Study Guide

Objectives (course unit)

The student
- demonstrates mastery of the key knowledge in assessing and supporting the vital functions of a critically ill or disabled patient
- demonstrates mastery of the evidence-based practice of the critically ill or disabled patient at different phases of the care path
- understands the crisis of a sudden illness or disability and masters the key knowledge in order to support the patient and his/her family
- is able to apply medical knowledge

Content (course unit)

- non-invasive and invasive observation, evaluation, and support of the basic vital functions of a critically ill or disabled patient
- evidence-based practice of a critically ill or injured patient at different phases of the care path
- supporting the patient and his/her family in a crisis as a consequence of sudden illness or disability

Further information (course unit)

At the beginning of the elective vocational studies, the student must have completed 135 credits. These should include the theoretical studies of the area which the student has chosen for the elective studies, as well as courses in anatomy and physiology. Required courses are Nursing Care of Internal Medicine and Palliative Care and Surgical Nursing.

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

The student
- masters basics of theoretical knowledge and recognises evidence-based knowledge in nursing care for a patient with a sudden illness or disability
- is generally able to assess the patient's condition and need for care, to plan his/her care and to perform the nursing care but cannot always explain his/her activities
- describes in general the patient's pharmacotherapy and fluid therapy and performs medical calculations
- understands the importance of a sudden illness or disability in the life of the patient and his family and is able to support them primarily in self-care
- identifies his/her own interaction skills in nursing and knows how to work as a member of a group
- identifies the ethical principles of nursing

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

The student
- masters the theoretical knowledge of nursing and is able to apply evidence-based knowledge in nursing care of a suddenly ill or disabled patient
- is able to assess the patient's condition and need for care and to plan and implement his / her care in a comprehensive manner, as well as being able to explain his / her activities
- masters phamacotherapy and fluid therapy and performs medication calculation
- is able to support the patient and his/her family in self-care and in a crisis caused by a sudden illness or disability
- is able to cooperate responsibly and constructively and is ready to develop his/her interaction skills in nursing
- understands and is able to apply ethical principles of nursing

Assessment criteria, excellent (5) (course unit)

The student
- understands and is able to utilise the extensive knowledge base of a patient suffering from a suddenly illness or disability
- analyses evidence-based knowledge in nursing of a patient with a sudden illness or disability
- is able to apply nursing process, taking into account the individuality of the patient and his / her family
- is able to implement and evaluate the patient's nursing care and to explain his/her actions thoroughly
- has comprehensive knowledge of pharmacotherapy and fluid therapy and performs medication calculation
- is able to support the patient and his/her family in self-care and in a crisis caused by sudden illness or disability
- develops both his/her own and the group’s interaction skills in nursing
- understands and applies creatively the ethical principles of nursing

Assessment scale

0-5

Objectives (course unit)

The student
- demonstrates mastery of the key knowledge in assessing and supporting the vital functions of a critically ill or disabled patient
- demonstrates mastery of the evidence-based practice of the critically ill or disabled patient at different phases of the care path
- understands the crisis of a sudden illness or disability and masters the key knowledge in order to support the patient and his/her family
- is able to apply medical knowledge

Content (course unit)

- non-invasive and invasive observation, evaluation, and support of the basic vital functions of a critically ill or disabled patient
- evidence-based practice of a critically ill or injured patient at different phases of the care path
- supporting the patient and his/her family in a crisis as a consequence of sudden illness or disability

Further information (course unit)

At the beginning of the elective vocational studies, the student must have completed 135 credits. These should include the theoretical studies of the area which the student has chosen for the elective studies, as well as courses in anatomy and physiology. Required courses are Nursing Care of Internal Medicine and Palliative Care and Surgical Nursing.

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

The student
- masters basics of theoretical knowledge and recognises evidence-based knowledge in nursing care for a patient with a sudden illness or disability
- is generally able to assess the patient's condition and need for care, to plan his/her care and to perform the nursing care but cannot always explain his/her activities
- describes in general the patient's pharmacotherapy and fluid therapy and performs medical calculations
- understands the importance of a sudden illness or disability in the life of the patient and his family and is able to support them primarily in self-care
- identifies his/her own interaction skills in nursing and knows how to work as a member of a group
- identifies the ethical principles of nursing

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

The student
- masters the theoretical knowledge of nursing and is able to apply evidence-based knowledge in nursing care of a suddenly ill or disabled patient
- is able to assess the patient's condition and need for care and to plan and implement his / her care in a comprehensive manner, as well as being able to explain his / her activities
- masters phamacotherapy and fluid therapy and performs medication calculation
- is able to support the patient and his/her family in self-care and in a crisis caused by a sudden illness or disability
- is able to cooperate responsibly and constructively and is ready to develop his/her interaction skills in nursing
- understands and is able to apply ethical principles of nursing

Assessment criteria, excellent (5) (course unit)

