical and gynecological emergencies

Content (course unit)

- women's health at different phases of life
- promotion of sexual and reproductive health and protection of fertility in nursing care
- the most common gynecological diseases and their care
- means of supporting partnership, growth for parenthood, and family in nursing care
- sobriety and healthy lifestyles during pregnancy and breast feeding
- normal pregnancy, normal childbirth and postpartum period and complications
- the most common disorders and treatments during pregnancy, childbirth and the postpartum period
- maternity care service system
- basic care and breastfeeding for newborns
- pharmacotherapy for pregnancy, delivery, postpartum and gynecology
- safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
- obstetrical and gynecological emergencies in emergency nursing care

Assessment criteria, satisfactory (1-2) (course unit)

The student
- recognises the special features and processes of maternity- and gynaecological nursing
- identifies the most common gynaecological diseases, the physiological changes in pregnancy and the disorders of pregnancy and postpartum care
-Identifies the main features of monitoring and care of a newborn child after birth and knows the family support methods, but is unable to explain his/her activities in detail
- identifies parenting growth and sexual and reproductive health issues in a woman's and family's life
- performs medication calculation correctly, knows the basics of medication in pregnancy, childbirth, postpartum care and gynaecological care
- Identifies guidance as an important way of working in women's nursing care.
- recognises the ethical principles of maternity- and gynaecological nursing care
- identifies his/her own interpersonal skills in the context of maternity -and gynaecological nursing care, as well as in the learning environment
- identifies the special features of first aid in a woman's nursing, birth care and newborn care
- takes responsibility for her/his own learning
- knows the principles of out-of-hospital childbirth safety for the woman and the fetus
- knows the basics of safe transportation to a woman who has given birth or has given birth and a newborn safely to the hospital
- is able to receive feedback

Assessment criteria, good (3-4) (course unit)

- Is able to describe and define the most common gynecological diseases and the physiological changes in pregnancy and the most common disorders of pregnancy and postpartum care
- is able to describe and justify the main features of monitoring and care of a newborn child after birth and understand the forms of family support.
- performs on medical calculations and the basics of gynecological, gestational and pediatric medication.
- identifies and is able to support parenting growht and the challenges of sexual and reproductive health in a woman’s and family’s life.
- understands and is able to apply ethical principles in women's nursing.
- understands the importance of guidance and is able to guide a woman in nursing care.
- is able to work collaboratively responsibly and constructively and is ready to develop their interaction skills in the learning environment of women's nursing care.
- is able to describe the special features of emergency care in a woman's nursing care, birth care and newborn care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- knows safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
-Able to reflective feedback.

Assessment criteria, excellent (5) (course unit)

The student
- keeps and is able to make extensive use of the knowledge base of women's nursing.
- analyzes evidence-based information in a woman's nursing work and is able to apply the nursing process individually and family-centered.
- is able to describe and analyze the main features of monitoring and care of a newborn child after birth and knows the forms of family support.
- identifies and is able to support parenting growht and the challenges of sexual and reproductive health in a woman’s and family’s life.
- performs on medical calculations and masters the basics of gynecology and drug treatment during pregnancy and postpartum care, and knows the specific challenges associated with them.
- understands and is able to creatively apply the ethical principles of nursing in women's nursing.
- can guide a woman in nursing work in a customer-oriented way
- is able to work collaboratively responsibly and constructively and is ready to develop their interaction skills in the learning environment of women's nursing care.
- is able to describe the special features of emergency care in a woman's nursing care, birth care and newborn care
- is able to assist in out-of-hospital childbirth and care for a newborn child and a woman who has given birth
- knows safe transportation to the hospital of a woman giving / having given birth, and a newborn baby
- is able to reflective feedback

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations.

Assessment criteria, satisfactory (1-2) (course unit)

Student
- is able to assess the need and urgency of the client's care in normal situations
- is able to document a client visit using the instructions for documentation of primary health care
- know the main principles of health promotion and support for self-care and identify opportunities for benefiting genomic data
- is able to plan, implement and evaluate nursing work and document it according to the process using instructions
- is able to name professional groups related to the client's process and their roles in care and guidance
- know national health services
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities under supervision

Assessment criteria, good (3-4) (course unit)

Student
- is able to assess the need and urgency of client care in a client-oriented, individual and using evidence-based information
- is able to plan, implement and evaluate nursing work and document nursing work in a customer-oriented manner and using digital information sources and genomic data
- is able to implement health-promoting guidance and support the client's self-care using client-oriented methods, taking into account the multidisciplinary professionals involved in the client's care
- is able to utilize national health services in guidance and care
- know the operating principles in exceptional situations related to environmental health
- is able to evaluate his / her guidance skills and activities in a variety of ways

Assessment criteria, excellent (5) (course unit)

Student
- is able to evaluate, together with the client, the need and urgency of the client's care in a client-oriented, individual and evidence-based manner
- is able to plan, implement and evaluate nursing work in a customer-oriented and individual way, using diverse information sources, genomic data and methods
- is able to implement client-oriented health-promoting guidance and support the client's self-care in a variety of ways, using various methods, multi-professionalism and networks
- is able to apply the national health care service in a versatile and customer-oriented manner in the client's guidance and care
- is able to apply the operating principles in various exceptional situations related to environmental health
-is able to evaluate their management skills and operations and develop them creatively and customer-oriented

Assessment scale

0-5

Objectives (course unit)

With this course, you will gain a multidisciplinary understanding of the future fields within the social and healthcare sector, and acquire tools to support professional growth and studies.

