Degree Programme in Nursing and Health Care, Nursing: 25sh2a-2el
Code: 24SH
Description
NURSING EDUCATION'S VALUE BASIS
The value basis of nursing education is rooted in the respect for human dignity and individual integrity, confidentiality, responsibility, and high-level professional conduct. Learning nursing involves reflecting critically and ethically on previously acquired knowledge and actions as well as acquiring new insights and shaping personal attitudes.
A nurse supports individuals in promoting and maintaining health and well-being and provides comprehensive care for the sick. Nurses are nursing experts who implement and develop nursing both independently and in multidisciplinary collaboration.
THE CURRICULUM ENCOMPASSES THE COMPREHENSIVE NURSING COMPETENCIES
TAMK's nursing education curriculum is based on nationally and European-defined unified nursing competency requirements. These competencies include professionalism and ethics, client-centeredness, communication and multidisciplinarity, health promotion, leadership and workforce skills, information technology and documentation, guidance and teaching skills, support for self-care, clinical nursing, evidence-based practice, research utilization, entrepreneurship and development, quality assurance, social and health care service systems, and patient and client safety.
Nursing competence is based on evidence-based nursing, nursing science, and other supporting disciplines such as medicine, social and behavioral sciences.
The nursing education curriculum also addresses future competence, which includes work-life-oriented generic skills, individualized care expertise, the utilization of digital solutions and well-being technology skills in both clinical nursing expertise and communication, genomic knowledge, and the principles of service professions. Students recognize and utilize principles of sustainable development in their profession. The curriculum considers the extensive field of nursing practice.
At TAMK, nursing education is specialized in demanding clinical nursing practice.
Only a graduate with a completed, licensed healthcare professional qualification can work as a nurse. The degree corresponds to the criteria set for bachelor's degree programs in the Finnish national qualifications framework and the European qualifications framework. The National Supervisory Authority for Welfare and Health (Valvira) licenses graduates of nursing programs according to the Health Care Professionals Act (559/949). The national nursing (180 ECTS) competency requirements and their contents are also considered in nursing education.
Nursing education meets the requirements of European Union Directive (2013/55/EU) on the recognition of professional qualifications. The nursing degree is professionally oriented to a bachelor's level higher education degree.
COURSE CONTENT AND PROGRESSION
A nursing student's competence is built through immersion, and studies are divided into three phases. Approximately 60 ECTS credits are completed per year. Nursing education is conducted in Finnish as full-time studies, with some studies implemented multidisciplinarily. Nursing education includes 15 ECTS credits of joint social and health care studies. Some studies can also be conducted in English and through various projects and initiatives.
After the initial phase, or after the first semester, a nursing student will have mastered the fundamentals of the nursing profession. The student understands and adheres to healthcare legislation and ethical guidelines for nursing practice. They can monitor basic bodily functions and identify patient care needs while safely using appropriate nursing interventions. The student can administer medication safely, manage medication calculations, and perform geriatric nursing care. The student acknowledges diversity in the study and work community. The student is aware of the basics of genomic information.
During the mid-phase, or semesters 2-5, the student develops clinical competence in various areas of nursing and can assess the nursing needs of patients/clients of different ages, plan, implement, and evaluate their care in collaboration with patients/clients and their families. The student can identify and anticipate individual and community health issues. The student utilizes knowledge from different disciplines as the basis of their actions. The student can guide and support patients/clients in self-care and utilize customer-centric digital social and health services. The student can work in multidisciplinary teams as a representative of nursing in the best interest of patients/clients. The student can critically assess their own work.
During semesters six and seven, in elective professional studies, the student's expertise strengthens and deepens. As a nurse, the student can make ethically sound, evidence-based decisions and act professionally. They can respond to the care needs of patients/clients and families of different ages in their chosen nursing specialty. The student can act as a primary nurse according to the principles of individualized nursing care throughout the care process. The student can responsibly develop nursing and their own practices. The student also deepens their expertise in their chosen nursing specialty through a thesis.
