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)

The aim of this course is to develop basic knowledge about the structure and function of the digestive system, urinary system, nervous system and skin.

After completing the course, the student
• Knows the structure and function of the digestive system.
• Knows the structure and function of the urinary tract, as well as the fluid balance and acid-base balance of the body.
• Knows the structure and function of the nervous system.
• Knows the structure and main functions of the skin.

Content (course unit)

• Digestive system and its function.
• Urinary tract system and its function, fluid balance and acid-base balance.
• Nervous system and its function.
• Skin and its functions.

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

The student
• Knows the general structure and function of the digestive system.
• Knows the basics of the structure and function of the urinary tract, knows the principles of body fluid balance and acid-base balance.
• Knows the basics of the structure and function of the nervous system.
• Knows the structure of the skin and its main functions.

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

The student
• Knows the structure and function of the digestive system.
• Knows the structure and function of the urinary system, fluid balance and acid-base balance.
• Knows the structure and function of the nervous system.
• Knows the structure of the skin and its main functions.
• Is able to describe the relationship between the functions of the human body and apply the knowledge learned.

Assessment criteria, excellent (5) (course unit)

The student
• Has a deep understanding of the structure and function of the digestive system.
• Understands the structure and function of the urinary tract, understands the importance of body fluid balance and acid-base balance in body function.
• Has a broad understanding of the structure and function of the nervous system.
• Understands the structure of the skin and its main functions.
• Is able to apply his / her knowledge, demonstrate mastery of entities and combine theoretical knowledge with the professional context.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic knowledge of the mechanisms, interactions and adverse reactions of medicines.

After completing the course, the student
• Is able to describe the general principles of pharmacokinetics and dynamics.
• Knows the medications which are used to treat the most common diseases, their action mechanisms, indications and most common side and adverse effects.
• Is able to monitor the effectiveness of the medicine.

Content (course unit)

• Basic concepts of pharmacology; pharmacokinetics, pharmacodynamics and pharmacogenetics, adverse drug reactions and adverse interactions.
• Topics with antimicrobials, medicines for cardiovascular diseases, medicines for respiratory diseases, medicines for diseases of the digestive organs, medicines for type I and II diabetes, medicines for hypothyroidism and hyperthyroidism, allergy medicines and drug treatment of tumours.
• Special issues in the pharmacotherapy of children and the elderly.

Prerequisites (course unit)

Participation in the course on Pharmacotherapy and Medical Calculations.

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

The student
• Masters the basics of pharmacology.
• Knows the indication for use of the medications.
• Knows some of the mechanisms of action of medication groups.

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

The student
• Masters the basics of pharmacology.
• Knows the indication for use of the medications and knows some of the mechanisms of action of medication groups.
• Knows the typical action mechanisms of the medication groups, some adverse effects and interactions between medication groups and resulting adverse effects.

Assessment criteria, excellent (5) (course unit)

The student
• Masters the basics of pharmacology.
• Knows the typical action mechanisms of the medication groups, some adverse effects and interactions between medication groups and resulting adverse effects.
• In addition the student knows the requirements for Good (3-4), also knows the mechanisms and interactions of medication groups, and is able to apply the knowledge he/she masters.

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)

The student
- knows widely the principles and methods of fertility protection of youth and young adults
- has the knowledge of women´s health needs related to sexuality, fertility and reproduction
- knows how to support women´s sexual and reproductive health
- knows the risks and diseases threatening women´s sexual and reproductive health
- deepens the midwifery know-how in gynecology
- knows the care path of women who are victims of sexual violence

Content (course unit)

- fertility protection
- sexual and reproductive health support among women at different age
- early pregnancy complications and disorders and their treatments
- pregnancy termination
- infertility diagnosis and treatment
- gynaecological diseases and their treatment
- the care path of women women who are victims of sexual violence

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed. The student has participated in Introduction to Midwifery -module.

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

The student
- knows the main points of fertility support in youth and young adults
- the knowledge of women´s sexual and reproductive health needs are limited and does not fulfill the set objectives
- identifies the risks and diseases which threaten women´s sexual and reproductive health
- knows the women´s health promotion methods and midwifery practices but is not able to reason facts

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

The student
- has wide knowledge of fertility support in youth and young adults
- the knowledge of women´s sexual and reproductive health needs fulfills somewhat the set objectives
- is able to analyse the concepts of the risks and diseases threaten women´s sexual and reproductive health
- knows the women´s health promotion methods and midwifery practices and is able to choose the suitable methods and justify the selection

Assessment criteria, excellent (5) (course unit)

The student
- has the extensive knowledge of fertility support in youth and young adults
- knowledge regarding women´s sexual and reproductive health needs fulfills the set objectives
- is able to extensively analyse the risks and diseases threaten women´s sexual and reproductive health
- is able to creatively implement different methods in women´s health promotion, nursing and midwifery and is able to reason facts

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)

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)

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 objective of this study module is to learn documentation in accordance with healthcare regulations in various healthcare settings.

After completing the course course, the student
• Understand the customer-oriented, ethical, and legislative foundations of documentation.
• Be able to create a structured care plan in accordance with the nursing process, document the implementation of nursing care, and compile a summary of nursing care.
• Be able to assess patient data at various stages of the care process.
• Understand the basics of digital information and information management.

Content (course unit)

• Customer-oriented documentation, ethics, legislation, and national guidelines.
• Different phases of the nursing process in structured recording.
• Creating a structured nursing care plan, documenting nursing care implementation, and summarizing nursing care.
• Systematic assessment of documentation at different stages.
• Citizen-generated information in the national data archive.

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

The student:
• Understands the customer-oriented, ethical, and legislative foundations of documentation.
• Can create a structured care plan in accordance with the nursing process, document the implementation of nursing care, and compile a summary of nursing care.
• Understands how to assess patient data at different stages of the care process.
• Understands the basics of digital information and information management.

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

The student:
• Understands the customer-oriented, ethical, and legislative foundations of documentation.
• Can create a customer-oriented structured care plan in accordance with the nursing process, document the implementation of nursing care, and compile a summary of nursing care.
• Can assess patient data at different stages of the care process.
• Understands the basics of digital information and information management.

Assessment criteria, excellent (5) (course unit)

The student:
• Can apply customer-oriented, ethical, and legislative foundations in documentation.
• Can create a customer-oriented structured care plan in accordance with the nursing process, document the implementation of nursing care, and compile a summary of nursing care based on evidence-based information.
• Can comprehensively assess well-documented patient data at different stages of the care process.
• Can apply digital information and information management principles.

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.

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 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
- knows the historical and multidisciplinary background of midwifery
- knows the ethical, legal and scientific basis of midwifery
- is able to describe the expertise and purpose of midwifery in promotion of sexual and reproductive health
- is able to expand own cultural competence
- adapts a culturally sensitive work role in midwifery
- is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

- historical, scientific and ethical basis of midwifery
- legal basis of sexual and reproductive health
- sexology
- promotion of sexual and reproductive health
- cultural competence in midwifery
- cultural sensitivity in midwifery
-perpectives of sustainable development and solutions in midwifery

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed.

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

The student
- is able to describe midwifery as a discipline
- identifies the ethical principles and legislative framework for midwifery
- is able to describe the basic concepts of sexual and reproductive health
- is able to describe cultural competences in midwifery
- is able to recognise cultural sensitivity in midwifery
- is able 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)

The student
- is able to describe the evidence based development of midwifery
- knows the ethical principles and legislative framework for midwifery
- has the basic knowledge of sexual and reproductive health
- has basic knowledge of cultural competences in midwifery
- is able to discuss cultural sensitivity in midwifery
-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)

- is able to analyse the midwifery science and identifies interfaces with other disciplines
- is able to implement the ethical principles and legislative framework for midwifery
- is able to implement the knowledge of sexual and reproductive health to the midwifery practices
- can apply cultural competences to midwifery
- is able to analyse the meaning of cultural sensitivity in midwifery
- 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)

The student
- masters the significance of sexual and reproductive health extensively in different contexts of midwifery
- is able to implement the midwifery theory in midwifery practice and also in the demanding special situations
- masters extensively the midwifery practices regarding relaxing, pain relief and maternal wellbeing support that promote the physiology and normality of pregnancy, childbirth and postnatal stage

Content (course unit)

- expertise of sexual and reproductive health in midwifery
- managing special situations of midwifery
- promoting pregnancy and labour physiology with midwifery practices
- midwifery oral final examination
- midwifery written final examination

Prerequisites (course unit)

The student must have completed 19KL-1010 studies.
Participation in Supervised Clinical Training courses 1-14.

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

The student
- identifies the interfaces between the sexual and reproductive health and midwifery
- implements the midwifery theory restrictively and non-critically
- solves problems is mainly based on the evidence based knowledge and ethical rules
- is able to describe the midwifery practices

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

The student
- masters the significance of the sexual and reproductive health in the context of midwifery
- implements the midwifery theory diversely in decision-making
- is able to search the scientific evidence to develop the expertise in midwifery
- is able to implement the methods that promotes physiology in the custom-oriented way

Assessment criteria, excellent (5) (course unit)

The student
- masters the extensive significance of the sexual and reproductive health in the context of midwifery
- justifies the midwifery decision-making extensively, creatively and ethically and is able to develop own and group´s expertise and professional know-how
- is able to implement the scientific and professional evidence actively, extensively and in the customer-oriented way

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The Student
- knows the most significant evidence-based theory of midwifery regarding the high-risk pregnancies, pregnancy related disorders and their recognition, follow up and treatment
- is able to describe the methods of fetal and maternal screening and follow up during the high-risk pregnancies
- knows the principles of medication in the high-risk pregnancy and is able to solve medical calculations accurately
- is able to analyse, reflect and solve the ethical conflicts in midwifery care during high-risk pregnancy

Content (course unit)

- high-risk pregnancies and their evidence based follow up and treatment
- support of parenthood in the high-risk pregnancies
- societal problems and substance abuse during pregnancy
- fetal screening methods in the high-risk pregnancies
- medication in the high-risk pregnancies
- the ethical conflicts in midwifery care during high-risk pregnancy

Prerequisites (course unit)

The student cannot participate until The Supervised Clinical Training, Midwifery During Normal Pregnancy and Supervised Clinical Training, Midwifery during Childbirth I are completed.

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

The student
- is able to describe the main points of the evidence-based midwifery regarding the high-risk pregnancies, pregnancy related disorders and their recognition, follow up and treatment
- is able to solve medical calculations accurately and knows the principles of medication in the high-risk pregnancy
- is able to describe the ethical conflict in midwifery care during high-risk pregnancy in a simply way

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

The student
- is able to identify the most significant high-risk pregnancies and disorders and describes extensively their evidence based follow up and treatment.
- is able to solve medical calculations accurately and knows the principles of medication in the high-risk pregnancy
- is able to describe and reflect the ethical conflicts in midwifery widely and based on the scientific evidence and ethical rules

Assessment criteria, excellent (5) (course unit)

The student
-is able to implement extensively the evidence based theory of the high-risk pregnancies in midwifery
- is able to solve medical calculations accurately, knows the basis of medication in the high-risk pregnancy and knows the challenges related the medication
- is able to analyse and reflect the ethical conflicts in midwifery widely, extensively and in detail based on the scientific evidence and ethical rules

Assessment scale

0-5

Objectives (course unit)

The student
- knows the progression, physiology and mechanism of normal childbirth
- knows how to assess labor progression, follow up methods of fetal and maternal wellbeing and the signs of abnormal progression
- knows the methods and principles of midwifery care during the normal labour
- is able to use technology as a follow up method of fetal and maternal wellbeing
- is able to deliver the baby safely
- is able to support and protect the perineum
- is able to perform episiotomy when it is necessary and suture the perineum (simulation)
- knows the principals of midwifery in complicated childbirth
- is able to assist anaesthetist in the demanding operations during childbirth and to work as the instrument nurse in emergency caesarean section
- knows breech delivery and shoulder dystocia manoeuvres
- knows how to care the newborn immediately after birth
- knows the methods used in the assessment of the newborn baby/infant status and the risks to the newborn baby wellbeing
- knows how to resuscitate the newborn baby/infant
- is able to resuscitate the newborn baby/infant
- knows how to support the development of positive birth experience
- knows how to observe and support early interaction between the family and newborn baby/infant

Content (course unit)

- progression of normal childbirth
- physiology and mechanism of childbirth
- assessing progress of childbirth
- screening and assessing fetal and maternal wellbeing
- midwifery in normal childbirth: suturing the perineum, technology in assessing childbirth
- midwifery in complicated childbirth: breech, shoulder dystocia, emergency cesarean section (simulation)
- care of the newborn immediately after birth and assessing newborn baby status and wellbeing
- signs indicating need for immediate actions to assist transition and newborn resuscitation: newborn resuscitation
- support of the positive birth experience and protecting sexual and reproductive health

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed.