After completing the course, the student
• Understands the individual and multidisciplinary meaning of professional growth in the learning process.
• Understands the importance of resilience and social sustainability in the social and healthcare field and identifies one's own strengths and areas of development as a learner.
• Can take safety in studying and in the study community into consideration.
• Actively works in a group, taking others into account, and understands the importance of interpersonal skills in multidisciplinary study and work communities.
• Is familiar with the values and ethical principles of the social and healthcare sector.

Content (course unit)

• Multidisciplinary study, group work, and teamwork skills in the social and healthcare field
• Reflection, receiving feedback, and giving feedback as a student and employee
• Self-regulation and stress management techniques, as well as restorative activities
• Emotional intelligence and emotion regulation
• Self-efficacy and self-compassion
• Self-leadership
• Self-direction, taking responsibility, and problem-solving skills
• Psychological, physical, and social safety in studying and in the study community
• Values of the social and healthcare sector and professional ethical principles
• Consideration of diversity in study and work communities

Assessment criteria, pass/fail (course unit)

Pass:

The student
• Understands the individual and multidisciplinary meaning significance of professional growth in the learning process. Recognizes the importance of giving and receiving feedback as a student and employee.
• Understands the significance of resilience and social sustainability in the social and healthcare field. Identifies their own strengths and areas for development as a learner and knows how to utilize information in their own learning.
• Takes into account safety in studying and in the study community. Can act in a way that promotes safety and considers diversity.
• Can actively work in a group and consider others. Understands the importance of interpersonal skills in multidisciplinary study and work communities.
• Knows the values and ethical principles of their own field and recognizes the values and ethical principles of other social and healthcare fields.


Fail:

The student
• Does not understand the individual and multidisciplinary meaning of professional growth in the learning process. Does not understand the importance of giving and receiving feedback as a student and employee.
• Does not understand the significance of resilience and social sustainability in the social and healthcare field. Does not recognize their own strengths and areas for development as a learner and does not utilize information in their own learning.
• Does not consider the importance of safety in the study community. Does not know how to act in a way that promotes safety and considers diversity.
• Is passive and avoids participating in group work. Lacks consideration for others. Does not understand the importance of interpersonal skills in multidisciplinary study and work communities.
• Does not know the values and ethical principles of their own field and does not recognize the values and ethical principles of other social and healthcare fields.

Assessment scale

Pass/Fail

Objectives (course unit)

In the course, students learn to understand the new applications of genetics and genomics in healthcare.

After completing the course, the student
• Have knowledge of key concepts related to genetics and genomics.
• Understand the applications of genetics and genomics in healthcare.
• Be familiar with the ethical and legal principles related to genetics and genomics.

Content (course unit)

• Concepts
• Applications of gene and genomic information in healthcare
• Legislation and ethical principles

Assessment criteria, pass/fail (course unit)

Pass:

the student
• Recognizes key concepts.
• Can describe the applications of genomic information in healthcare.
• Can name ethical principles related to genomic information.
• Successfully completes the online course assignments.

Fail:

The student
• Does not understand genomic information concepts.
• Lacks knowledge of the use of genomic information in healthcare.
• Does not comprehend the significance of ethical principles.
• Fails to complete the online course assignments.

Assessment scale

0-5

Objectives (course unit)

During the course, you will dive into the world of nursing, where you will learn a diverse range of basic nursing skills as well as client interactions. You will learn how psychological factors affect the well-being and development of clients of different ages. During the course, you will acquire the skills to respond to the most common illness and accident situations requiring first aid.


After completing the course, the student

Nursing 1, 4 cr
• Knows how to works as a primary nurse and knows the principles of individual responsibility in nursing care.
• Knows how to work according to aseptic and ecological principles.
• Possesses basic knowledge related to the patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing care.
• Knows the principles of ergonomic work in nursing.
• Knows the basics of promoting health through nutrition.
• Recognizes the importance of considering the patient's sexuality in nursing care.
• Become trained in the patient guidance.
• Takes responsibility for their own learning and actively participates in small group activities.


Nursing 2, 3 cr
• Understands the normal functioning of basic bodily functions and recognizes changes in them.
• Knows how to observe/monitor and ensure the client's basic bodily functions using nursing assistance methods.
• Understands the concepts of ABCDE, NEWS, and ISBAR methods and knows how to use them.
• Understands the basics of pain management.
• Become trained in the patient guidance.
• Takes responsibility for their own learning and actively participates in small group activities.

Psychology, 1 cr
• Understand the link between psychological factors and client well-being.
• Take into account the psychological development of people of different ages in client encounter.

First aid, 1 cr
• Knows how to act independently based on evidence and give first aid in the most common illness and accident situations, taking into account the need for safety and emotional first aid.

Content (course unit)

Nursing 1, 4 cr
• Primary nursing and the responsibility and principles of primary nursing.
• Aseptic and sustainable work in the nursing environment.
• Adherence to general cleanliness and orderliness during practice sessions.
• Considering and maintaining ergonomics for both the client and the nurse in nursing care.
• Acknowledging and addressing basic human needs.
• Rehabilitative nursing care as a method in daily activities.
• Finnish dietary recommendations.
• Recognizing and addressing the diversity of sexuality in nursing care and methods for discussing it.
• Active participation and goal-oriented problem-solving in a small group.