Nursing education includes 75 ECTS credits of supervised practical training in authentic client/patient contacts in various care environments. Practical training periods in nursing education should be diverse and cover different areas of nursing care.
Nursing education includes studies in English and Swedish, as well as five ECTS credits of elective studies. Students have the opportunity for cross-study with TUNI in elective studies.
THE PEDAGOGICAL BASIS OF NURSING EDUCATION
The pedagogical basis of nursing education is based on TAMK's pedagogical principles, which include learning-orientedness, community involvement and participation, sustainable future and expertise in developing working life, as well as digitalization and internationalization.
Nursing education is strongly based on learning-orientedness, combining versatile teaching and flexible development opportunities. Throughout nursing education, work-life-oriented learning environments are widely utilized based on competencies. Students have the opportunity to study through various methods, supporting their participation and agency in the learning process. Nursing education allows students to incorporate previously acquired or ongoing skills into their nursing studies.
Nursing education is conducted through diverse teaching methods in various learning environments. Pedagogical methods include, among others, classroom teaching, small group teaching, blended learning, hybrid teaching, scheduled or unscheduled online teaching, independent study, simulations, skills workshops, and supervised practical training. Teaching is also conducted in multidisciplinary teams.
The pedagogy of the nursing education heavily emphasizes collaborative learning, focusing on community and inclusivity. The core is supporting the communal and cognitive work of student groups. Teaching concentrates on collectively considered, ethically sustainable solutions. Activities and learning environments support diversity and accessibility equally.
The student has the opportunity to deepen their skills by participating in English-language teaching as part of their degree, either domestically or in international exchange, as well as in other internationally conducted studies. Additionally, the student can undertake supervised internships during international exchanges.
As part of future-oriented higher education, sustainable development means learning that changes the fundamentals of existence, our understanding and perceptions of the interdependence between humans and nature, humanity, factors of well-being, as well as the role of the economy in the global society and community.
In nursing education, there is active collaboration with the professional world. Dialogue with the professional world enables education to respond to the changing and evolving skill needs of the professional world multidisciplinarily. Nursing students play a crucial role in the development of the professional world during their studies. Students can reflect on their learning, evolve as nurses, and develop nursing comprehensively during their studies.
THE FOLLOWING PRINCIPLES ARE OBSERVED IN COMPLETING THE STUDIES
Before progressing to the third semester, the student must complete 30 credits from the first and second semesters, including a passed course in medication administration and medication calculations.
Before the second Superviced Clinical Training, students must participate in the Infection Prevention, Pharmacotherapy and Medical Calculations, Elderly Care and Basic Nursing Skills courses. Before the fourth Superviced Clinical Training, students must pass the Infection Prevention, Medication Administration and Medication Calculations, and Basics of Nursing courses. Additionally, before the Superviced Clinical Training 4-9, students must participate in the course related to the nursing area implemented in the supervised internship (e.g., before surgical internship, students must participate in the course on nursing care for surgical patients).
When selecting Superviced Clinical Training positions 2-9, consideration is given to the diverse placement of internships in various areas of nursing. Internships are conducted with patients of different ages in primary health care, specialized medical care, inpatient wards, and outpatient health care, in public and private health care and in the third sector, focusing on the development of expertise in somatic, mental health, and substance abuse nursing.
Before starting the thesis, students must participate in the information literacy course and complete Superviced Clinical Training 1-4.
When alternative professional studies begin, students must have completed 135 credits of studies. These must include the studies of the chosen area for alternative professional studies, anatomy and physiology studies, and at least six Superviced Clinical Training.
For children and adolescents as well as for perioperative alternative professional studies, a maximum of 70 students can be selected each year. Student selection is carried out according to the Degree Regulations Section 9. Selection is based on the average of non-elective studies. Selection is made according to a separate schedule in the spring and autumn when students apply for alternative professional studies, at which point the study performance of applicants is evaluated.