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

The student
- is able to describe the basic concepts, physiology and mechanism of normal labour
- is able to describe the progression of normal childbirth, the principles of observation and care of the fetus and woman in labour and their wellbeing and is able to identify abnormalities
- is able to describe the principles of care in normal childbirth
- is able to describe the principles of care in complicated childbirth
- is able to describe the methods used in the assessment of newborn status and the risks to the newborn baby wellbeing
- is able to describe how to support the development of positive birth experience
- is able to describe how to observe and support the early interaction between the family and their newborn baby

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

The student
- is able to define the progression, physiology and mechanism of normal childbirth
- describes and understands the meaning of the labour progress, maternal and fetal wellbeing follow up methods and midwifery care given
- is able to describe and understand the meaning of the progression of normal childbirth, observation and care of the fetus and woman in labour and their wellbeing and is able to identify abnormalities
- is able to describe the principles of care and methods used during normal childbirth
- is able to describe the methods used in the assessment of newborn baby status and knows the risks to newborn baby wellbeing and recognizes the abnormalities
- has a knowledge how to resuscitate the newborn baby/infant
- knows how to observe the early interaction between the family and their newborn baby
- has a knowledge of the methods of positive birth experience support

Assessment criteria, excellent (5) (course unit)

The student
- is able to define and describe extensively the progression, physiology and mechanism of normal childbirth
- describes and understands the meaning of the labour progress, maternal and fetal wellbeing follow up methods and midwifery care given and is able to comprehend the need for interventions
- is able to describe and understand the meaning of the progression of normal childbirth, observation and care of the fetus and woman in labour and their wellbeing and is able to identify abnormalities and is able to utilize the results of observation
- is able to describe care and methods used during normal childbirth
- is able to describe the methods used in the assessment of newborn baby status and knows the risks to newborn baby wellbeing and recognizes the abnormalities and is able to comprehend the need for interventions
- is able to resuscitate the newborn baby/infant
- knows how to observe and support the early interaction between the family and their newborn baby
- is able to promote and support the positive birth experience

Assessment scale

0-5

Objectives (course unit)

- Proves with a development task to be able to utilize evidence-based midwifery.
- Works in a clinical setting-oriented manner.
- Evaluates and utilizes latest research in midwifery.
- Produces a publishable article or product as a development task.
- Writes a report of the product making process.

Content (course unit)

- A development task in collaboration with the clinical setting
- Idea paper
- Product
- Report (if the product is other than a publishable article)

Prerequisites (course unit)

Bachelor's Thesis completed

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

- The development task subject follows the principles of evidence-based midwifery in a shallow manner.
- The student has assessed or utilized latest research in the task only locally.
- The task has not been completed in collaboration with the clinical setting.
- The development task is visually weak and unfinished.
- The report does follow given guidelines mostly.

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

- The development task subject follows the principles of evidence-based midwifery in a shallow manner.
- The student has assessed or utilized latest research in the task only locally.
- The task has not been completed in collaboration with the clinical setting.
- The development task is visually weak and unfinished.
- The report does follow given guidelines mostly.

Assessment criteria, excellent (5) (course unit)

- The development task subject follows the principles of evidence-based midwifery broadly.
- The student has assessed or utilized latest research in the task extensively.
- The task has been completed in collaboration with the clinical setting and answers their needs.
- The development task is visually excellent and completed creatively.
- The report is completed according to given guidelines.

Assessment scale

0-5

Objectives (course unit)

- knows the anatomy and physiology of the reproductive system
- knows the normal fetal development and the most common disorders of fetal development
- knows the most common genetic factors contributing to preconception health
- know the basics of obstetric anesthesiology
- knows the normal physiology of the newborn and related abnormalities and disorders

Content (course unit)

- anatomy and physiology of the reproductive system
- embryology
- genetics, preimplantation and fetal screening and diagnostics
- obstetric anesthesiology
- neonatology

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed. The student has participated in Introduction to Midwifery -module

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

The student
- knows the anatomy and physiology of the reproductive system
- knows the normal fetal development and most common developmental disorders
- knows the most common genetic factors affecting preconception health
- knows the basics of obstetric anesthesiology
- knows the normal physiology of the newborn and related abnormalities and disorders

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

The student
- knows in detail the anatomy and physiology of the reproductive system
- knows more detailed the normal fetal development and most common developmental disorders
- knows more detailed the most common genetic factors contributing preconception health
- knows more detailed the basics of obstetric anesthesiology
- knows more detailed the normal physiology of the newborn and related abnormalities and disorders

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply knowledge of anatomy and physiology of the reproductive system to midwifery practice
- has extensive knowledge of normal fetal development and developmental disorders
- has extensive knowledge of the most common genetic factors contributing preconception health
- masters the basics of obstetric anesthesiology
- masters the normal physiology of the newborn and related abnormalities and disorders

Assessment scale

0-5

Objectives (course unit)

The student
- knows the main pregnancy and childbirth disorders and their pathophysiology and treatment
- knows the most common gynaecological diseases and their treatment

Content (course unit)

- obstetrics
- gynaecological diseases and their treatment

Prerequisites (course unit)

TThe student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed. The student has participated in Introduction to Midwifery -module and Natural and Medical Sciences in Midwifery 1 -module.

Assessment criteria, pass/fail (course unit)

Pass
Student participated to lectures

Fail
Student did not participate to lectures

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- knows the main pregnancy and childbirth disorders and their pathophysiology and treatment
- knows the most common gynaecological diseases and their treatment

Content (course unit)

- obstetrics
- gynaecological diseases and their treatment

Prerequisites (course unit)

TThe student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed. The student has participated in Introduction to Midwifery -module and Natural and Medical Sciences in Midwifery 1 -module.

Assessment criteria, pass/fail (course unit)

Pass
Student participated to lectures

Fail
Student did not participate to lectures

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.

Objectives (course unit)

The student
- knows the basic rights of the child and the disabled person and is able to apply them in nursing
- is able to act ethically in accordance with the principles of childcare in cooperation with the child and the family as a member of a multidisciplinary working group.
- is able to appreciate a disabled person and meet him / her as an expert and actor in his / her own life
- is able to interact professionally with children of different ages, young people and people with disabilities and their relatives using different means of communication
- is able to support the growth and development of a healthy, sick and disabled child
- be able to support and guide the family in parenting, raising a child and young person and healthy lifestyles, and identify related risk factors, taking into account the needs and resources of families
- is able to plan and implement and evaluate child and family care work in a supervised manner and to guide using evidence-based information
- is able to apply their knowledge of the most important diseases of children and adolescents when performing nursing work
- knows the effect of genetic information on family guidance
- can act in emergency situations and in the resuscitation of the child in a situation-conscious manner
- is able to safely implement medication and fluid therapy for children
- knows the main measures and methods used in the care of children and young people
- is able to apply their knowledge of disability when performing nursing work for a mentally handicapped or disabled person and to support functional ability

Content (course unit)

- the growth, development, upbringing and daily care of the child and young person
- parental support, risk factors for the well-being of the child, young person and family
- identifying and addressing abuse
- the fundamental rights of the child, young person and the disabled
- principles of childcare
- the process of caring for a child, adolescent and family
- child and family guidance methods and effectiveness evaluation
- the impact of the child's and young person's illness and disability on the child and the family
- interaction, play and communication methods with the child, adolescent, disabled and family in different nursing situations
- child and family care and the most common illnesses and causes of disability in children
- monitoring of the child's vital signs
- basic resuscitation of a child of different ages
- the most common examinations and treatments for a sick child
- basics of medical and fluid care for children and pain management for children of different ages
- death of a child
- specific issues of child nutrition
- the most common pediatric diseases and the impact of genetic information on child and family guidance

Prerequisites (course unit)

30 ects of first year studies completed, including Pharmacotherapy and Medical Calculations. Participation in course Intravenous Fluid Therapy and Blood Transfusion.

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

The Student
- identify the fundamental rights of the child and the person with a disability
- recognize the importance of ethical and childcare principles in multi-professional nursing
- is able to appreciate a person with a disability and recognize him or her as an expert and actor in his or her own life
- identify one's own interaction skills and the importance of play in the nursing and learning environment of children, young people and the disabled
- identify the main features of the growth, development and care of a child of different ages, as well as forms of family support
-identify the need for family support and guidance in the upbringing of children and young people and in healthy lifestyles and related risk factors
- identify the childcare process and identify the importance of evidence-based information in guiding children and families
- identify major diseases in children and adolescents
- identify the impact of genetic information on family guidance
- recognizes emergencies and is able to act in a guided manner in the child's resuscitation
- performs drug invoices flawlessly and identifies the basics of drug and fluid care for children
- identify the most common procedures and methods used in the care of children and adolescents
- identify the main principles of nursing for the mentally handicapped or disabled

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

The Student
- know the fundamental rights of the child and the disabled person
- knows the importance of ethical and child nursing principles and is able to apply them in multidisciplinary nursing
- knows how to appreciate a person with a disability and encounters him or her as an expert and actor in his or her own life
- knows his / her own interaction skills and understands the importance of play in the nursing and learning environment of children, young people and the disabled and is ready to develop them
- is able to assess the main features of the growth, development and care of a child of different ages as well as the needs of family support and knows the forms of family support
-understand the need for family support and guidance in the upbringing of a child and young person and in healthy lifestyles and related risk factors and be able to apply them in guidance
- knows the process of childcare and is able to use evidence-based information in guiding children and families
- knows the most important diseases of children and young people and is able to apply their knowledge when carrying out nursing work
- know the effect of genetic information on family guidance
- can act in a child's emergency and resuscitation
- performs flawlessly on drug bills and the basics of drug and fluid care for children
- know and be able to apply the most common measures and methods used in the care of children and young people
- know and be able to apply the main principles of developmental or disabled nursing and support functional ability

Assessment criteria, excellent (5) (course unit)

The Student
- knows the fundamental rights of the child and the disabled person and is able to apply them in nursing work
- knows the importance of ethical and child nursing principles and is able to apply them in a variety of professional nursing work
- is able to appreciate a person with a disability and is able to face him or her as an expert and actor in his or her own life
- is able to develop his / her interaction skills and is able to apply play in nursing and learning environments for children, young people and the disabled and
- is ready to develop group interaction skills
- is able to evaluate and support the growth, development and care of a child of different ages and knows and is able to use forms of family support
- understands the need for family support and guidance in the upbringing of a child and young person and in healthy lifestyles and related risk factors and is able to apply them in guidance in a variety of ways
- knows the process of childcare and is able to apply evidence-based information in the guidance of children and families in an individual and family-centered way
- is able to apply his / her knowledge of children's and young people's diseases extensively when carrying out nursing work
- know the effect of genetic information on family guidance
- is able to act consciously in a child's emergency and resuscitation situation
- performs drug invoices flawlessly and masters the basics of pediatric medication and fluid therapy
- know and be able to apply measures and methods used in the care of children and young people
- is able to apply the main principles of nursing for the mentally handicapped or disabled in a customer-oriented manner and to support functional ability

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to familiarise you with the most common diseases in internal medicine and oncology specialities.