Nursing 2, 3 cr
• Monitoring, measuring, and nursing assistance methods related to circulation, respiration, and temperature balance.
• ABCDE, NEWS and ISBAR methods in patient care and reporting.
• Pain assessment, the basics of pain and its management.
• Fundamentals of gas calculations.
• Guiding in various nursing situations.
• Active participation and goal-oriented problem-solving in a small group.


Psychology, 1 cr
• Psychological reactions in crisis situations: illness, traumatic crises from the individual and community perspective.
• Health psychology in promoting client well-being: e.g. resilience, stress, state of alertness regulation, psychological self-regulation.
• Developmental psychology in promoting client well-being.

First aid, 1 cr
• Recognizing an emergency situation and alerting additional help.
• First aid for an unconscious person who has had a seizure.
• Basic CPR for children and adults, PPE-D (defibrillation).
• First aid for an accident patient.
• Mental first aid.

Assessment criteria, satisfactory (1-2) (course unit)

Nursing 1: The Student
• Knows the principles of individual responsibility in nursing care and acting as a primary nurse.
• Knows how to work according to aseptic and ecological principles.
• Knows the basic information related to the patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing care.
• Knows the principles of ergonomic work in nursing.
• Knows the fundamentals of promoting health through nutrition.
• Understands the importance of considering the patient's sexuality in nursing care.
• Recognizes the significance of patient guidance situations.
• Has participated in small group work.


Nursing 2: The Student
• Knows the normal functioning of basic bodily functions and can recognize changes in them.
• Knows how to observe and secure the client's basic bodily functions using nursing assistance methods.
• Understands the meaning of ABCDE and NEWS methods and knows how to use them.
• Knows the basics of pain management.
• Recognizes the significance of patient guidance situations.
• Has participated in small group work.

Psychology: The Student
• Knows about the link between psychological factors and client well-being.
• Knows about the psychological development of people of different ages in client encounter.

Assessment criteria, good (3-4) (course unit)

Nursing 1: The Student
• Knows how to work according to the principles of individual responsibility in nursing and self-care.
• Knows how to work according to aseptic principles and ecologically.
• Has basic knowledge of patient's daily activities and assistance methods.
• Knows the principles of rehabilitative nursing.
• Knows the principles of ergonomic working methods in nursing.
• Knows the basics of promoting health through nutrition.
• Understands the importance of considering the patient's sexuality in nursing.
• Becomes skilled in guidance situations.
• Takes responsibility for their own learning and actively participates in small groups.

Nursing 2: The Student
• Knows how to work according to aseptic principles and ecologically.
• Understands the normal functioning of basic bodily functions and can identify changes in them.
• Knows how to observe and ensure the client's basic bodily functions using basic nursing assistance methods.
• Understands the concepts of ABCDE, NEWS, and ISBAR and knows how to use them.
• Understands the basics of pain management, such as pain monitoring, assessment, and basic pain management methods.
• Becomes skilled in face-to-face guidance situations.
• Takes responsibility for their own learning and actively participates in small groups.

Psychology: The Student
• Can identify the link between psychological factors and client well-being
• Can identify issues related to the psychological development of people of different ages in client encounter

Assessment criteria, excellent (5) (course unit)

Nursing 1: The Student
• Excels in working according to aseptic principles and considers sustainability.
• Reflects on, justifies, and connects theoretical knowledge to practice.
• Knows how to work using basic clinical nursing skills.
• Knows how to consider and adhere to the principles of individual responsibility in nursing.
• Takes active responsibility for their own learning and working in a small group and commits to a goal-oriented problem-solving process with the small group.


Nursing 2: The Student
• Excels in working according to aseptic principles and considers sustainability.
• Knows how to use various nursing assistance methods in problems related to adult thermoregulation and the respiratory and circulatory systems, and can justify their actions from a nursing perspective.
• Knows how to work using basic clinical nursing skills.
• Knows how to consider and adhere to the principles of individual responsibility in nursing.
• Takes active responsibility for their own learning and working in a small group and commits to a goal-oriented problem-solving process with the small group.

Psychology: The Student
• Recognize the link between psychological factors and client well-being in a variety of ways.
• Can identify a wide range of issues related to the psychological development of people of different ages in client encounter.

Assessment criteria, pass/fail (course unit)

First aid: pass/fail

Pass: The Student
• Can give evidence-based first aid on her/his own initiative in the most common cases of illnesses and accidents.
• Takes safety into consideration when giving first aid.
• Considers the need for mental first aid.

Fail: The Student
• Is not able to give first aid on her/his own initiative.
• Is not able to validate the given first aid with evidence-based knowledge.
• Does not take safety into consideration when giving first aid.
• Does not consider the need for mental first aid.

Exam schedules

Nursing 1 exam in Exam 7.11.-22.11.24
Nursing 2 exam in Exam 9.12.-16.12.24

Retake Nursing 1 and Nursing 2 in Exam 6-31.1.2025
If you need more than one retake contact your teacher.