Objectives
The competence of nursing students meets national and international requirements. The student is able to operate according to the principles of individual responsibility in nursing care throughout the patient's and their family's care process. The student can utilize a variety of guidance methods in nursing practice. The student possesses broad and evidence-based knowledge of human beings, health, environment, and nursing.
The student has a strong professional identity as a nurse, ethical competence, and the ability to develop and evaluate their own actions through self-reflection.
Curriculum development and working life cooperation
The curriculum of TAMK's nursing education is based on evidence-based knowledge, national, and international recommendations. Members of TAMK's nursing education work-life cooperation forum, work-life collaboration partners, TAMK's nursing students, and the student organization Pirate have contributed to the curriculum by providing feedback on its content and structure. This information has been utilized in the curriculum development process.
Further information
The curriculum has been approved by the University Council on 29.4.2024.
The curriculum takes into account the Finnish health policy programs and future challenges as well as TAMK's strategy. Additionally, the curriculum considers the implementation of the Health Care Professionals Act (559/1994) and Regulation (564/1994), the national definition of nursing professional competence, the competency classifications of universities of applied sciences' rectors' council, Tampere University Community's common competencies, and the national framework for qualifications (NQF). The development of the curriculum also takes into account various reports on the development of the social and health care sector, including reports from the Ministry of Education and Culture's Skills for Social and Health Care project. The education meets the requirements of the European Union Directive (2013/55/EU) on the recognition of professional qualifications.
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Show study timings by academic year, semester or period
Code | Name | Credits (cr) | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 | Autumn 2025 | Spring 2026 | Autumn 2026 | Spring 2027 | Autumn 2027 | Spring 2028 | Autumn 2028 | 1. / 2025 | 2. / 2025 | 3. / 2026 | 4. / 2026 | 1. / 2026 | 2. / 2026 | 3. / 2027 | 4. / 2027 | 1. / 2027 | 2. / 2027 | 3. / 2028 | 4. / 2028 | 1. / 2028 | 2. / 2028 |
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24SH-1001 |
Common Professional Studies in Social and Health Care
(Choose all ) |
15 | |||||||||||||||||||||||||
7K00GH56 | Me and Us on the Journey to Becoming a Social and Health Care Professionals | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
7K00GH57 | Customer-Oriented Development of Social and Health Services | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
7K00GH58 | Multiprofessional Management and Development | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
24SH-1002 |
Basics of Nursing Profession
(Choose all ) |
19 | |||||||||||||||||||||||||
NN00GU79 | Study Guidance | 1 | 1 | 1 | 0.5 | 0.5 | |||||||||||||||||||||
7K00GH60 | Genomic Information in Nursing | 1 | 1 | 1 | 0.5 | 0.5 | |||||||||||||||||||||
7K00GH61 | Basics of Nursing | 9 | 9 | 9 | 4.5 | 4.5 | |||||||||||||||||||||
7K00GH62 | Pharmacotherapy and Medical Calculations | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH63 | Basics of Infection Prevention | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH64 | Anatomy and Physiology 1 | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
24SH-1003 |
Holistic Nursing
(Choose all ) |
19 | |||||||||||||||||||||||||