After completing the course, the student

•Understands the epidemiology of the most common internal medicine and oncological diseases, including the incidence and prevalence of new cases.
•Understands the genetic background of the most common internal medicine and oncological diseases and recognize the impact of genomic information on disease management.
•Be able to share information on the risk factors of the most common internal medicine and oncological diseases and guide in their prevention.
•Recognizes the symptoms of the most common internal medicine and oncological diseases.
•Understands the clinical, radiological, and clinical-physiological investigations of the most common internal medicine and oncological diseases.
•Be able to interpret the findings of conducted investigations in relation to the stage of the disease.
•Understands the treatment modalities of the most common internal medicine and oncological diseases, the consequences of treatment, and be able to identify deviations in the patient's condition.
•Knows the follow-up, monitoring, and prognosis of the most common internal medicine and oncological diseases.

Content (course unit)

•The key internal medicine and oncological diseases with their genetics, symptoms, investigations, and findings, as well as the basics of treatment and follow-up.

Assessment criteria, pass/fail (course unit)

Pass

The student:
• Knows the prevalence, risk factors, and causes of common internal medicine and oncological diseases.
• Identifies the symptoms of common internal diseases and the related pathophysiology, can name common investigations for internal medicine diseases and explain their findings.
• Knows the treatment modalities and monitoring of common internal medicine and oncological diseases.
• Understands the effects of genetic factors on the treatment of common internal medicine and oncological diseases.
• Understands the principles of cancer development, growth, and spread in relation to the general principles and treatment modalities of cancer therapy.


Fail

The student
• Is unaware of the prevalence, risk factors, or causes of common internal medicine and oncological diseases.
• Cannot identify the symptoms of common internal medicine diseases or the related pathophysiology, and cannot name common investigations for internal medicine diseases or explain their findings.
• Lacks knowledge of the treatment modalities or monitoring of common internal medicine and oncological diseases.
• Does not understand the effects of genetic factors on the treatment of common internal and oncological diseases.
• Is unfamiliar with the principles of cancer development, growth, and spread in relation to the general principles and treatment modalities of cancer therapy.

Assessment scale

0-5

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 student
- is able to act in a manner to promote mental health and prevent mental and substance abuse problems in different environments
- is able to professionally meet clients and families from diverse life situations and different cultures who have mental and / or substance abuse problems or life crisis
- identifies the symptoms of mental and / or substance abuse problems among clients of different ages and can intervene appropriately
- is able to make an assessment of the need for treatment in collaboration with the patient and his / her family
- is able to assess the patient’s need for special services or the services of a special worker, in collaboration with other professionals
- is able to take into account the situation of children and other family members in the event of a family member suffering from mental or substance abuse problems
- is able to plan, implement and assess the care of mental health and / or substance abuse problems in primary health care using evidence-based knowledge and feedback in collaboration with the patient, the family and other professionals
-is able use digital tools in care
- is able to act proactively and professionally in a threatening interaction situation
- is able to reflect on the professional use of his/her own personality and identify his/her own developmental challenges
- knows the most common psychiatric illnesses and their symptoms, examinations and treatment methods
-knows the basics of psychiatric pharmacogenetics as well as the effects of genes on the development of mental disorders
- knows the basics and specifics of medication treatment in mental health and substance abuse care.

Content (course unit)

- mental health promotion, prevention of mental health and substance abuse problems in nursing
- the most important treatment methods in mental health and substance abuse
- main legislation and regulations for mental health and substance abuse
- therapeutic interaction with people of different ages in mental health and substance abuse care
- care plans and structured documentation of mental health and substance abuse care
- assessing the need for mental health and substance abuse care in crisis situations and as care and rehabilitation continues
- rehabilitative approach in working in mental health and substance abuse care
- using digital tools in care
- predictive interaction in a threatening, escalating situation
- use and development of one's own professional personality
- psychopharmacology and psychiatric pharmacogenetics
- psychiatric and substance abuse psychiatric diagnostics and psychiatry as a medical specialty

Prerequisites (course unit)

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

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

The student
- knows the basic principles of mental health promotion and the prevention of mental health and substance abuse problems
- identifies key problems in mental health and substance abuse care and primary health care interventions
- knows the importance of using and developing his/her own professional personality
- knows the effect of genes on mental health and substance abuse disorders
- knows what is meant by an approach that supports rehabilitation
- identifies key psychiatric diagnoses and medical treatment methods and the basics about psychiatric pharmacogenetics

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

In addition to a satisfactory level
The student
- is able to intervene in mental health and substance abuse problems and assess the need for treatment
- is able to apply knowledge of the problems of mental health and substance abuse
- is able to apply basic care methods in primary health care
- is able to apply an approach that supports rehabilitation
- recognises the psychiatric diagnoses which are assessed and treated in primary health care and is familiar with their medical care
- seeks and utilises evidence-based knowledge in his/her work
- knows the basics and specifics of medication treatment in mental health and substance abuse care.

Assessment criteria, excellent (5) (course unit)

In addition to a good level
The student
- is able to assess the patient's needs for treatment according to the severity of the symptoms and the patient's resources, taking into account the patient’s family and network
- knows the main medication used to treat mental disorders
- identifies the most important substance abuse psychiatric diagnoses and their treatment methods

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
- knows the basics of promoting sexual and reproductive health and protecting fertility
- knows the most common issues in gynecological nursing and knows the related physical examinations and care
- is able to assist in a gynecological examination, give guidance in breast examination and is able to bring up sexuality and reproductive health
- knows the normal process and care of pregnancy, childbirth and postpartum period and knows the most common disorders in them
- knows the structure and process of the maternity care service system
- knows how to support and guide expecting families and families with children in a healthy and sober lifestyle, promoting partnership and parental growth, and in issues of genetic diversity in multi-professional collaboration
- is able to assist in childbirth out-of-hospital
- is able to support families in basic care of their newborn and breastfeeding using evidence-based knowledge
- recognizes the ethical principles in maternity care and gynecological nursing
- is able to evaluate, plan and execute nursing care during the fertile years, pregnancy and postpartum period, as well as of clients with gynecological disorders, using evidence-based knowledge
- is able to reflect his/her own professional competence

Content (course unit)

- a woman’s health in different stages of her life
- promoting sexual and reproductive health and protecting fertility in nursing care
- the structure of the maternity care service system
- normal pregnancy, childbirth and postpartum period and most common disorders and hereditary diseases in them
- healthy and sober lifestyle during pregnancy, postpartum period, and breastfeeding
- miscarriage, abortion, and infertility in nursing care
- the most common issues in gynecological nursing
- pharmacotherapy during pregnancy, childbirth, postpartum and gynecology
- assisting in a gynecological and breast examination
- assisting in childbirth out-of-hospital
- family support and guidance in newborn basic care and breastfeeding
- independent studies: Baby Bakery learning game
- nutrition during pregnancy and postpartum period

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

- is able to identify evidence-based knowledge in maternity care and women’s health nursing process
- is able to identify the most common gynecological problems as well as the physiological changes in pregnancy and the most common disorders of pregnancy and childbirth
- recognizes the main points of assessment and care of a newborn child and knows the forms of family support, but cannot justify his/her actions
- is able to identify problems of parenting and issues in sexual and reproductive health in a woman’s and family’s life
- performs medical calculations flawlessly and knows the basics of pharmacotherapy in gynecology and during pregnancy and postpartum period
- recognizes the importance of guidance in maternity care and women’s health
- recognizes the importance of ethical principles in maternity care and women’s health
- is able to identify his/her own interaction skills in maternity care, women’s health and learning environments
- takes responsibility for his/her own learning
- is able to receive feedback
- knows the theoretical knowledge of breastfeeding

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

- knows the special features of maternity care and women’s health and is able to apply evidence-based knowledge to the care process
- is able to describe and define the most common gynecological problems and physiological changes in pregnancy and the most common disorders during pregnancy and childbirth
- is able to describe and justify the main features of assessment and care of a newborn child and understands the forms of family support
- performs medical calculations flawlessly and knows the basics of pharmacotherapy in gynecology, during pregnancy and postpartum period
- recognizes and is able to support parenting and sexual and reproductive health challenges of a woman's and family's life
- understands and is able to apply ethical principles in maternity and gynecological nursing
- understands the importance of guidance and is able to give guidance in maternity care and women’s health
- is able to co-operate responsibly and constructively and is ready to develop his/her interaction skills in the learning environment of maternity care and women’s health
- is able to give and receive reflective feedback
- has the theoretical knowledge of breastfeeding

Assessment criteria, excellent (5) (course unit)

- is able to use his/her knowledge base of maternity care and women’s health extensively
- is able to analyze evidence-based knowledge in maternity care and gynecological nursing and is able to apply the nursing process in an individual and family-centered way
- is able to describe and analyze the main points of assessment and care of a newborn child and knows the ways to support families.
- recognizes and is able to support parenting and issues in sexual and reproductive health of a woman's and family's life
- performs medical calculations flawlessly and knows the basics of pharmacotherapy in gynecology, during pregnancy and postpartum period, and knows the specific challenges associated with them
- understands and is able to apply ethical principles of nursing in maternity care and gynecological nursing
- is able to give guidance in maternity care and women’s health in a customer-oriented way
- is able to co-operate responsibly and constructively. Develops both personal and group interaction skills in the maternity care and gynecological nursing learning environments
- is able to reflectively provide and receive feedback
- is able to implement the theoretical knowledge of breastfeeding

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.

After completing the course, 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.
• Is able to write a factual text following the basic reporting principles of TAMK.

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
• Source-based writing, structure of problem-based text

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.
• Is able to follow the basic principles of writing related to studies according to TAMK's reporting guidelines.

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.
• Is not able to follow the basic principles of writing related to studies according to TAMK's reporting guidelines.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to implement the customer oriented follow up and guidance during pregnancy independently and safely
- knows how to support and assess the wellbeing of foetus and pregnant woman, identify risks / abnormalities and take care of the further examinations
- knows how to support the positive pregnancy experience for women
- masters how to implement and guide screening during pregnancy and how to interpret results
- meets the patient, family, and the members of work group in an appropriate and respectful manner
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback

Content (course unit)

- 4 weeks supervised clinical training in maternity clinic

Prerequisites (course unit)

Participated to Pre-pregnancy and antenatal midwifery care.