The student
- understands and is able to utilise the extensive knowledge base of a patient suffering from a suddenly illness or disability
- analyses evidence-based knowledge in nursing of a patient with a sudden illness or disability
- is able to apply nursing process, taking into account the individuality of the patient and his / her family
- is able to implement and evaluate the patient's nursing care and to explain his/her actions thoroughly
- has comprehensive knowledge of pharmacotherapy and fluid therapy and performs medication calculation
- is able to support the patient and his/her family in self-care and in a crisis caused by sudden illness or disability
- develops both his/her own and the group’s interaction skills in nursing
- understands and applies creatively the ethical principles of nursing

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to plan and implement one's own personal study plan
- is able to constantly renew own skills and to learn new things
- can recognise the level of one’s own professional competence
- understands the importance of critical thinking in the development of professional expertise and in nursing
- is able to write the text according to the guidelines of TUAS's written communication
- knows the main tasks and responsibilities of the social and health professions the principles of regulatory oversight
- knows the library services, is able to locate materials needed for their studies and search for information

Content (course unit)

- written communication
- development of expertise
- key legislation and professional practice

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to make a structurally intact, illustrative, case style and understandable problem-based text, in which the argumentation is convincing and diverse
- participates in the discussion of personal curriculum
- participates in the tutorial lessons and actively plans her/his own studies
- is familiar with the operational practices of the central professions in social and health care and the principles of their regulatory oversight.

Fail
The student
- is not able to write the text according to the guidelines of TUAS's written communication
- does not plan and implement his/her own personal study plan and does not study actively
- is not familiar with the essential tasks and responsibilities of the social and health care professions
- does not know the legislation regulating the social and health care professions.
- is not familiar with the supervision by authorities in the social and health professions.

Assessment scale

0-5

Teaching methods

Tämä toteutus on ura- ja opinto-ohjausta SAILA Sairaanhoitajan laillistamisväylällä opiskelileville laillistujille.

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 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 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 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 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 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 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 circulatory and respiratory systems.

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
- knows the structure and function of the digestive system
- knows the struckture and function of the 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)

Student
- have 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 student
- knows the structure and function of the digestive system
- knows the struckture and function of the 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)

Student
- have 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 student
- knows the structure and function of the musculosceletal system
- knows the structure of the endocrine system and know the body's most important hormones
- knows the reproductive system and its functions

Content (course unit)

- the structure and function of the musculosceletal system
- the structure and function of the endocrine system
- the reproductive system and its functions

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

Student
- knows the structure and function of the musculoskeletal system mainly
- knows the structure of the endocrine system and is able to list the most important hormones in the body
- knows the reproductive system and knows the basics of its functions

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

Student
- knows the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and its 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)

Student
- has a deep understanding of the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and knows its functions in depth XXX tarkasta!
- 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 student
- knows the structure and function of the musculosceletal system
- knows the structure of the endocrine system and know the body's most important hormones
- knows the reproductive system and its functions

Content (course unit)

- the structure and function of the musculosceletal system
- the structure and function of the endocrine system
- the reproductive system and its functions

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

Student
- knows the structure and function of the musculoskeletal system mainly
- knows the structure of the endocrine system and is able to list the most important hormones in the body
- knows the reproductive system and knows the basics of its functions

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

Student
- knows the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and its 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)

Student
- has a deep understanding of the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and knows its functions in depth XXX tarkasta!
- 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 student
- knows the structure and function of the musculosceletal system
- knows the structure of the endocrine system and know the body's most important hormones
- knows the reproductive system and its functions

Content (course unit)

- the structure and function of the musculosceletal system
- the structure and function of the endocrine system
- the reproductive system and its functions

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

Student
- knows the structure and function of the musculoskeletal system mainly
- knows the structure of the endocrine system and is able to list the most important hormones in the body
- knows the reproductive system and knows the basics of its functions

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

Student
- knows the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and its 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)

Student
- has a deep understanding of the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and knows its functions in depth XXX tarkasta!
- 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 student
- knows the structure and function of the musculosceletal system
- knows the structure of the endocrine system and know the body's most important hormones
- knows the reproductive system and its functions

Content (course unit)

- the structure and function of the musculosceletal system
- the structure and function of the endocrine system
- the reproductive system and its functions

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

Student
- knows the structure and function of the musculoskeletal system mainly
- knows the structure of the endocrine system and is able to list the most important hormones in the body
- knows the reproductive system and knows the basics of its functions

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

Student
- knows the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and its 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)