Assessment methods and criteria

- Participation in the implementation orientation is mandatory.
-100% attendance during training classes (absence is compensated as agreed), active participation in classes.
-Preparing and doing assignments before practice lessons by getting to know things in theory. Approved performance of tasks within the given schedule.
-Approved performance in ensuring competence.
-
Arviointi
Nursing 1. Course-exam. Numeral valuation. 4 cr. Evaluation 0-5.
Nursing 2. Course-exam. Numeral valuation. 3 cr. Evaluation 0-5.
Skills lab, nursing 100% active attendance to all the skills stations in small groups. All prep tasks/assignments done before skills stations.
Skills lab, ergonomics 100% active attendance to all the skills stations in small groups. All prep tasks/assignments done before skills stations.
Psychology Oppimistehtävä tai tentti. 1 cr, Evaluation 0-5.
First aid 1 cr, Evaluation pass/fail.
First Aid:
- 100% active attendance to all the skills stations in small groups
- Participation in the implementation orientation is mandatory
- The Revitalization of the apprenticeship portal is done

Assessment scale

0-5

Teaching methods

Contact, self-learning, small group work, flipped-learning, training classes, guided self-learning, Moodle-online working, group tasks, learning discussions, simulation, e-courses and e-tests.

Learning materials

Nursing 1:

Janice L. Hinkle, Kerry H. Cheever. Brunner & Suddarth's textbook of medical-surgical nursing.2018. 14th edition: Basic concepts in Nursing: Chapters Roles of the Nurse and Models of Nursing Care Delivery.;Critical Thinking,Ethical Decision making, and the Nursing Process: Chapter The Nursing Process;Health Education and Health Promotion: Chapters The Nursing Process in Patient Teaching and Health Promotion; From Chapter : Individual and Family considerations: Sub chapters: Loss and Grief, Death and Dying, and Chapter: Principles and practices of rehabilitation completely.

All the material provided by the teacher

Fundamentals of Medical-Surgical Nursing : A Systems Approach 2014.Brady, McCabe,& McCann.2014.Publisher John Wiley & Sons, Incorporated.e-book.Part 1: Common Principles Underlying Medical and Surgical Nursing Practice
Chapters:1,4, 7,

Yoost& Crawford (2015) Clinical Companion for Fundamentals of Nursing : Active Learning for Collaborative Practice. Chapters 24, 29, 35, 36, 37

Nutrition: Nordic Nutrition Recommendations 2012. pages: https://www.ruokavirasto.fi/globalassets/teemat/terveytta-edistava-ruokavalio/ravitsemus--ja-ruokasuositukset/nordic-nutrition-recommendations-2012.pdf pages 1-41.

Nursing 2:

Janice L. Hinkle, Kerry H. Cheever. Brunner & Suddarth's textbook of medical-surgical nursing. 2018. 14th edition: Concepts and Challenges in Patient Management: Pain management. Gas Exchange and Respiratory Function: Assessment of Respiratory Function, Respiratory Care Modalities: Noninvasive Respiratory Therapies. Cardiovascular and Circulatory Function: Assessment of Cardiovascular Function.

NICE guideline: Hypertension in Adults Diagnosis and Management(August 2019) Parts 1.1-1.3 and only Lifestyle interventions from 1.4

Anne-Marie Brady, Catherine McCabe, and Margaret McCann. 2013 "Fundamentals of Medical-Surgical Nursing : A Systems Approach" eBook by John Wiley & Sons, Incorporated
Chapter 1: Principles of Nursing Assessment.pp:35-45.

All the material provided by the teachers.


Psychology:
-Lecture materials and Course book:
Weiner, I.B., Lerner, R.M., Easterbrooks, M.A. , Mistry, J. and Weiner I. 2012. Handbook of Psychology, Developmental Psychology. Publisher John Wiley & Sons, Incorporated
Chapters: II Infancy and Early Childhood, III Childhood
The book is available as an e-book through the Tuni library.


First aid:
Henna Korte ja Kristiina Myllyrinne, 2024. Ensiapu
Elvytys – Duodecim Oppiportti- verkkokurssi https://www.oppiportti.fi/op/dvk00068

Student workload

Total 8 cr x 27 h = 216 hours of study

Nursing 1 and 2: 12 h theory, 8 x 4 h small group work and contact hours. 145 h independent study.

Psychology: contact 7h, independent study 20h.

First aid:

8 h small group work. 19 h independent study
Independent work during skills training is possible at school in self-practice class. The self-practice class can be booked through the Pakki space reservation. Instructions for the self-training class can be found in the self-training class.

Completion alternatives

Nursing. If you are a community nurse, you can ask the course teacher about optional performance methods.

First aid. None.

Psychology. If a student has completed at least five psychology courses from upper secondary school, you can complete the psychology assignment. The task is explained in the orientation of the psychology section.

Practical training and working life cooperation

None

International connections

None

Further information

Training classes should include workwear and work shoes, as well as proper hygiene and appearance. Avoiding the use of strong fragrances.

The implementation plan can be updated before the orientation of the course.

Objectives (course unit)

The aim of the course is to develop essential skills in pharmacotherapy and medical calculations.

After completing the course course, the student
• Shows familiarity with legislation concerning pharmacotherapy.
• Is able to describe the stages of the medication process.
• Understands the requirements of safe medication and their importance in patient safety.
• Is able to implement patients’ medication care safely under supervision.
• Knows reliable databases of pharmacotherapy and is able to use them.
• Is able to complete medical calculations accurately.