Assessment criteria, pass/fail (course unit)

Passed
The student
- is able to implement customer oriented follow up and guidance during pregnancy independently
- knows how to support and assess the wellbeing of foetus and pregnant woman safely and responsibly and identifies risks
- knows how to support women in the positive pregnancy experience
- masters how to implement the screening during pregnancy and how to interpret results and organize further examinations
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training

Failed
The student
- is not able to implement the customer oriented follow up during pregnancy independently
- evaluates her/his own competence unrealistically and endangering patient safety
- is not able to give customer oriented guidance
- is not able to perform and interpret screening during pregnancy
- communication with the pregnant woman, families and work group is unprofessional
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The Students
- is able to assess woman’s physical and behavioural responses to labour
- is able to provide information, support, and encouragement to woman and her support person throughout childbirth
- is able to provide respectful one-to-one midwifery care
- is able to observe the changes and complications in wellbeing and status of the woman in labour and after birth, the fetus and newborn baby
- is able, under supervision, to take care of the woman in labour and perform the normal childbirth
- gets experience of supporting the physiology of childbirth and is able to promote positive birth experience develops the expertise of midwifery during childbirth

Content (course unit)

- 4 weeks supervised clinical training in delivery rooms

Prerequisites (course unit)

Participation in courses on Midwifery Care during Childbirth
Two of the three supervised clinical trainings of Midwifery during Childbirth should be done at the university hospital

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to implement holistic midwifery care safely and responsibly under supervision
- is able to observe the changes and complications in wellbeing of woman in labour and and after birth, the fetus and newborn baby
- Is able to utizie different follow up methods throughout the childbirth
- Has the basic knowledge of midwifery care during childbirth, recognizes the gaps in knowledge and pursues to strengthen her/his own evidence-based knowledge
- Provides respectful one-to-one midwifery care
- Is able to notice the wishes of woman in labour
- is able to perform and interpret appropriate interventions and examinations of the woman and fetus
- is able, under supervision, to perform normal childbirth
- meets her/his client and her birthing companion and work group members professionally
- follows the confidentiality and data protection guidelines
- is working as an active member of a multi-professional team
- follows the agreed rules of the supervised clinical training
- evaluates her/his own competence and development of the expertise in midwifery during childbirth realistically and is able to give and receive feedback

Fail
- The student is not able to plan, implement and assess the care of the women in labour, there are wide shortcomings in knowledge of midwifery care during childbirth
- is not able to observe responsibly the maternal and fetal wellbeing during childbirth and at fourth phase with the adequate methods, is neither - able to anticipate or recognize changes in these and does not report these
- meets her/his client, her birthing companion and work group members unprofessionally
- does not recognize the boundaries of his/her expertise
- is endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised clinical training
- evaluates her/his own competence of midwifery care during childbirth unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The Student
- is able to perform postpartum midwifery in a family centered manner
- recognises disorders and complications and knows the care during the postpartum period
- is able to carry out high risk postpartum care
- is able to monitor the newborn and perform infant centered basic care
- is able to guide families in infant care and teach parents skills to meet the needs of the infant
- is able to promote breastfeeding
- recognises the health problems of the newborn and is able to care for them in a family supportive manner
- is able to support early interaction
- is able to guide families in promoting sexual and reproductive health

Content (course unit)

5 weeks supervised clinical training in a mother-infant unit

Prerequisites (course unit)

The student has participated in Postpartum Midwifery Care -module.

Assessment criteria, pass/fail (course unit)

Pass

The student
- is able to carry out postpartum midwifery care safely and resonsibly
- interacts with the woman, family and work team professionally
- guides and supports the woman and her family in a patient centered manner
- follows confidentiality and data protection guidelines
- follows the guidelines of the supervised clinical training
- evaluates own competence realistically and is able to give and receive feedback

Fail

The student
- is not able to carry out postpartum midwifery care safely and resonsibly
- interacts unfrofessionally with the woman, family and work team
- withdraws from patient guidance and is not able to support women and their families
- does not recognize the boundaries of own expertise, is endangering patient safety
- violates confidentiality or data protection guidelines
- fails to follow the guidelines for supervised clinical training
- evaluates own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The Student
- is able to assess woman’s physical and behavioural responses to labour
- is able to provide information, support, and encouragement to woman and her support person throughout childbirth
- is able to provide respectful one-to-one midwifery care
- is able to identify the differences between low- and high-risk childbirth and is capable to adjust interventions appropriately
- is able to observe the changes and complications in wellbeing and status of the woman in labour and after birth, the fetus and newborn baby
- is able to regognize complications in physiology of childbirth and act according to protocol
- is able to perform the normal childbirth
- is able to assist in the complicated childbirth
- gets experience of supporting the physiology of childbirth and is able to promote positive birth experience
- develops the expertise of midwifery during childbirth

Content (course unit)

4 weeks supervised clinical training in delivery rooms

Prerequisites (course unit)

Participation in Supervised Clinical Training, Midwifery During Childbirth I.
Two of the three supervised clinical trainings of Midwifery during Childbirth should be done at the university hospital

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to implement holistic midwifery care safely and responsibly under supervision in both normal and complicated childbirth
- is able to prevent and observe the changes and complications in wellbeing of woman in labour and and after birth, the fetus and newborn baby
- is able to utilize different follow up methods appropriatley throughout the childbirth and justify her/his desicions
- has the knowledge of midwifery care during childbirth, recognizes the gaps in knowledge and pursues to strengthen her/his own evidence-based knowledge
- provides respectful one-to-one midwifery care
- is able to notice the wishes of woman in labour
- is able to perform and interpret appropriate interventions and examinations of the woman and fetus
- is able, under supervision, to perform normal childbirth
- meets her/his client and her birthing companion and work group members professionally
- follows the confidentiality and data protection guidelines
- is working as an active member of a multi-professional team
- follows the agreed rules of the supervised clinical training
- evaluates her/his own competence and development of the expertise in midwifery during childbirth realistically and is able to give and receive feedback


Fail
The student
- is not able to plan, implement and assess the care of the women in labour, there are shortcomings in knowledge of midwifery care during childbirth
- is not able to observe responsibly the maternal and fetal wellbeing during childbirth and at fourth phase with the adequate methods, is neither able to anticipate or recognize changes in these and does not report these
- meets her/his client, her birthing companion and work group members unprofessionally
- does not recognize the boundaries of his/her expertise
- is endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised clinical training
- evaluates her/his own competence of midwifery care during childbirth unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- knows the care path of the high risk pregnant woman and the cooperation partners in primary health care and specialized medical care
- meets the pregnant woman, family and work group members professionally
- is able to guide and support the pregnant woman and family in the customer oriented way in the high risk pregnancy
- is able to follow up under supervision the maternal and fetal wellbeing in the high risk pregnancy
- participates the customer oriented and evidence based care planning, implementing and assessing as the member of multidiscipline team
- implements safely and responsibly midwifery in the high risk pregnancy
- receives the woman in labour and performs the examinations to discover her status
- is able to receive under supervision the emergency pregnant patient and perform the examinations to discover her status
- is able to discover under supervision the status and care needs of the emergency pregnant patient
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback

Content (course unit)

- holistic care of the high risk pregnant woman
- 4 weeks supervised clinical training in a maternity clinic in specialized medical care, emergency pregnant patient unit and a high risk pregnancy unit and ward

Prerequisites (course unit)

Participating Midwifery in High Risk Pregnancy theory

Assessment criteria, pass/fail (course unit)

Passed

The student
- knows the care path of the high risk pregnant woman and the cooperation partners in primary health care and specialized medical care
- implements under supervision the holistic midwifery in high risk pregnancies, recognizes the lack of knowledge in him/herself and actively seeks for evidence based knowledge
- is able to observe the wellbeing of the pregnant woman and foetus in the high risk pregnancy
- meets the pregnant woman, family and work group members professionally
- is able to guide and support the pregnant woman and family in the customer oriented way in high risk pregnancy
- knows how to implement midwifery safely in the high risk pregnancy
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training
- reflects and evaluates his/her own activities realistically and is able to give and receive feedback

Failed
The Student
- do not know the care path of the high risk pregnant woman and the cooperation partners in primary health care and specialized medical care
- the theoretical knowledge of high risk pregnancies are incomplete and he/she is not able to implement the theoretical knowledge to midwifery practice
- is not reliably able to observe the wellbeing of the pregnant woman and foetus in the high risk pregnancy
- meets the pregnant woman, family and work group members unprofessionally
- withdraws from guidance and is not able to support the pregnant woman and family in the high risk pregnancy
- does not recognize the boundaries of his/her expertise, endangering patient safety of the pregnant woman and foetus
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

The student
- is able to plan, implement and evaluate gynecological nursing and midwifery safely and responsively
- is able to bring up and guide women in the issues and health needs related to sexuality, fertility and reproduction in good interaction and in a patient centered manner
- supports women’s sexual and reproductive health
- knows different gynaecological diseases, procedures and surgery and is able to guide women in these
- knows how to implement medication care in gynecological nursing and midwifery
- evaluates own competence realistically and is able to give and receive feedback

Content (course unit)

4 weeks of supervised clinical training on a gynecological ward or outpatient clinic

Prerequisites (course unit)

The student has participated in Gynecological Midwifery Care -module.

Assessment criteria, pass/fail (course unit)

Passed

The student
- is able, under supervision, to plan, implement and evaluate gynecological nursing and midwifery safely and responsibly
- is able to bring up and guide women in good interaction in the issues and health needs related sexuality, fertility and reproduction
- observes and supports, under supervision, the women’s sexual and reproductive health
- has the knowledge of different gynaecological diseases, procedures and surgeries and is able to guide women in these issues
- is managing medication care in gynecological nursing and midwifery correctly and safely
- follows confidentiality and data protection guidelines
- follows the guidelines of the supervised clinical training
- evaluates own competence realistically and is able to give and receive feedback

Failed

The student
- does not recognize the boundaries of own expertise, endangering patient safety
- is not able to bring up and guide women in the issues and health needs related sexuality, fertility and reproduction
- is not able to observe and support, at least under supervision, the women’s sexual and reproductive health
- does not have the knowledge of different gynaecological diseases, procedures or surgeries and is not able to guide women in these issues
- is not able to implement medication care in gynecological nursing or midwifery correctly and safely
- violates confidentiality or data protection guidelines
- fails to follow the guidelines for clinical practice
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to plan, implement and assess the holistic care of women with the high risk pregnancy safely and responsibly
- is able to prevent, anticipate and recognize complications and changes in wellbeing of the pregnant woman with the high risk pregnancy and works as a member in the multi-professional team actively
- is able to perform the labour induction in the customer oriented and safely way
- is able to perform the vaginal and abdominal examinations, assess fetal weight at the early stage of labour and observe the fetal wellbeing safely
- meets the pregnant woman, family and work group members professionally
- is able to support, console and guide the high risk pregnant woman and her family in the customer oriented way
- evaluates her/his own competence and development of expertise in midwifery regarding high risk pregnancies realistically and is able to give and receive feedback
- is able to reflect ethical issues related midwifery professionally

Content (course unit)

- holistic high risk pregnancy midwifery
- 4 weeks supervised clinical training in a high risk pregnancy ward in an university level hospital

Prerequisites (course unit)

- Participating in the Supervised Clinical Training, Midwifery Care during High Risk Pregnancy I

Assessment criteria, pass/fail (course unit)

Pass

The student
- is able to implement the holistic care of women with the high risk pregnancy safely and responsibly
- is able to prevent, anticipate and recognize complication and changes in the wellbeing of pregnant woman with the high risk pregnancy and works as the member in multi-professional team actively
- is able to observe the wellbeing of pregnant woman and a fetus in the high risk pregnancy reliably
- masters the basic knowledge of high risk pregnancy midwifery, recognizes the lack of knowledge in him/herself and actively seeks for evidence based knowledge
- is able to do labour induction in the customer oriented and safely way
- meets the pregnant woman, family and work group members professionally
- is able to support and guide the high risk pregnant woman and her family in a customer oriented way
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training
- evaluates her/his own competence and development of expertise in midwifery regarding high risk pregnancies realistically and is able to give and receive feedback

Fail

The student
- is not able to plan, implement and assess the care of women with most important pregnancy risks, there are wide shortcomings in knowledge of high risk pregnancy midwifery
- is able to observe the maternal and foetal wellbeing in high risk pregnancies with the adequate methods, is neither able to anticipate or recognize changes in these and does not report these ahead
- meets the pregnant woman, family and work group members unprofessionally
- does not recognize the boundaries of his/her expertise, endangering patient safety of the pregnant woman and foetus
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

