Study Guide

Objectives

The main goals of the course are for the students to
• Understand the significance of Swedish language, interaction, and communication as part of their professional skills.
• Understand their own role when meeting patients as health care communicators.

The students will be able to
• Ask a patient about their health conditions in order to facilitate successful treatment.
• Inform different types of patients of the most important care instructions, procedures, and ward routines.
• Communicate in Swedish in a multidisciplinary work community.
• Further develop the language skills in their field using various learning methods and tools
• Acquire the written language skills in the second domestic language which is necessary in their professional field, as required by national legislation (Public Administration Language Examination, CERF level B1 = Sufficient competences -> grades 1-3, B2 = Good competences -> grades 4-5.

Content

• Patient interview
• Oral guidance in the students’ own field of specialisation: ward/field/health care unit (nurse, paramedic, midwife, public health care nurse)
• Most important nursing/field specific vocabulary
• Most important anatomy vocabulary
• Authentic texts from the professional field

Prerequisites

Upper Secondary School studies or equivalent skills, CERF level B1. Do the Swedish language placement test and, if needed, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2)

• The student is able to explain in brief their practical training and work experience in mostly understandable terms.
• The student can communicate in an understandable manner in simple, routine interaction situations.
• The student can give simple oral instructions to a patient/client and to react briefly to what the person has to say.

• The student can briefly report on the client’s/patient’s condition using notes and support vocabulary.
• The student uses basic nursing/field specific vocabulary passably.
• The student uses simple, basic grammar structures.
• Using a dictionary, the student understands the main points professional publications of their field.
• Has made progress during the course, when compared to their starting point.

Assessment criteria, good (3-4)

• The student can explain their practical training, work experience, and skills clearly.
• The student communicates clearly in the most important multidisciplinary interaction situations.
• The student is able to give and justify individual instructions in the most common patient guidance situations and to answer patient’s questions appropriately
• The student is able to report the client’s/patient’s condition in a clear and understandable manner.
• The student uses the most important vocabulary and concepts of nursing.
• The student uses grammar structures mostly correctly.
• The student understands the main points of a nursing text without using aids.
• The student is able to paraphrase.
• The student works on their own initiative to actively improve the language skills in their field of specialisation.

Assessment criteria, excellent (5)

• The student is able to explain their practical training, work experience, and skills fluently and with details.
• The student communicates skilfully even in demanding multidisciplinary communication situations.
• The student interviews and guides clients and adapts their language depending on the client and situation.
• The student is able to report the condition of a client/patient fluently and with detail.
• The student uses even demanding vocabulary and concepts of nursing fluently.

• The student can easily paraphrase.
• The student uses the terminology of their field skilfully and with an attention to detail.
• The student uses grammar structures fluently.
• The student works on their own initiative to actively improve the language skills in their field of specialisation.
• The student is able to use demanding nursing articles and publications to improve their language skills.

Assessment criteria, pass/fail

• Failed oral exam.
• Content goals not met severe mistakes in structure, using language correctly, using nursing terminology and getting their message understood.