7K00GH65 | Intravenous Fluid Therapy and Clinical Laboratory Tests | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH66 | Nursing Documentation | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH67 | Nursing Care for Patients with Internal Diseases and Palliative Care | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH68 | Pharmacology | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH69 | Natural Science and Medicine 1 | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
7K00GH70 | Anatomy and Physiology 2 | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
24SH-1004 |
Operative Nursing
(Choose all ) |
19 | |||||||||||||||||||||||||
7K00GH71 | Surgical Nursing | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH72 | Perioperative Nursing | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH73 | Natural Science and Medicine 2 | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
7K00GH74 | Anatomy and Physiology 3 | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH75 | Holistic Health Promotion and Guidance Competence | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH76 | Information Literacy | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
24SH-1005 |
Family Nursing
(Choose all ) |
21 | |||||||||||||||||||||||||
7K00GH77 | Nursing Care for Children, Adolescents, and People with Disabilities | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
7K00GH78 | Reproductive Health and Gynecological Nursing | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH79 | Mental Health and Substance Abuse Nursing | 7 | 7 | 7 | 3.5 | 3.5 | |||||||||||||||||||||
7K00GH80 | Elderly Care | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GH81 | Development of Nursing Competence | 1 | 1 | 1 | 0.5 | 0.5 | |||||||||||||||||||||
24SH-1006 |
Nursing in Changing Environments
(Choose all ) |
14 | |||||||||||||||||||||||||
7K00GH82 | Communicable Diseases and Vaccination | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
7K00GH83 | Nursing at a Health and Social Services Center | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
7K00GH84 | Development of Nursing Expertise | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH85 | Professional Swedish for Health Care, Oral | 2 | 2 | 2 | 1 | 1 | |||||||||||||||||||||
7K00GH86 | Professional Swedish for Health Care, Written | 1 | 1 | 1 | 0.5 | 0.5 | |||||||||||||||||||||
7K00GH87 | Professional English for Nursing and Health Care | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
24SH-1008 |
Optional Professional Studies
(Choose one ) |
8 | |||||||||||||||||||||||||
24SH-1017 |
Perioperative Nursing
(Choose all ) |
8 | |||||||||||||||||||||||||
7K00GS49 | Anesthesia Nursing | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GS50 | Operating Theater Nursing | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
24SH-1018 |
Nursing for Children and Young People
(Choose all ) |
8 | |||||||||||||||||||||||||
7K00GS51 | Nursing Care of a Child and Family with Long-term and Neurological Illnesses | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GS52 | Nursing Care of Acutely Ill and Intensive Care-requiring Children and Their Families | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
24SH-1019 |
Medical-Surgical Nursing
(Choose all ) |
8 | |||||||||||||||||||||||||
7K00GS56 | Demanding Clinical Nursing Work | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GS57 | Acute Nursing Care | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
24SH-1020 |
Nursing in Changing Healthcare Environments
(Choose all ) |
8 | |||||||||||||||||||||||||
7K00GS58 | Digitalizable Healthcare | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GS59 | Home-Based Technologizing Nursing Care | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
24SH-1021 |
Mental Health and Substance Abuse Nursing
(Choose all ) |
8 | |||||||||||||||||||||||||
7K00GS60 | Working as a Nurse in Mental Health and Substance Abuse Services | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