The Studentis
- able to assess woman’s physical and behavioural responses to labour
- is able to provide information, support, and encouragement to woman and her support person throughout childbirth
- is able to provide respectful one-to-one midwifery care
- is able to perform the normal childbirth
- is able to plan and implement the care of normal childbirth and justifies the made decisions
- is able to identify the differences between low- and high-risk childbirth and is able to observe the need to refer to high-risk care and is capable to adjust interventions appropriately
- is able to observe the changes and complications in wellbeing and status of the woman in labour and after birth, the fetus and newborn baby
- is able to regognize complications in physiology of childbirth and act according to protocol
- is able to assist and act in the complicated childbirth as an active member of multi-professional team
- gets experience of supporting the physiology of childbirth and is able to promote positive birth experience
- develops the expertise of midwifery during childbirth

Content (course unit)

6 weeks supervised clinical training in delivery rooms

Prerequisites (course unit)

Participation in Supervised Clinical Training, Midwifery During Childbirth I and II
Two of the three supervised clinical trainings of Midwifery during Childbirth should be done at the university hospital

Assessment criteria, pass/fail (course unit)

Passed
The student

is able to implement holistic midwifery care safely and responsibly under supervision in both normal and complicated childbirth

is able to prevent and observe the changes and complications in wellbeing of woman in labour and and after birth, the fetus and newborn baby

Is able to utilize different follow up methods appropriatley throughout the childbirth and justify her/his desicions

Has the knowledge of midwifery care during childbirth, recognizes the gaps in knowledge and pursues to strengthen her/his own evidence-based knowledge

Provides respectful one-to-one midwifery care
- Is able to notice the wishes of woman in labour
- is able to perform and interpret appropriate interventions and examinations of the woman and fetus
- is able, under supervision, to perform normal childbirth
- meets her/his client and her birthing companion and work group members professionally
- follows the confidentiality and data protection guidelines
- is working as an active member of a multi-professional team
- follows the agreed rules of the supervised clinical training
- evaluates her/his own competence and development of the expertise in midwifery during childbirth realistically and is able to give and receive feedback
Failed

- The student is not able to plan, implement and assess the care of the women in labour, there are shortcomings in knowledge of midwifery care during childbirth
- is not able to observe responsibly the maternal and fetal wellbeing during childbirth and at fourth phase with the adequate
- methods, is neither able to anticipate or recognize changes in these and does not report these
- meets her/his client, her birthing companion and work group members unprofessionally
- does not recognize the boundaries of his/her expertise
- is endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised clinical training
- evaluates her/his own competence of midwifery care during childbirth unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- broadens her own knowledge of midwifery practice
- is able to implement family coaching

Content (course unit)

- 3 weeks of Supervised Clinical Training, Advanced Midwifery according to the student's choice, if the minimum requirements in clinical training according to the EU directives have been achieved
- planning, implementation, and evaluation of family coaching

Prerequisites (course unit)

Participation in all courses on Professional Studies in Midwifery

Assessment criteria, pass/fail (course unit)

Passed
- broadens her own knowledge of midwifery practice
- acts responsibly
- demonstrates the ability to plan and implement family coaching alone or in pairs, and is able to reflect and evaluate it

Failed
- her own knowledge of midwifery practice is not developing more widely
- endangers patient safety
- is not able to plan and implement family coaching, nor is able to reflect and evaluate it

Assessment scale

0-5

Objectives (course unit)

The study module strengthens and enhances basic nursing skills through practical training.

After completing the course, the student
· Knows how to act professionally, ethically, and in a patient/client-centered way in nursing care.
· Knows how to communicate and collaborate in a multiprofessional team using information technology.
· Becomes proficient in accurately documenting nursing care following the nursing process.
· Is able to implement patient/client nursing safely.
· Understands the significance of self management and professional co- operation skills of the employee, development, as well as quality management in nursing care.
· Understands the role of the social and healthcare service system in patient care.
· Is skilled to promote the health of patients/clients.
· Becomes competent in guidance and teaching, as well as in supporting self-care.
· Can perform basic nursing care.
· Implements evidence-based nursing care and utilizes research data in decision-making.

Content (course unit)

Supervised clinical training in basic nursing care.

Prerequisites (course unit)

The student has participated in the first semester studies, at least the courses: Basics of nursing, Basics of Infection Prevention, Pharmacotherapy and Medical Calculations, Elderly Care and Supervised Clinical Training 1.

Further information (course unit)

When selecting supervised clinical placements for nursing education clinical placements 2-9, consideration should be given to the broad and diverse placement of clinical placements in various areas of nursing practice, in accordance with EU directives. Supervised clinical placements should be conducted with patients of different ages in primary healthcare, specialized healthcare, inpatient wards, and outpatient healthcare, ensuring the development of competence in somatic, mental health, and substance abuse nursing. Supervised clinical placements may be in public or private healthcare or the third sector.

Assessment criteria, pass/fail (course unit)

Pass: The student
• Complies with nursing care legislation, ethical guidelines and principles, acts responsibly in the work team, and complies to the clinical training guidelines.
• Interacts with clients, patients and members of the work team in a respectful and appropriate manner, engaging in professional communication.
• Values the client/patient as an expert and active participant in their own life, engaging with them respectfully and collaboratively.
• Is able to evaluate and develop their own competences, knows their own competences and limits, is able to give and receive feedback.
• identifies the roles of healthcare professionals involved in patient care and participates in patient care as a member of a multidisciplinary team.
• Is familiar with digital systems in the clinical training enviroment and becomes proficient in using them safely and securely.
• Is capable of reporting their nursing care in different stages of the nursing process both in written and oral forms.
• Knows how to advance patient safety and proactively prevent adverse events throughout every phase of the patient care continuum.
• Aquires competence in ergonomic work practices.
• Acts responsibly as a team member, following workplace guidelines, and recognizes the limits of their competence. Can utilize the work community and reliable information to ensure quality.
• Acts economically and adheres to principles of sustainable development.
• Actively and proactively participates in the activities of the clinical training place and seeks learning opportunities to develop professionally. Gains proficiency in organizing their own work.
• Recognizes the responsibilities of oneself and other healthcare professionals and the importance of division of labor in delivering comprehensive patient care. Familiarizes oneself with collaboration partners in the clinical training place.
• Identifies the significance and role of their clinical training placement within the social and healthcare service system.
• Can, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Can assist the patient in daily basic functions in a client-centered and rehabilitative way
• Can assess the patient's functional capacity.
• Can measure basic vital signs and can, under supervision, take appropriate nursing care actions.
• Aquires proficiency in patient guidance.
• Understands the principles of infection prevention and control, performs hand hygiene, manages the use of protective gear, and uses aseptic practice.
• Can, under guidance, safely and correctly administer medication.
• Is able to use the most common evidence-based sources in the field and applies them in nursing care.
• Familiarizes themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Learns to justify their actions and decisions reliably.



Fail: The student
• Does not comply with nursing legislation, ethical guidelines or principles, acts irresponsibly in the work team or does not follow clinical training instructions or acts fraudulently (e.g. Missing personal objectives or work shifts, does not follow working hours, does not report absences as agreed or the number of hours in the training is not met).
• Does not interact with clients and members of the healthcare team in a respectful and appropriate manner, and is unable to engage in professional communication.
• Does not value the client/patient as an expert and active participant in their own life, is not able to engage with them respectfully or collaboratively.
• Is not able to evaluate and develop their competences, does not know their competences or limits, is unable to give or receive feedback.
• Does not identify the roles of healthcare professionals nor participates in nursing care as a member of a multiprofessional team.
• Is not familiar with digital systems in the clinical training enviroment nor is proficient in using them safely or securely.
• Is not capable of reporting their nursing care in different stages of the nursing process either in written or oral forms.
• Does not know how to advance patient safety or proactively prevent adverse events throughout every phase of the patient care continuum.
• Does not understand the importance of ergonomic work practices.
• Does not act responsibly as a team member, does not follow workplace guidelines, and fails to recognize the limits of their competence. Cannot utilize the work community and reliable information to ensure quality.
• Does not operate economically or adhere to principles of sustainable development.
• Does not actively and proactively participate in the activities of the clinical training place or seek learning opportunities to develop professionally. Cannot organize their own work effectively.
• Does not recognize their responsibilities of oneself and other healthcare professionals or the importance of division of labor in delivering comprehensive patient care. Fails to identify collaboration partners at their clinical training place.
• Does not identify the significance and role of their clinical training place within the social and healthcare service system.
• Cannot, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Cannot assist the patient in daily functions in a client-centered and rehabilitative way.
• Cannot assess the patient's functional capacity.
• Cannot measure basic vital signs or cannot, even under supervision, take appropriate nursing care actions.
• Has not aquired proficiency in patient guidance.
• Does not understand the principles of infection prevention or control, nor performs hand hygiene, manages the use of protective gear, or uses aseptic practice.
• Cannot, even under guidance, safely or correctly administer medication.
• Does not use the most common evidence-based sources in the field or utilize them in nursing practice.
• Has not familiarized themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Cannot justify their actions and decisions reliably.

Assessment scale

Pass/Fail

Objectives (course unit)

The study module strengthens and enhances basic nursing skills through practical training.

After completing the course, the student
· Knows how to act professionally, ethically, and in a patient/client-centered way in nursing care.
· Knows how to communicate and collaborate in a multiprofessional team using information technology.
· Becomes proficient in accurately documenting nursing care following the nursing process.
· Is able to implement patient/client nursing safely.
· Understands the significance of self management and professional co- operation skills of the employee, development, as well as quality management in nursing care.
· Understands the role of the social and healthcare service system in patient care.
· Is skilled to promote the health of patients/clients.
· Becomes competent in guidance and teaching, as well as in supporting self-care.
· Can perform basic nursing care.
· Implements evidence-based nursing care and utilizes research data in decision-making.

Content (course unit)

Supervised clinical training in basic nursing care.

Prerequisites (course unit)

The student has participated in the first semester studies, at least the courses: Basics of nursing, Basics of Infection Prevention, Elderly Care, Pharmacotherapy and Medical Calculations and Supervised Clinical Training 2.

The student has completed Supervised clinical training 1.

Further information (course unit)

When selecting supervised clinical placements for nursing education clinical placements 2-9, consideration should be given to the broad and diverse placement of clinical placements in various areas of nursing practice, in accordance with EU directives. Supervised clinical placements should be conducted with patients of different ages in primary healthcare, specialized healthcare, inpatient wards, and outpatient healthcare, ensuring the development of competence in somatic, mental health, and substance abuse nursing. Supervised clinical placements may be in public or private healthcare or the third sector.

Assessment criteria, pass/fail (course unit)

Pass: The student
• Complies with nursing care legislation, ethical guidelines and principles, acts responsibly in the work team, and complies to the clinical training guidelines.
• Interacts with clients, patients and members of the work team in a respectful and appropriate manner, engaging in professional communication.
• Values the client/patient as an expert and active participant in their own life, engaging with them respectfully and collaboratively.
• Is able to evaluate and develop their own competences, knows their own competences and limits, is able to give and receive feedback.
• identifies the roles of healthcare professionals involved in patient care and participates in patient care as a member of a multidisciplinary team.
• Is familiar with digital systems in the clinical training enviroment and becomes proficient in using them safely and securely.
• Is capable of reporting their nursing care in different stages of the nursing process both in written and oral forms.
• Knows how to advance patient safety and proactively prevent adverse events throughout every phase of the patient care continuum.
• Aquires competence in ergonomic work practices.
• Acts responsibly as a team member, following workplace guidelines, and recognizes the limits of their competence. Can utilize the work community and reliable information to ensure quality.
• Acts economically and adheres to principles of sustainable development.
• Actively and proactively participates in the activities of the clinical training place and seeks learning opportunities to develop professionally. Gains proficiency in organizing their own work.
• Recognizes the responsibilities of oneself and other healthcare professionals and the importance of division of labor in delivering comprehensive patient care. Familiarizes oneself with collaboration partners in the clinical training place.
• Identifies the significance and role of their clinical training placement within the social and healthcare service system.
• Can, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Can assist the patient in daily basic functions in a client-centered and rehabilitative way
• Can assess the patient's functional capacity.
• Can measure basic vital signs and can, under supervision, take appropriate nursing care actions.
• Aquires proficiency in patient guidance.
• Understands the principles of infection prevention and control, performs hand hygiene, manages the use of protective gear, and uses aseptic practice.
• Can, under guidance, safely and correctly administer medication.
• Is able to use the most common evidence-based sources in the field and applies them in nursing care.
• Familiarizes themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Learns to justify their actions and decisions reliably.