Content (course unit)

• Norms guiding pharmacotherapy
• Medication process
• Medication safety
• Forms of medication and routes of administration
• Practice subcutaneous and intramuscular injection
• Planning the implementation of the patient's medication and measuring the medication into patient-specific doses
• Using different medical databases in medication-related decision-making
• Knows the basics of medication guidance
• Medical calculations

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Knows the basics of regulations governing medication treatment.
• Knows the basics of the medication treatment process and is aware of the responsibilities of medication-related tasks in nursing care.
• Is able to act responsibly in the patient's medication treatment.
• Knows the basics of different pharmaceutical forms and methods of administration, and knows how to safely and correctly implement a patient’s medication.
• Is able to inject subcutaneously and intramuscularly safely.
• Is able to search and use information from reliable pharmacotherapy databases.
• Knows the basics of promoting the safety of medication treatment.
• Knows the basics of medication phases and effects in the body.
• Is able to guide the patient in medication under supervision.
• Is able to calculate medication correctly.

Assessment criteria, good (3-4) (course unit)

The student, in addition to a satisfactory level
• Is able to justify his / her actions at different stages of the pharmacotherapy process.
• Is able to plan and implement patient medication guidance.

Assessment criteria, excellent (5) (course unit)

The student, in addition to a good level,
• Is able to apply his / her knowledge at different stages of the pharmacotherapy process.
• Knows the consequences of pharmacotherapy and is able to react to them as required by the situation.
• Is able to guide the patient individually in medication treatment.

Assessment scale

0-5

Objectives (course unit)

The goal of the course is to develop aseptic skills and learn the basics of microbiology from the perspective of infection prevention.

After completing the course, the student
• Understands comprehensively the basics of infection prevention in various nursing environments.
• Knows the microbial groups that are essential to health and is able to apply knowledge in maintaining health and preventing illness.
• Is able to apply and evaluate the principles of aseptic work in different nursing environments and is able to justify the activity with evidence-based practice.

Content (course unit)

• Essential microbes in nursing, their transmission vectors
• The role of microbes in the prevention of infections and the growth of microbes
• Aseptic work in different nursing environments
• The importance of personal and hand hygiene in aseptic working
• Use of the conventional precautions and different isolation measures in nursing care
• Documentation of infection control in nursing

Assessment criteria, satisfactory (1-2) (course unit)

The student
• Knows the basics of infection prevention.
• Recognizes the microbial groups that are essential for health and knows the basics of their spreading.
• Is able to work according to aseptic principles without endangering patient safety.

Assessment criteria, good (3-4) (course unit)

The student
• Has a structured picture of the basics of infection prevention.
• Knows the microbial groups that are essential for health and understands the importance of their spreading in maintaining health and preventing illness.
• Is able to work according to aseptic principals and justify their activities.

Assessment criteria, excellent (5) (course unit)

The student
• Understands comprehensively the basics of infection prevention in various nursing environments.
• Knows the microbial groups that are essential to health and is able to apply knowledge in maintaining health and preventing illness.
• Is able to apply and evaluate the principles of aseptic work in different nursing environments and is able to justify the activity with evidence-based practice.

Assessment scale

0-5

Objectives (course unit)

In this study module you develop your skills in professional interaction and engagement, and learn to reflect on your own competences in various ways.

Upon completion of the study module, the student:
• acts responsibly in the clinical training environment and complies to the clinical training guidelines
• develops professional and collegial behavior within the work community
• develops skills in professional interaction and engagement with clients/patients of different ages, cultures, and backgrounds
• develops the ability to identify client strengths and factors contributing to well-being
• reflectively identifies strengths and areas for development in their professional interaction, and recognizes ethical issues
• aquires knowledge of essential legislation of the social and healthcare professions

Content (course unit)

• responsibility and professional conduct in the studies and in the work of a nurse
• professional conduct in the work community, collegiality, and employee competences
• clients from different cultures and vulnerable client groups
• recognizing and assessing own communication skills
• reflecting actions and confronting ethical dilemmas
• essential legislation of social and healthcare

Assessment criteria, pass/fail (course unit)

Pass:
The student
• acts responsibly in the clinical training environment and complies to the clinical training guidelines
• builds competency in practicing sound teamwork principles
• develops professional care interaction with clients/patients of different ages and backgrounds
• develops the ability to plan actions while considering the client's strengths
• can reflect on and identify strengths and areas for development in their professional interaction, and in ethical issues
• becomes familiar with the essential legislation governing the social and health care professions, and with principles of regulatory authority supervision

Fail:
The student
• does not act responsibly in the clinical training environment and fails to comply to the clinical training guidelines
• does not build competency in practicing sound teamwork principles
• is unable to engage in professional care interaction with clients/patients of different ages or backgrounds
• does not develop the ability to plan actions while considering the client's strengths
• cannot effectively reflect on and identify strengths and areas for development in their professional interaction or in ethical issues
• lacks knowledge of the legislation governing social and health care professions and is unfamiliar with the regulatory authority supervision of these professions

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to describe and evaluate the potential of welfare technology to maintain wellbeing and promote health.
- is able to find out the needs of different user groups and user experiences for different welfare technology solutions.
- knows methods of developing welfare technologies for the needs of different user groups.
- knows the principles of ethics in the user context of welfare technologies.
- knows and understands the importance of data protection in the context of welfare technologies.