7K00GS61 | Competence in Mental Health and Substance Abuse Nursing in Specialised Services | 4 | 4 | 4 | 2 | 2 | |||||||||||||||||||||
24SH-1009 |
Supervised Clinical Training
(Choose all ) |
75 | |||||||||||||||||||||||||
7K00GH91 | Supervised Clinical Training 1 | 3 | 3 | 3 | 1.5 | 1.5 | |||||||||||||||||||||
7K00GH92 | Supervised Clinical Training 2 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH93 | Supervised Clinical Training 3 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH94 | Supervised Clinical Training 4 | 7 | 7 | 7 | 3.5 | 3.5 | |||||||||||||||||||||
7K00GH95 | Supervised Clinical Training 5 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH96 | Supervised Clinical Training 6 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH97 | Supervised Clinical Training 7 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
7K00GH98 | Supervised Clinical Training 8 | 9 | 9 | 9 | 4.5 | 4.5 | |||||||||||||||||||||
7K00GH99 | Supervised Clinical Training 9 | 6 | 6 | 6 | 3 | 3 | |||||||||||||||||||||
24SH-1016 |
Supervised Clinical Training, Optional Professional Studies
(Choose one ) |
20 | |||||||||||||||||||||||||
24SH-1022 |
Superviced Clinical Training, Perioperative Nursing
(Choose all ) |
20 | |||||||||||||||||||||||||
7K00GS62 | Supervised Clinical Training, Anesthesia Nursing | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
7K00GS63 | Supervised Clinical Training, Perioperative Nursing | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
24SH-1023 |
Superviced Clinical Training, Nursing for Children and Young People
(Choose all ) |
20 | |||||||||||||||||||||||||
7K00GS64 | Supervised Clinical Training, Long-Term and Neurologically Ill Child and Family Nursing | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
7K00GS65 | Supervised Clinical Training, Nursing Care of Acutely Ill and Intensive Care-Requiring Children and Their Families | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
24SH-1024 |
Superviced Clinical Training, Medical-Surgical Nursing
(Choose all ) |
20 | |||||||||||||||||||||||||
7K00GS66 | Supervised Clinical Training, Advanced Clinical Nursing | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
7K00GS67 | Supervised Clinical Training, Acute Nursing Care | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
24SH-1025 |
Supervised Clinical Training, Nursing in Changing Healthcare Environments
(Choose all ) |
20 | |||||||||||||||||||||||||
7K00GS68 | Supervised Clinical Training, Digitizing Healthcare 1 | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
7K00GS69 | Supervised Clinical Training, Digitizing Healthcare 2 | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
24SH-1026 |
Superviced Clinical Training, Mental Health and Substance Abuse Nursing
(Choose all ) |
20 | |||||||||||||||||||||||||
7K00GS70 | Supervised Clinical Training, Working as a Nurse in Mental Health and Substance Abuse Services | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
7K00GS71 | Supervised Clinical Training, Mental Health and Substance Abuse Nursing Competence in Specialised Services | 10 | 10 | 10 | 5 | 5 | |||||||||||||||||||||
24SH-1014 |
Free Choice Studies
(Choose ects: 5) |
5 | |||||||||||||||||||||||||
7K00GH88 | Free Choice Studies | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
24SH-1015 |
Bachelor's Thesis
(Choose all ) |
15 | |||||||||||||||||||||||||
NN00HA83 | Thesis Plan | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
NN00HA84 | Implementing Thesis | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
NN00HA85 | Reporting Thesis | 5 | 5 | 5 | 2.5 | 2.5 | |||||||||||||||||||||
Total | 210 | 62 | 61 | 118 | 81 | 31 | 31 | 31 | 30 | 34 | 84 | 81 | 15.5 | 15.5 | 15.5 | 15.5 | 15.5 | 15.5 | 15 | 15 | 17 | 17 | 42 | 42 | 40.5 | 40.5 |
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
Degree Certificate - Bachelors's degree (EQF6)
Structuring for Degree Certificate for Bachelor's Degree, according to AMK legislation. (Basic model).