Fail: The student
• Does not comply with nursing legislation, ethical guidelines or principles, acts irresponsibly in the work team or does not follow clinical training instructions or acts fraudulently (e.g. Missing personal objectives or work shifts, does not follow working hours, does not report absences as agreed or the number of hours in the training is not met).
• Does not interact with clients and members of the healthcare team in a respectful and appropriate manner, and is unable to engage in professional communication.
• Does not value the client/patient as an expert and active participant in their own life, is not able to engage with them respectfully or collaboratively.
• Is not able to evaluate and develop their competences, does not know their competences or limits, is unable to give or receive feedback.
• Does not identify the roles of healthcare professionals nor participates in nursing care as a member of a multiprofessional team.
• Is not familiar with digital systems in the clinical training enviroment nor is proficient in using them safely or securely.
• Is not capable of reporting their nursing care in different stages of the nursing process either in written or oral forms.
• Does not know how to advance patient safety or proactively prevent adverse events throughout every phase of the patient care continuum.
• Does not understand the importance of ergonomic work practices.
• Does not act responsibly as a team member, does not follow workplace guidelines, and fails to recognize the limits of their competence. Cannot utilize the work community and reliable information to ensure quality.
• Does not operate economically or adhere to principles of sustainable development.
• Does not actively and proactively participate in the activities of the clinical training place or seek learning opportunities to develop professionally. Cannot organize their own work effectively.
• Does not recognize their responsibilities of oneself and other healthcare professionals or the importance of division of labor in delivering comprehensive patient care. Fails to identify collaboration partners at their clinical training place.
• Does not identify the significance and role of their clinical training place within the social and healthcare service system.
• Cannot, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Cannot assist the patient in daily functions in a client-centered and rehabilitative way.
• Cannot assess the patient's functional capacity.
• Cannot measure basic vital signs or cannot, even under supervision, take appropriate nursing care actions.
• Has not aquired proficiency in patient guidance.
• Does not understand the principles of infection prevention or control, nor performs hand hygiene, manages the use of protective gear, or uses aseptic practice.
• Cannot, even under guidance, safely or correctly administer medication.
• Does not use the most common evidence-based sources in the field or utilize them in nursing practice.
• Has not familiarized themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Cannot justify their actions and decisions reliably.

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
- 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 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 guide the patient in self-care using evidence-based knowledge and masters data search from most common health sciences’ databases
- is able to evaluate patient’s needs, resources and own responsibility when planning selfcare and guidance, and is able to use patient-centred teaching and guidance methods, evaluating the results of the guidance
- 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

Content (course unit)

- patient’s holistic nursing care practice

Prerequisites (course unit)

The student has completed Supervised clinical trainings 1 and 2 and participated in Supervised clinical training 3. Participated in nursing theory studies related to the clinical training area.

Further information (course unit)

Supervised clinical trainings 2-9 in the Degree Programme in Nursing should be planned and placed in different areas of nursing. 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. The student will benefit from having done a middle-phase clinical training in the same area of nursing as advanced studies’ clinical training.

Assessment criteria, pass/fail (course unit)

Pass:
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
- 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 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 guide the patient in self-care using evidence-based knowledge and masters data search from most common health sciences’ databases
- is able to evaluate patient’s needs, resources and own responsibility when planning selfcare and guidance, and is able to use patient-centred teaching and guidance methods, evaluating the results of the guidance
- 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
- plans and carries out a guidance situation with a patient, which shows utilisation of evidence-based knowledge

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 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 recognize the boundaries of own competence, resulting in endangering patient safety
- does not master the principles of infection control and aseptic practice
- makes mistakes in the patient's medication and fluid therapy despite guidance; has not updated medication passport
- does not show interest in patient and family guidance, fails to plan and carry out a guidance situation with a patient, and/or it does not show utilisation of evidence-based knowledge
- violates confidentiality or patient’s data privacy protection

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 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 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
- 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 1-3 and participated in Supervised clinical training 4. Participated in the nursing theory studies related to the clinical training area.

Further information (course unit)

Supervised clinical trainings 2-9 in the Degree Programme in Nursing should be planned and placed in different areas of nursing. 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. The student will benefit from having done a middle-phase clinical training in the same area of nursing as advanced studies’ clinical training.

Assessment criteria, pass/fail (course unit)

Pass:

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
- 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 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
- 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 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 recognize the boundaries of own competence, resulting in endangering patient safety
- does not master the principles of infection control and aseptic practice
- makes mistakes in the patient's medication and fluid therapy despite guidance; has not updated medication passport
- is not able to recognise patients’ health risk factors and guide patients in self-care and adherence to care
- violates confidentiality or patient’s data privacy protection
- 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

0-5

Objectives (course unit)

The student
-has the basic knowledge of nursing, he/she is advancing the perioperative expertise in nursing and recognizes gap of knowledge and seeks actively new knowledge
- knows the care path at the intraoperative phase
- is able to plan, implement and assess the own patient’s intraoperative care
- is able to implement the essential nursing knowledge and skills which are necessary in the environment of perioperative care and is able to implement patient safety nursing based on the evidence-based knowledge
- is able, under supervision, to do the preparation of patient for surgery from the viewpoints of anaesthesia and perioperative nursing
- is able, under supervision, to prepare the operative theatre for anaesthesia and surgery
- is able, under supervision, to take care and observe the basic vital functions of the patient and to practice the decision making related to these
- meets the patients and work group members respectfully and is interacting professionally as a member of a team in the environment of perioperative nursing
- is taking part of patient guidance at the intraoperative phase
- aims to promote the health and wellbeing of the patient in intraoperative nursing
- knows the meaning of aseptic in the surgical and small operations in the different roles of perioperative nurse
- is able to safely manage the patient's medication and fluid therapy under supervision
- adheres to the ethical guidelines and principles of nursing, acts responsibly as a member of the working group and follows the practice guidelines
- is able to assess realistically his / her own competence and development as a student nurse

Content (course unit)

- the patient holistic nursing in the perioperative nursing

Prerequisites (course unit)

Participated in the cource Perioperative Nursing

Assessment criteria, pass/fail (course unit)

Passed
The student
- has the basic knowledge of perioperative nursing, recognizes gap of knowledge and seeks actively new knowledge
- knows the patient’s care path at the intraoperative phase
- is able to plan, implement and assess the own patient’s intraoperative care
- has the essential clinical nursing skills which are necessary in the environment of perioperative nursing
- is able, under supervision, to do the preparation of patient for surgery from the viewpoints of anaesthesia and perioperative nursing
- is able, under supervision, to prepare the operative theatre for anaesthesia and surgery
- is able, under supervision, to treat and observe the basic vital functions of the patient and to practice the decision making related to these
- meets the patients and work group members respectfully and is interacting professionally as a member of a team in the environment of perioperative nursing
- is taking part of the patient guidance at the intraoperative phase
- aims to promote the health and wellbeing of the patient in the intraoperative nursing
- knows the meaning of aseptic in the surgical and small operations in the different roles of perioperative nurse
- is able to safely manage the patient's medication and fluid therapy under supervision
- promotes the patient safety during all the stages of nursing process
- is acting responsibly and knows the boundaries of his/her expertise
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training
- evaluates her/his own competence realistically and is able to give and receive feedback

Failed
There are obvious shortcomings in basic knowledge about perioperative nursing; searching for and utilising knowledge is incomplete, and even after a tutorial discussion there are misunderstandings in the theoretical knowledge.
The student
- does not know the patient’s care path at the intraoperative phase
- is not able to plan, implement and assess the own patient’s intraoperative care
- does not demonstrate under supervision the essential clinical nursing skills which are necessary in the environment of perioperative nursing
- does not demonstrate under supervision the skill to prepare the patient for anaesthesia and surgery
- does not demonstrate under supervision skill to prepare the operative theatre for anaesthesia and surgery
- does not demonstrate under supervision skills to take care and observe the basic vital functions of the patient and the decision making related to these
- displays a lack of understanding of professional interface: treats patients, family, or members of the work group inappropriately or disrespectfully
- does not show interest in patient guidance and withdraws from it
- does not manage the principles of infection prevention in the surgical and small operations, there are deficiencies in the aseptic technique
- makes mistakes in the patient's medicine and fluid therapy despite being supervised; has not completed a medical treatment passport
- does not recognize the boundaries of his/her expertise, endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her 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 her/his own competence unrealistically and is unable to receive feedback
- evaluates her/his own competence realistically and is able to give and receive feedback

Assessment scale

0-5

Objectives (course unit)

The student
- demonstrates under supervision skills to assess the needs of care and plan, implement and evaluate care of women given birth and newborn babies by utilising the evidence-based knowledge
- identifies and describes the basic concepts of postpartum midwifery and the care of newborn baby in the neonatal intensive care unit and recognizes gap of knowledge and seeks actively the knowledge
- experiences in the care path of women given birth, healthy newborn babies, and newborn babies taken care in the neonatal intensive care unit
- knows the infection control principles and adheres the principles of aseptic working in the context of postpartum midwifery and neonatal intensive care
- is able to safely manage the patient's medication and fluid therapy under supervision
- is able to, under supervision, observe the vital function of the newborn babies/ the newborn babies in the intensive care and gets experiences in the decision-making related that
- is able to observe, under supervision, women’s wellbeing and recovery after birth and gets experiences in the decision-making related that
- meets the patients and work group members respectfully
- is able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- aims to promote patients’ wellbeing and is acting safely
- adheres to the ethical guidelines and principles of nursing, acts responsibly and recognises the limits of his/ her expertise
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of
the supervised practical training
- prepares the care plan and summary regarding own patient care
- evaluates her/his own competence as a realistically and is able to give and receive feedback

Content (course unit)

- holistic postnatal care in postnatal ward and neonatal intensive care unit

Prerequisites (course unit)

Participated in the courses Women's Health and Breastfeeding Counselling and Nursing of Children and Young People and Nursing of the Disabled

Assessment criteria, pass/fail (course unit)

Passed
The student
- has the basic theoretical knowledge and clinical skills of postnatal care of the mother and newborn baby and recognizes gap of knowledge and seeks actively the knowledge
- knows the care path of women given birth, healthy newborn babies, and newborn babies taken care in the neonatal intensive care unit
- knows the infection control principles and adheres the principles of aseptic working
- is able to safely manage the patient's medication and fluid therapy under supervision
- is able to observe, under supervision, women’s wellbeing and recovery after birth and gets experiences in the decision-making related that
- is able to, under supervision, observe the vital function of the newborn babies/ the newborn babies in the intensive care and gets experiences in the decision-making related that
- meets the patients and work group members respectfully
- is able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- aims to promote patients’ wellbeing and is acting safely
- acts responsibly and recognises the limits of his/ her expertise
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training
- evaluates her/his own competence as a realistically and is able to give and receive feedback

Failed
There are obvious shortcomings in basic knowledge about postnatal midwifery and neonatal intensive care; searching for and utilising knowledge is incomplete, and even after a tutorial discussion there are misunderstandings in the theoretical knowledge.