Content (course unit)

- maintaining well-being and promoting health as concepts
- key concepts and content in welfare technologies
- the potential of technology in maintaining well-being and health
- the core content and concepts of user-oriented design
- methods to address users' needs
- methods for the joint development of need-based and user-oriented technologies
- ethics and user data protection in the context of welfare technology

Assessment criteria, satisfactory (1-2) (course unit)

The student
- is able to describe and explain the key concepts, contents and methods of welfare technologies and user-oriented design
- is able to describe methods to identify user needs and is able to co-develop need-based and user-oriented technologies and has tried some of these
- does not actively discuss ethical and data protection issues in the context of welfare technologies

Assessment criteria, good (3-4) (course unit)

The student
- is able to correctly apply key concepts of welfare technologies and user-centered design and to choose methods for different situations in the development process
- is able to use methods to identify user demands and is able to co-develop technologies
- contributes to the discussion on ethical and data protection issues in the context of welfare technologies

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply and combine methods to identify user demands and is able co-develop need-based and user-driven technologies
- is able to analyze, document and critically evaluate study results
- is able to contribute constructively to the ethical and data protection discussion in the context of welfare technology and is able to ground their points of view

Location and time

Non-stop between 19.8.2024 and 16.12.2024.

Exam schedules

A numerically assessed exam with two possible attempts.

Assessment methods and criteria

1. Independent tasks: assessment pass/fail
2. Numerical exam (0-5)

Assessment scale

0-5

Teaching methods

100% online course on the Moodle learning platform (https://moodle.tuni.fi), a self-paced modules.

The course includes independent reading and writing assignments and a final exam on Moodle. The course is delivered only in Finnish.

The course is divided into modules. Passing all modules is a prerequisite for completing the course.

Learning materials

Moodle articles and other material presented on the course platform.
Material and literature found by the student.

Student workload

3 cr = 3 x 27 h students work (81h)

Content scheduling

1. Familiarisation with the course materials and completion of independent assignments
2. Independent completion of modules 1-6
3. Final examination
4. Course feedback

Further information

The course is delivered only in Finnish.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to assess the need, plan, implement and evaluate a patient’s nursing care in a patient-oriented and health-promoting way, gaining experience in the patient’s care path, discharge and planning of the continuity of care
- is able to treat the patient, his / her significant others and the members of the work community with respect and is able to interact professionally with the patient and the members of work community
- possesses the essential knowledge and skills necessary for nursing care and is able to implement ethically high-quality, patient-safe nursing based on evidence
- masters the principles of infection prevention and works aseptically
- is able to safely carry out the patient's drug and fluid therapy
- is able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
-is able to safely transport woman in labour, woman after labour and a newborn child to hospital
-is able to take care of woman during labour outside the hospital
-is able to take care of newborn immediately after birth
- is able under supervision to observe the patient’s basic vital signs and is trained in decision-making related to them
- is trained in patient guidance and promotes patient safety at all stages of the care process
- follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the training guidelines
- is able to evaluate realistically his / her own competence and development in becoming a nurse

Content (course unit)

Holistic nursing care of a newborn and the family.

Prerequisites (course unit)

Basic Level Emergency Care completed. Participation in courses Women’s Health and Emergency Nursing Care in Women’s Health
and Obstetrics and Emergency Medicine 1, Gynaekological and obstetrical emergencys.

Assessment criteria, pass/fail (course unit)

Pass
The student
- has the basic knowledge of nursing, identifies any lack of knowledge in his/herself and actively seeks information
- knows the patient's care path
- performs the essential clinical skills of nursing care
- masters the principles of infection control and works aseptically
- is able to safely implement the patient's drug and fluid therapy
- is able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
- is able to take care of woman in labour under supervision and comprehends the special features of childbirth outside the hospital
- is able to perform immediate care of newborn
- is able under supervision to observe the patient's basic vital signs and is trained in the related decision-making
- treats the patient, the family and the members of work community with propriety and respect and is capable of professional interaction
with the patient and members of the work community
- is able to plan, implement and assess the patient in a client-oriented manner
- strives to take into account the health promotion aspect in patient care
- participates in patient guidance
- promotes patient safety at all stages of the care process
- works responsibly and recognizes the limits of his/her expertise
- follows the rules of patient confidentiality and privacy
- follows the agreed rules of the practical training in his/her own actions
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback

Fail
There are obvious shortcomings in basic knowledge, finding and utilizing knowledge are incomplete, and misunderstandings in the theoretical knowledge still remain after guiding discussions
The student
- does not know the patient's care path
- does not manage essential clinical skills with the patient
- does not manage the principles of infection control and fails to work aseptically
- makes mistakes in the patient's medication and fluid therapy despite being guided; has not filled out the medication pass
- is not able to identify by interviewing and observing the general well-being of woman in labour, the stage of child birth and possible signs of danger
- is not able to take care of woman in labour under supervision and does not comprehend the special features of childbirth outside the hospital
- is not able to perform immediate care of newborn
- does not know how to observe the patient’s vital signs and condition
- fails in the planning, implementation and assessment of care
- treats the patient, family or members of the work community inappropriately or disrespectfully and is unable to interact with them; there is a lack of understanding of professional interface
- does not show interest in patient guidance but withdraws from guiding situations
- violates patient confidentiality and privacy
- does not recognize the limits of his/her own expertise, endangering patient safety
- fails to follow the agreed rules for supervised practical training (e.g., does not take responsibility for his/her own learning, the goals are missing, does not follow the work schedules, does not inform about absences, the required numbers of hours of practice are not fullfilled)
- evaluates his/her own skills unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