Directive of the European Parliament and of the Council
Competence for general nurse
Professialisim and ethics
- Functions in accordance with the values, ethical guidelines and principles of nursing care, and evaluates their implementation in daily nursing care |
No attached course units |
Client centred care
- Respects clients/patients and encounters them as experts of and actors in their own lives. |
No attached course units |
Work community skills Information technology and documentation
- Complies with the requirements and regulations governing data protection and information security in health care and social welfare services relating to the creation, use, storage and disposal of data. |
No attached course units |
Leadership and professional co-operation skills of the employee
- Demonstrates ability to priorize the task flexibly |
No attached course units |
Clinical nursing
- Responds to the needs of the client/patient by planning, implementing and assessing appropriate individual nursing care in cooperation with the client/patient, their family members, and other professionals in health care and social welfare services. |
No attached course units |
Communication and multi professionalism
- Demonstrates knowledge of professional communication. |
No attached course units |
Quality management
- Evaluates the quality of nursing care in order to develop the client’s /patient’s care, and their own practices. |
No attached course units |
Evidence based practice, utilization of research knowledge and decision making
- Understands that work of a nurse is evidence based and commits to it. |
No attached course units |
Guidance and education competence and supporting self care
- Assesses the needs, resources and responsibility of the client/patient in planning guidance and self care. |
No attached course units |
Patient and client safety
- Demonstrates knowledge of key factors regarding patient and client. |
No attached course units |
Service system of health care and social welfare services
- Understands how health care and social welfare services are produced and organized, and how they are controlled and monitored in Finland |
No attached course units |
Health promotion
- Demonstrates ability to apply current research data and other information from the field of health promotion to their work with client/patients |
No attached course units |
Entrepreneurship and development
- Understands the idea of intrapreneurship and commits to it in his or her work. |
No attached course units |
Unclassified |
Me and Us on the Journey to Becoming a Social and Health Care Professionals |
Customer-Oriented Development of Social and Health Services |
Multiprofessional Management and Development |
Study Guidance |
Genomic Information in Nursing |
Basics of Nursing |
Pharmacotherapy and Medical Calculations |
Basics of Infection Prevention |
Anatomy and Physiology 1 |
Intravenous Fluid Therapy and Clinical Laboratory Tests |
Nursing Documentation |
Nursing Care for Patients with Internal Diseases and Palliative Care |
Pharmacology |
Natural Science and Medicine 1 |
Anatomy and Physiology 2 |
Surgical Nursing |
Perioperative Nursing |
Natural Science and Medicine 2 |
Anatomy and Physiology 3 |
Holistic Health Promotion and Guidance Competence |
Information Literacy |
Nursing Care for Children, Adolescents, and People with Disabilities |
Reproductive Health and Gynecological Nursing |
Mental Health and Substance Abuse Nursing |
Elderly Care |
Development of Nursing Competence |
Communicable Diseases and Vaccination |
Nursing at a Health and Social Services Center |
Development of Nursing Expertise |
Professional Swedish for Health Care, Oral |
Professional Swedish for Health Care, Written |
Professional English for Nursing and Health Care |
Anesthesia Nursing |
Operating Theater Nursing |
Nursing Care of a Child and Family with Long-term and Neurological Illnesses |
Nursing Care of Acutely Ill and Intensive Care-requiring Children and Their Families |
Demanding Clinical Nursing Work |
Acute Nursing Care |
Digitalizable Healthcare |
Home-Based Technologizing Nursing Care |
Working as a Nurse in Mental Health and Substance Abuse Services |
Competence in Mental Health and Substance Abuse Nursing in Specialised Services |
Supervised Clinical Training 1 |
Supervised Clinical Training 2 |
Supervised Clinical Training 3 |
Supervised Clinical Training 4 |
Supervised Clinical Training 5 |
Supervised Clinical Training 6 |
Supervised Clinical Training 7 |
Supervised Clinical Training 8 |
Supervised Clinical Training 9 |
Supervised Clinical Training, Anesthesia Nursing |
Supervised Clinical Training, Perioperative Nursing |
Supervised Clinical Training, Long-Term and Neurologically Ill Child and Family Nursing |
Supervised Clinical Training, Nursing Care of Acutely Ill and Intensive Care-Requiring Children and Their Families |
Supervised Clinical Training, Advanced Clinical Nursing |
Supervised Clinical Training, Acute Nursing Care |
Supervised Clinical Training, Digitizing Healthcare 1 |
Supervised Clinical Training, Digitizing Healthcare 2 |
Supervised Clinical Training, Working as a Nurse in Mental Health and Substance Abuse Services |
Supervised Clinical Training, Mental Health and Substance Abuse Nursing Competence in Specialised Services |
Free Choice Studies |
Thesis Plan |
Implementing Thesis |
Reporting Thesis |
Sustainability and Responsibility
Sustainable Future is one of the pedagogical principles of TAMK. Ecological, social, cultural, and economic sustainability are important building blocks of a sustainable future. All these perspectives can be observed on individual, sectoral, societal, or global scales.