The student
- do not know the care path of women given birth, healthy newborn babies and newborn babies taken care in the neonatal intensive care unit
- do not know the infection control principles and does not adhere the principles of aseptic working
- makes mistakes in the patient's medicine and fluid therapy despite being supervised; has not completed a medical treatment passport
- is not able to observe the postnatal wellbeing and recovery of the woman despite being supervised
- is not able to observe the vital functions of the newborn baby and newborn babies treated in the neonatal intensive care unit despite being supervised
- does not meet the patients and work group members respectfully and professionally
- is not able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- does not recognize the boundaries of his/her expertise, endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her 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 her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- demonstrates under supervision skills to assess the needs of care and plan, implement and evaluate care of women given birth and newborn babies by utilising the evidence-based knowledge
- identifies and describes the basic concepts of postpartum midwifery and the care of newborn baby in the neonatal intensive care unit and recognizes gap of knowledge and seeks actively the knowledge
- experiences in the care path of women given birth, healthy newborn babies, and newborn babies taken care in the neonatal intensive care unit
- knows the infection control principles and adheres the principles of aseptic working in the context of postpartum midwifery and neonatal intensive care
- is able to safely manage the patient's medication and fluid therapy under supervision
- is able to, under supervision, observe the vital function of the newborn babies/ the newborn babies in the intensive care and gets experiences in the decision-making related that
- is able to observe, under supervision, women’s wellbeing and recovery after birth and gets experiences in the decision-making related that
- meets the patients and work group members respectfully
- is able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- aims to promote patients’ wellbeing and is acting safely
- adheres to the ethical guidelines and principles of nursing, acts responsibly and recognises the limits of his/ her expertise
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of
the supervised practical training
- prepares the care plan and summary regarding own patient care
- evaluates her/his own competence as a realistically and is able to give and receive feedback

Content (course unit)

- holistic postnatal care in postnatal ward and neonatal intensive care unit

Prerequisites (course unit)

Participated in the courses Women's Health and Breastfeeding Counselling and Nursing of Children and Young People and Nursing of the Disabled

Assessment criteria, pass/fail (course unit)

Passed
The student
- has the basic theoretical knowledge and clinical skills of postnatal care of the mother and newborn baby and recognizes gap of knowledge and seeks actively the knowledge
- knows the care path of women given birth, healthy newborn babies, and newborn babies taken care in the neonatal intensive care unit
- knows the infection control principles and adheres the principles of aseptic working
- is able to safely manage the patient's medication and fluid therapy under supervision
- is able to observe, under supervision, women’s wellbeing and recovery after birth and gets experiences in the decision-making related that
- is able to, under supervision, observe the vital function of the newborn babies/ the newborn babies in the intensive care and gets experiences in the decision-making related that
- meets the patients and work group members respectfully
- is able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- aims to promote patients’ wellbeing and is acting safely
- acts responsibly and recognises the limits of his/ her expertise
- follows the confidentiality and data protection guidelines
- follows in his / her actions the agreed rules of the supervised practical training
- evaluates her/his own competence as a realistically and is able to give and receive feedback

Failed
There are obvious shortcomings in basic knowledge about postnatal midwifery and neonatal intensive care; searching for and utilising knowledge is incomplete, and even after a tutorial discussion there are misunderstandings in the theoretical knowledge.

The student
- do not know the care path of women given birth, healthy newborn babies and newborn babies taken care in the neonatal intensive care unit
- do not know the infection control principles and does not adhere the principles of aseptic working
- makes mistakes in the patient's medicine and fluid therapy despite being supervised; has not completed a medical treatment passport
- is not able to observe the postnatal wellbeing and recovery of the woman despite being supervised
- is not able to observe the vital functions of the newborn baby and newborn babies treated in the neonatal intensive care unit despite being supervised
- does not meet the patients and work group members respectfully and professionally
- is not able to guide the mothers and their families in the breastfeeding, self-care and the basic care of newborn baby
- does not recognize the boundaries of his/her expertise, endangering patient safety
- violates confidentiality or patient privacy
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her 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 her/his own competence 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)

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

0-5

Objectives (course unit)

The student
- knows extensively the content of pre-pregnancy guidance
- has the extensive knowledge of pregnancy and its physiology and hormonal processes
- has the knowledge of evidence based midwifery for pregnancy planning and confirming, prenatal care including the screening methods of normal pregnancy
- has the knowledge of prenatal care for foetal and maternal wellbeing and the detection of abnormalities
- knows how to support the positive pregnancy experience for women
- is able to plan the parental and birth education for groups
- has the knowledge of preparing process for parenthood and knows how to support the life changes

Content (course unit)

- pre-pregnancy health promotion
- normal progression of pregnancy and support of physiological processes
- methods of foetal and maternal wellbeing screening and support
- guidance of pregnant women and their families
- family benefits and maternal care services
- prenatal screening and their guidance
- parental and birth education
- medication during pregnancy

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed.

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

The student
- knows the content of pre-pregnancy guidance
- knows the normal course of pregnancy and its physiological and hormonal processes
- is aware of midwifery practice related to pre-pregnancy care, confirmation of pregnancy and follow-up of normal pregnancy
- knows how to assess and promote the well-being of the fetus and pregnant woman and identify complications
- knows how to guide a pregnant woman towards a positive pregnancy experience
- knows the meaning of family and childbirth coaching to families
- knows the principles of supporting the process of growth and life change in parenting

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

The student
- knows the content of pre-pregnancy guidance
- knows the normal course of pregnancy and its physiological and hormonal processes
- is able to compound midwifery practice to pre-pregnancy care, confirmation of pregnancy and follow-up of normal pregnancy
- is able to assess and promote the well-being of the fetus and pregnant woman and identify complications
- knows how to guide a pregnant woman towards a positive pregnancy experience
- is able to plan and implement family and childbirth coaching to families
- knows the principles of supporting the process of growth and life change in parenting

Assessment criteria, excellent (5) (course unit)

The student
- knows the content of pre-pregnancy guidance extensively
- knows the normal course of pregnancy and its physiological and hormonal processes
- masters midwifery practice related to pre-pregnancy care, confirmation of pregnancy and follow-up of normal pregnancy
- is able to assess and promote the well-being of the fetus and pregnant woman and identify complications
- knows how to guide a pregnant woman towards a positive pregnancy experience and understands its significance for early interaction
- is able to plan and implement family and childbirth coaching in a customer-oriented manner
- masters the principles of parenting the process of growth and supporting life change

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to examine the patient according to the ABCDE protocol
- is able to inform the patient about the situation using the ISBAR method
- is able to act in emergencies with patients of different ages
- knows the basics of safe medication and fluid therapy
- is able to act with patient safety in mind

Content (course unit)

- vital organ functions in patients of different ages
- action in acute situations
- CPR
- teamwork skills
- medication and fluid therapy in patients of different ages
- patient safety expertise

Prerequisites (course unit)

Participation in the for the courses according to the simulation before the simulation.

Assessment criteria, pass/fail (course unit)

Pass
The Student
- works actively in simulation in different roles
- is able to act in emergencies
- identify situations that threaten the patient's condition
- is able to find out the key issues about the patient's current situation
- is able to inform the patient about the condition and changes in the condition
Rejected execution

Fail
The Student
- does not actively participate in simulations
- Emergency response endangers the patient's life
- does not recognize life-threatening situations in the patient's condition
- acts improperly in the situation
- cannot inform about issues related to the patient's condition.

Assessment scale

Pass/Fail

Objectives (course unit)

The Student
- masters the main treament and actions in obstetrical and gynegological emergencies
- is able to justify his/her actions in the evidence-based theory of midwifery

Content (course unit)

- emergencies in Midwifery

Prerequisites (course unit)

Participation in course on Supervised Clinical Training: Simulation 1. Simulations are taking place at the end of the Midwifery studies.

Assessment criteria, pass/fail (course unit)

Pass
The Student
- is able to act in obstetrical and gynegological emergencies
- is able to justify his/her actions in the most significant evidence-based theory of midwifery

Fail
The Student
- is not able to act in obstetrical and gynegological emergencies
- endangers the patient safety
- is not able to justify his/her actions in the most significant evidence-based theory of midwifery

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop competences from the perspective of a person having medical illnesses or being in palliative care.

After completing the course, the student
• Knows the basics of planning, implementing and evaluating nursing for patients with medical illnesses and in palliative care.
• Knows the basics of Drugs for Medical Conditions and palliative care.
• Understands the meaning of falling ill in medical illnes and being in palliative care.
• Knows how to plan and implement the self-care guidance of a person having medical illness and in palliative care.
• Understands the importance of multi-professional cooperation in nursing of patients with medical illnesses and palliative care.
• Knows the importance of genomic information in the Nursing of the medical illnesses.

Content (course unit)

• Nursing of a person with cardiovascular disease
• Nursing of a person with diabetes
• Nursing of a person with kidney failure
• Nursing of a person with a neurological disease
• Nursing of a person with lung disease
• Nursing of a person with an infection
• Nursing of a person with inflammatory bowel disease
• Nursing of a person with rheumatoid arthritis
• Nursing of a person with cancer
• Nursing of a person in palliative care
• Genomic information in the care of persons with medical illnesses

Prerequisites (course unit)

Participation in the courses Basics of Nursing and Pharmacotherapy and Medical Calculations.

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

The student
• Knows the basics of planning, implementing and evaluating in nursing for persons with medical illnesses and in palliative care.
• Knows the basics of drug medical condition for persons with medical illnesses and palliative care.
• Recognizes the significance of falling ill with medical illnesses and being in palliative care.
• Knows the basics of guidance, planning and implementation of self-care for persons with medical illnesses and in palliative care.
• Knows the importance of multiprofessional cooperation in Nursing of persons with medical illnesses and palliative care.
• Knows the importance of genomic information in Nursing of persons with medical illnesses.

Failled:
The student does not meet the evaluation criteria at a satisfactory level, or due to lack of Nursing competence causes danger, harm, injury or death to the person.

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

The student
• Can justify the planning, implementation and evaluation of nursing for persons with medical illnesses and in palliative care in various nursing situations.
• Can justify the medical treatment of a person having medical illnesses and in palliative care.
• Understands the significance of falling ill with medical illnesses and being in palliative care.
• Knows how to individually guide the self-care of persons with medical illnesses and in palliative care in different nursing situations and environments.
• Understands the importance of multi-professional cooperation in Nursing of persons with medical illnesses and palliative care.
• Understands the importance of genomic information in Nursing of persons with medical illnesses.

Assessment criteria, excellent (5) (course unit)

The student
• Can apply their knowledge in various nursing situations in the planning, implementation and evaluation of Nursing for persons with medical illnesses and in palliative care.
• Knows the special features of drug of medical conditions for persons with medical illnesses and in palliative care.
• Analyzes the significance of falling ill with medical illnesses and being in palliative care.
• Can individually apply the self-care guidance of persons with medical illnesses and in palliative care in different nursing situations and environments.
• Knows how to utilize multiprofessional cooperation in Nursing of persons with medical illnesses and in palliative care.
• Knows how to apply genomic information individually in Nursing persons with medical illnesses 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)

- 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)

The student
- knows the theory of postpartum midwifery
- knows the normal postpartum physiology, care and guidance
- is able to observe postpartum abnormalities and knows the care of them
- knows how to monitor a newborn, recognizes abnormalities and knows their treatments
- is able to detect health problems and complications and knows the care of the newborn
- is able to support early interaction, guide parents in parenting skills and promote family wellbeing
- knows how to promote sexual and reproductive health of the family during the postpartum period
- knows how to work in a baby friendly manner and understands the principles of promoting breastfeeding
- is able to execute care practices that promote breastfeeding from prenatal to postpartum period

Content (course unit)

- Postpartum midwifery
- Normal physiology of the postpartum period
- Abnormalities and treatments during the postpartum period
- Monitoring and basic care of the newborn
- Health problems and complications of the newborn
- Early interaction and infant calming methods
- Sexual and reproductive health during the postpartum period
- Breastfeeding counselling training

Prerequisites (course unit)

The student must have completed the nursing studies except the Bachelor’s Thesis. The student cannot participate until Supervised clinical training 1-7 and all theoretical and clinical nursing studies are completed. The student has participated in Midwifery Care During Childbirth -module.