The student
-is able under supervision to define the needs of his/her own patient; to plan, implement and evaluate care in a client-oriented and health-promoting manner, gaining experience
in the care path, discharge and planning the continuity of care
-is able to relate to the patient, his / her significant others and the members of the work community with propriety and respect and is able to interact professionally with the patient and members of the work community
-possesses the essential knowledge and skills necessary for the nursing care environment and is able to implement ethically high-quality, patient-safe nursing care based on evidence
-masters the principles of infection prevention and works aseptically
-is able to safely carry out the patient's medication and fluid therapy under supervision
-is able under supervision to observe the patient’s basic vital signs and is trained in the related
decision-making
-is trained in patient guidance and promotes patient safety at all stages of the care process
-follows the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the practical training guidelines
-is able to realistically assess his / her own competence and development in becoming a nurse

Content (course unit)

Holistic nursing of an intensive care patient

Prerequisites (course unit)

Participation in course on Acute Nursing Care

Assessment criteria, pass/fail (course unit)

Pass
The student
-has a basic knowledge of nursing, identifies inadequacies in his/her knowledge and actively seeks information
-knows the patient's care path
-Is able to perform the essential clinical skills of nursing care
-masters the principles of infection control and works aseptically
-is able under supervision to safely implement the patient's medication and fluid therapy
-is able to observe the patient's basic vital signs and is trained in the related decision-making
-treats the patient, the family and the work community with propriety and respect and is capable of professional interaction with a patient and members of the work community
-is able to plan, implement and assess his/her own patient’s nursing care in a client-oriented manner
-strives to take into account the health promotion viewpoint of patient care
-participates in patient guidance
-promotes patient safety at all stages of the nursing process
-acts responsibly, identifying the limits of his/her skills
-follows the confidentiality and privacy rules
-follows the agreed rules of the practical training in his/her own actions
-reflects on and assesses his/her own actions in a realistic manner and is able to give and receive feedback

Fail
-here are obvious shortcomings in basic knowledge, finding and utilizing the knowledge is incomplete, and misunderstandings in the theoretical knowledge still remain after guiding discussions
The student
-does not know the patient's care path
-is not able to manage the essential clinical skills under guidance
-does not manage the principles of infection prevention and fails to work aseptically
-makes mistakes in the patient's medication and fluid therapy despite being guided; has not filled out the medication pass
-does not know how to observe the patient’s vital signs and condition
-fails in the planning, implementation and assessment of the care
-treats the patient, family or members of the work community inappropriately or disrespectfully and is unable to interact with them; there is a lack of understanding of the professional interface
-does not show interest in patient guidance but withdraws from guiding situations
-violates the patient confidentiality or privacy
-does not recognize the limits of his/her own expertise, endangering patient safety
-fails to follow the agreed rules for supervised practical training (e.g., does not take responsibility for his/her own learning, the goals are missing, does not follow the work schedules, does not inform about absences, the required number of hours of practice are not fullfilled
-evaluates his/her own skills unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

Students
- can apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

-is able to apply medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children -recognises the gynaecological and obstetric emergencies
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Content (course unit)

-Cardiology (ECG)
-Obstetrics
-Pediatrics (intensive care)

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical knowledge in emergency care
-knows the mechanisms of different heart diseases, examinations and treatments
-is able to interpret most common abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-knows the most common gynaecological and obstetric emergencies
-knows the protocol of prehospital child delivery
-knows the basic principles of care of pediatric patients requiring intensive care

Assessment criteria, good (3-4) (course unit)

-understands the role of medical knowledge in emergency care
-understands the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery
-is able to take care of pediatric patients requiring intensive care

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply medical knowledge in emergency care
-understands deeply the mechanisms of different heart diseases, examinations and treatments
-is able to interpret abnormalities in the electrocardiogram (ECG) as the basis for a preliminary diagnosis in emergency care for adults and children
-recognises the gynaecological and obstetric emergencies and is able to take care of these patients
-is able to assist in a prehospital child delivery and is able to take care of patients with irregular delivery
-is able to take holistic and individualised care of pediatric patients requiring intensive care

Assessment scale

0-5

Objectives (course unit)

-is able to apply medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and take care of the patients outside the hospital and during transportation
-is able to examine and treat traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate use of medications and fluids used in emergency care
-knows the available equipment and different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Content (course unit)

-Cardiology
-Neurology
-Anaesthesiology
-Traumatology
-Pediatrics in emergency care
-Pharmacology
-Forensic medicine and pathology

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-knows the role of medical and pharmacological knowledge in emergency care
-knows acute illnesses and the pathophysiology of most diseases and is able to examine and take care of the patients according to the protocol outside the hospital and during transportation
-is able to examine and treat traumatically injured patients according to the protocol outside the hospital and during transportation
-knows the therapeutic effects and appropriate use of most medications and fluids used in emergency care
-knows the available equipment and most procedures required in airway management
-knows the role of forensic medicine and pathology in emergency situations

Assessment criteria, good (3-4) (course unit)

-understands the role of medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and take care of the patients holistically outside the hospital and during transportation
-is able to examine and treat holistically traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate and safe use of medications and fluids used in emergency care
-knows and is able to use the available equipment and different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Assessment criteria, excellent (5) (course unit)

-understands and is able to apply widely medical and pharmacological knowledge in emergency care
-recognizes acute illnesses, knows the pathophysiology of the diseases and is able to examine and treat holictically and appropriately patients outside the hospital and during transportation
-is able to examine and treat holictically and appropriately traumatically injured patients outside the hospital and during transportation
-knows the therapeutic effects and appropriate and safe use of medications and fluids used in emergency care
-is able to use the available equipment and all different procedures required in airway management
-is able to apply the knowledge of forensic medicine and pathology in emergency situations

Assessment scale

0-5

Objectives (course unit)

-is able to act according the rights, values and responsibilities of a paramedic by following general and regional guidelines and principles of professional ethics
-is able to implement both independently and as a part of multidisciplinary team the advanced level of care for different aged patients with acute illness or an injury taking patient and occupational safety into consideration
-is able to assess non-urgent patient taking the principles and potential influences of alternative chains of services into consideration
-knows the principles of pharmacotherapy and understands the role of genome knowledge in it
-is able to document the findings related to patients condition and situation in general, to the care given and report the essential information to the receicing facility by using appropriate communication equipment
-is able to guide the patient, relatives or other persons involved in care in case of non-transport decision
-is able to follow the principles of a systematic teamwork including acting in different roles of a care team
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

-special requirements of an advanced level paramedic; leadership, decision making, communication, situational awareness, general principles of CRM
-assessment and advanced level emergency care of an acutely ill or injured patient
-non-emergency patients holistic assessment
-pharmacotherapy on an advanced level including genome knowledge
-documentation, reporting, consultation and implementation of orders on an advanced level
-guiding of a patient, relatives and other personnel involved in care
-perpectives of sustainable development and solutions in the work of a paramedic

Prerequisites (course unit)

At the beginning of Advanced Level Emergency Care studies, the student must have completed 140 credits of studies. These should include studies in Anatomy and Physiology, The Basic Level Emergency Care skills and Supervised Clinical Trainings 1-5.

Assessment criteria, satisfactory (1-2) (course unit)

-defines the rights, responsibilities and principles of professional ethics of an advanced level paramedic
-knows the actions required on an advanced level based on systematic examination and continuous assessment
-knows the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services
-names the main principles of guidance of a patient, relatives and other personnel involved in care, including non-transport situations
-is able to document main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility
-names the principles of team work
-knows in general the pharmacotherapy used on an advanced level including genome knowledge
-knows how to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Assessment criteria, good (3-4) (course unit)

-knows and understands the rights, responsibilities and principles of professional ethics of an advanced level paramedic
-knows and understands the actions required on an advanced level based on systematic examination and continuous assessment
-knows and understands the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services -knows how to guide a patient, relatives and other personnel involved in care in an appropriate manner
-knows how to document main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility
-knows and understands the principles of team work
-knows and understands the pharmacotherapy used on an advanced level understanding the purpose of genome knowledge in it
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Assessment criteria, excellent (5) (course unit)

-masters the rights, responsibilities and principles of professional ethics of an advanced level paramedic in comprehensive manner
-masters the actions required on an advanced level based on systematic examination and continuous assessment in comprehensive manner
-masters the principles of nun-urgent patient assessment and principles and potential influences of alternative chains of services
-masters the guidance of a patient, relatives and other personnel involved in care in comprehensive manner
-masters the documentation of main findings, the care implemented and its effectiveness in relation to patients condition and situation in general and reports these to receiving facility in comprehensive manner
-masters the principles of team work
-masters the pharmacotherapy and genome knowledge used on an advanced level in comprehensive manner
-is able to act in a goal-oriented manner and organise activities innovatively to find and implement solutions that promote sustainable development

Assessment scale

0-5

Objectives (course unit)

- After completing the module, the student will have a research-based understanding of social and health care system at a political, practical and consumer level.
- The student knows the principles of a welfare state and the basic principles of legislation and political guidance that govern the social and health care service system.
- The student has a basic understanding of the social and health care service system in a changing environment. They know the different ways in which services are provided and the economic conditions that govern them.
- The student has an understanding of the various occupations of social and health care and their multi-disciplinary work for clients.
- The student is able to examine the functioning of the service system from the customer's point of view.

Content (course unit)

- a comprehensive system of social and health care service
- national and EU regulations and guidelines
- service production and organization
- service integration and multidisciplinary work
- the role and position of the customer

Assessment criteria, satisfactory (1-2) (course unit)

The Student is able to name the concepts of the social and health care service system and is able to describe the main principles of its function.

Assessment criteria, good (3-4) (course unit)

The student is able to specify the service production of the social and health care service system and the responsibilities from an organizational point of view.

Assessment criteria, excellent (5) (course unit)

The student is able to describe and specify the suitability and manner of organisation of the social and health care service system in accordance with the individual needs of the client.

Assessment scale

0-5

Objectives (course unit)

Student
- is able to assess and document the need for client care
- is able to apply customer-oriented methods of health promotion and self-care guidance in digital, remote and reception situations
- is able to plan, implement and evaluate the client's nursing work and guidance using evidence-based information, customer data and genomic data and multidisciplinary cooperation.
- is able to utilize national health services in his / her work
- know the reasons for environmental health hazards and risks and how to act in emergency situations
- is able to reflect what he has learned

Content (course unit)

- the process of assessing the need for care in different client contacts
- urgency and customer assessment
- nursing documentation at the reception
- methods of health promotion, self-care support, motivational interview, preparatory lifestyle guidance and group counseling, and interprofessional cooperation
- nursing and nursing documentation in a client-centered nursing process
- the use of wellness technology and genomic data to promote the client's health and treat illness
- Omaolo, Health Village Care Trails, 116117, Care Chains
- the role and activity of the nurse in environmental health emergencies
- specific nutrition issues