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

The Student
- recognises the basic theory of postpartum midwifery
- knows the normal postpartum physiology, care and guidance
- knows some postpartum abnormalities and basics of the care
- knows how to observe a newborn, recognizes some abnormalities and knows their treatments
- is able to detect some health problems and complications and knows the care of the newborn
- is able to recognise the need for early interaction, guide parents in parenting skills and promote family wellbeing but is not able to present reasoning
- knows how to promote sexual and reproductive health of the family during the postpartum period
- knows how to work in a baby friendly manner and understands the basic principles of promoting breastfeeding
- knows the basics of breastfeeding

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

The Student
- knows the theory of postpartum midwifery well
- knows the normal postpartum physiology, care and guidance
- is able to observe postpartum abnormalities and knows the care of them
- knows how to monitor a newborn, recognizes abnormalities and knows their treatments
- is able to detect health problems and complications and knows the care of the newborn
- is able to support early interaction, guide parents in parenting skills and promote family wellbeing
- knows how to promote sexual and reproductive health of the family during the postpartum period
- knows how to work in a baby friendly manner and understands the principles of promoting breastfeeding
- is able to execute care practices that promote breastfeeding from prenatal to postpartum period

Assessment criteria, excellent (5) (course unit)

The Student
- knows the theory of postpartum midwifery broadly and deeply
- knows the normal postpartum physiology, care and guidance i detail and is able to apply it to patient centered guidance
- is able to observe postpartum abnormalities and knows the patient centered care of them
- knows how to monitor a newborn, recognizes abnormalities and knows their treatments and how to guide parents
- is able to detect health problems and complications and knows the care of the newborn
- is able to support early interaction, guide parents in parenting skills and promote family wellbeing
- knows how to promote sexual and reproductive health of the family during the postpartum period
- knows broadly how to work in a baby friendly manner and understands the principles of promoting breastfeeding
- is able to execute care practices that promote breastfeeding from prenatal to postpartum period in a creative manner

Assessment scale

0-5

Objectives (course unit)

The student
- knows the obligations set by the Infectious Diseases Act and Regulation in nursing
- can identify the main and topical national and global communicable diseases and knows how to prevent and treat them at individual and population level
- knows which diseases can be prevented by vaccines
- knows the different types of vaccinations and basics of vaccine composition
- knows the vaccines included in the national vaccination program
- knows the principles of safe vaccination

Content (course unit)

- Infectious Diseases Act and the Decree
- communicable diseases which are generally dangerous and to be controlled
- prevention and treatment of communicable diseases
- national vaccination programme and diseases prevented by vaccinations
- different vaccine types and composition of vaccines
- safe vaccination
- international travel and health

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

The student
- knows the prevention and treatment of the most common communicable diseases, along with care and guidance for the patient
- knows the basic priciples of safe vaccination
- knows the most common vaccines and the main principles of a national vaccine program
- knows the basics of vaccination-related guidance

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

The student
- knows the prevention and treatment of the most common communicable diseases, along with care and guidance for the patient
- knows the principles of safe vaccination
- knows the most common vaccines and vaccines of the national vaccination program
- knows the basics of vaccination-related guidance

Assessment criteria, excellent (5) (course unit)

The student
- masters the prevention and treatment of communicable diseases along with care and guidance at the individual and population level
- is able to apply the principles of safe vaccination in different situations
- knows the national vaccination program and its vaccines, as well as the most common travelers’ vaccines
- knows the basics of vaccination-related guidance

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to develop basic knowledge of the mechanisms, interactions and adverse reactions of medicines.

After completing the course, the student
• Is able to describe the general principles of pharmacokinetics and dynamics.
• Knows the medications which are used to treat the most common diseases, their action mechanisms, indications and most common side and adverse effects.
• Is able to monitor the effectiveness of the medicine.

Content (course unit)

• Basic concepts of pharmacology; pharmacokinetics, pharmacodynamics and pharmacogenetics, adverse drug reactions and adverse interactions.
• Topics with antimicrobials, medicines for cardiovascular diseases, medicines for respiratory diseases, medicines for diseases of the digestive organs, medicines for type I and II diabetes, medicines for hypothyroidism and hyperthyroidism, allergy medicines and drug treatment of tumours.
• Special issues in the pharmacotherapy of children and the elderly.

Prerequisites (course unit)

Participation in the course on Pharmacotherapy and Medical Calculations.

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

The student
• Masters the basics of pharmacology.
• Knows the indication for use of the medications.
• Knows some of the mechanisms of action of medication groups.

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

The student
• Masters the basics of pharmacology.
• Knows the indication for use of the medications and knows some of the mechanisms of action of medication groups.
• Knows the typical action mechanisms of the medication groups, some adverse effects and interactions between medication groups and resulting adverse effects.

Assessment criteria, excellent (5) (course unit)

The student
• Masters the basics of pharmacology.
• Knows the typical action mechanisms of the medication groups, some adverse effects and interactions between medication groups and resulting adverse effects.
• In addition the student knows the requirements for Good (3-4), also knows the mechanisms and interactions of medication groups, and is able to apply the knowledge he/she masters.

Assessment scale

0-5

Objectives (course unit)

The study module strengthens and enhances basic nursing skills through practical training.

After completing the course, the student
· Knows how to act professionally, ethically, and in a patient/client-centered way in nursing care.
· Knows how to communicate and collaborate in a multiprofessional team using information technology.
· Becomes proficient in accurately documenting nursing care following the nursing process.
· Is able to implement patient/client nursing safely.
· Understands the significance of self management and professional co- operation skills of the employee, development, as well as quality management in nursing care.
· Understands the role of the social and healthcare service system in patient care.
· Is skilled to promote the health of patients/clients.
· Becomes competent in guidance and teaching, as well as in supporting self-care.
· Can perform basic nursing care.
· Implements evidence-based nursing care and utilizes research data in decision-making.

Content (course unit)

Supervised clinical training in basic nursing care.

Prerequisites (course unit)

The student has participated in the first semester studies, at least the courses: Basics of nursing, Basics of Infection Prevention, Elderly Care, Pharmacotherapy and Medical Calculations and Supervised Clinical Training 2.

The student has completed Supervised clinical training 1.

Further information (course unit)

When selecting supervised clinical placements for nursing education clinical placements 2-9, consideration should be given to the broad and diverse placement of clinical placements in various areas of nursing practice, in accordance with EU directives. Supervised clinical placements should be conducted with patients of different ages in primary healthcare, specialized healthcare, inpatient wards, and outpatient healthcare, ensuring the development of competence in somatic, mental health, and substance abuse nursing. Supervised clinical placements may be in public or private healthcare or the third sector.

Assessment criteria, pass/fail (course unit)

Pass: The student
• Complies with nursing care legislation, ethical guidelines and principles, acts responsibly in the work team, and complies to the clinical training guidelines.
• Interacts with clients, patients and members of the work team in a respectful and appropriate manner, engaging in professional communication.
• Values the client/patient as an expert and active participant in their own life, engaging with them respectfully and collaboratively.
• Is able to evaluate and develop their own competences, knows their own competences and limits, is able to give and receive feedback.
• identifies the roles of healthcare professionals involved in patient care and participates in patient care as a member of a multidisciplinary team.
• Is familiar with digital systems in the clinical training enviroment and becomes proficient in using them safely and securely.
• Is capable of reporting their nursing care in different stages of the nursing process both in written and oral forms.
• Knows how to advance patient safety and proactively prevent adverse events throughout every phase of the patient care continuum.
• Aquires competence in ergonomic work practices.
• Acts responsibly as a team member, following workplace guidelines, and recognizes the limits of their competence. Can utilize the work community and reliable information to ensure quality.
• Acts economically and adheres to principles of sustainable development.
• Actively and proactively participates in the activities of the clinical training place and seeks learning opportunities to develop professionally. Gains proficiency in organizing their own work.
• Recognizes the responsibilities of oneself and other healthcare professionals and the importance of division of labor in delivering comprehensive patient care. Familiarizes oneself with collaboration partners in the clinical training place.
• Identifies the significance and role of their clinical training placement within the social and healthcare service system.
• Can, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Can assist the patient in daily basic functions in a client-centered and rehabilitative way
• Can assess the patient's functional capacity.
• Can measure basic vital signs and can, under supervision, take appropriate nursing care actions.
• Aquires proficiency in patient guidance.
• Understands the principles of infection prevention and control, performs hand hygiene, manages the use of protective gear, and uses aseptic practice.
• Can, under guidance, safely and correctly administer medication.
• Is able to use the most common evidence-based sources in the field and applies them in nursing care.
• Familiarizes themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Learns to justify their actions and decisions reliably.



Fail: The student
• Does not comply with nursing legislation, ethical guidelines or principles, acts irresponsibly in the work team or does not follow clinical training instructions or acts fraudulently (e.g. Missing personal objectives or work shifts, does not follow working hours, does not report absences as agreed or the number of hours in the training is not met).
• Does not interact with clients and members of the healthcare team in a respectful and appropriate manner, and is unable to engage in professional communication.
• Does not value the client/patient as an expert and active participant in their own life, is not able to engage with them respectfully or collaboratively.
• Is not able to evaluate and develop their competences, does not know their competences or limits, is unable to give or receive feedback.
• Does not identify the roles of healthcare professionals nor participates in nursing care as a member of a multiprofessional team.
• Is not familiar with digital systems in the clinical training enviroment nor is proficient in using them safely or securely.
• Is not capable of reporting their nursing care in different stages of the nursing process either in written or oral forms.
• Does not know how to advance patient safety or proactively prevent adverse events throughout every phase of the patient care continuum.
• Does not understand the importance of ergonomic work practices.
• Does not act responsibly as a team member, does not follow workplace guidelines, and fails to recognize the limits of their competence. Cannot utilize the work community and reliable information to ensure quality.
• Does not operate economically or adhere to principles of sustainable development.
• Does not actively and proactively participate in the activities of the clinical training place or seek learning opportunities to develop professionally. Cannot organize their own work effectively.
• Does not recognize their responsibilities of oneself and other healthcare professionals or the importance of division of labor in delivering comprehensive patient care. Fails to identify collaboration partners at their clinical training place.
• Does not identify the significance and role of their clinical training place within the social and healthcare service system.
• Cannot, under supervision, participate in individual care planning and evaluation to promote the health of the patient/client.
• Cannot assist the patient in daily functions in a client-centered and rehabilitative way.
• Cannot assess the patient's functional capacity.
• Cannot measure basic vital signs or cannot, even under supervision, take appropriate nursing care actions.
• Has not aquired proficiency in patient guidance.
• Does not understand the principles of infection prevention or control, nor performs hand hygiene, manages the use of protective gear, or uses aseptic practice.
• Cannot, even under guidance, safely or correctly administer medication.
• Does not use the most common evidence-based sources in the field or utilize them in nursing practice.
• Has not familiarized themselves with different learning resources and unit-specific care guidelines to ensure informed and effective patient care.
• Cannot justify their actions and decisions reliably.

Assessment scale

0-5