Student
- has a deep understanding of the structure and function of the musculoskeletal system
- knows the structure of the endocrine system and knows the most important hormones in the body
- knows the reproductive system and knows its functions in depth XXX tarkasta!
- 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 student
- knows the theoretical basics of anaesthesiology and various anaesthetic methods and understands the importance of anaesthesia nursing care
- knows how to act as a specialist in nursing care for an anaesthetised patient and understands the responsibility of the anaesthesia nurse in perioperative nursing
- knows the special characteristics of anaesthetic nursing care for elective and emergency patients and the challenges invloved in patient care
- demonstrates mastery of the aseptic basis for caring for an anaesthetised patient
- demonstrates mastery of the phamacotherapy and medication calculation for anaesthesia care
- is able to promote the progress and continuity of patient care through evidence-based practices
- demonstrates responsibility for the theoretical development of his/her own expertise
- identifies the key anaesthetic emergencies and understands the actions required in the role of anaesthesia nurse
- masters basic and advanced resuscitation and also recognises the need for resuscitation of an anaesthetised patient and the situations possibly leading to it (resuscitation)
- is able to work collegially in a team and develops as a professional representative by evaluating his/her own activities, by receiving collegial feedback regarding his/her own activities and by providing feedback as a team member
- is able to choose economically viable and ecologically sustainable methods in his/her own actions

Content (course unit)

- patient safety in anaesthesia nursing care
- monitoring and care of the patient in the operating room during anaesthesia
- monitoring and treatment of the patient in the immediate pre- and post-operative phase of care
- anaesthesia for patients in different medical areas
- major anaesthetic emergencies

Prerequisites (course unit)

At the beginning of the elective vocational studies, the student must have completed 135 credits. These should include theoretical studies of the area which the student has chosen for the elective studies, as well as courses in anatomy and physiology and minimum six supervised clinical training courses. The required area is Perioperative Nursing. It is recommended that the student has completed the supervised practical in the area of Perioperative Nursing.

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

The student
- has the basic knowledge of caring for an anaesthetised patient
- understands the importance of evidence-based knowledge in nursing care for an anaesthetised patient
- understands the responsibilities of the anaesthetic nurse in taking care of an anaesthetised patient
- is able to manage the phamacotherapy and fluid treatment of an anaesthetised patient and perform medication calculation
- has mastered the aseptic skills of caring an for an
anaesthetised patient
- identifies potential emergencies associated with anaesthetised patient care and understands the anaesthetic nurse’s actions in these situations
- takes responsibility for his/her own learning

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

The student
- has mastered the theoretical basis for caring for an anaesthetised patient
- understands the importance of anaesthesiology
- understands the special features of anaesthesia nursing care for elective and emergency patients
- understands the responsibility of an anesthesia nurse in caring for an anaesthetised patient
- has mastered phamacotherapy and fluid therapy and medication calculation for an anaesthetised patient
- has mastered the aseptic skills of caring for an anaesthetised patient
- has mastered various methods of pain relief for an anaesthetised patient
- knows the potential emergency situations for anaesthetised patient care and recognises the anaesthesia nurse’s actions in these situations
- takes responsibility for his/her own learning

Assessment criteria, excellent (5) (course unit)

The student
- has mastered the theoretical basis for caring for an anaesthetised patient
- understands, analyses and applies evidence-based knowledge in anaesthesia care
- is able to apply the special characteristics of anaesthesia care for elective and emergency patients
- understands and has taken responsibility as an anaesthesia nurse caring for an anaesthetised patient
- is able to apply the phamacotherapy and fluid therapy of an anaesthetised patient, and has mastered medication calculation
- has mastered the aseptic skills of caring for an anaesthetised patient
- has mastered various methods of pain relief for an anaesthetised patient
- understands the potential emergency situations associated with anaesthetised patient care and can apply appropriate anaesthesia nurse actions in these situations
- takes responsibility for his/her own learning

Assessment scale

0-5

Objectives (course unit)

The student
- knows the theoretical basics of anaesthesiology and various anaesthetic methods and understands the importance of anaesthesia nursing care
- knows how to act as a specialist in nursing care for an anaesthetised patient and understands the responsibility of the anaesthesia nurse in perioperative nursing
- knows the special characteristics of anaesthetic nursing care for elective and emergency patients and the challenges invloved in patient care
- demonstrates mastery of the aseptic basis for caring for an anaesthetised patient
- demonstrates mastery of the phamacotherapy and medication calculation for anaesthesia care
- is able to promote the progress and continuity of patient care through evidence-based practices
- demonstrates responsibility for the theoretical development of his/her own expertise
- identifies the key anaesthetic emergencies and understands the actions required in the role of anaesthesia nurse
- masters basic and advanced resuscitation and also recognises the need for resuscitation of an anaesthetised patient and the situations possibly leading to it (resuscitation)
- is able to work collegially in a team and develops as a professional representative by evaluating his/her own activities, by receiving collegial feedback regarding his/her own activities and by providing feedback as a team member
- is able to choose economically viable and ecologically sustainable methods in his/her own actions

Content (course unit)

- patient safety in anaesthesia nursing care
- monitoring and care of the patient in the operating room during anaesthesia
- monitoring and treatment of the patient in the immediate pre- and post-operative phase of care
- anaesthesia for patients in different medical areas
- major anaesthetic emergencies

Prerequisites (course unit)

At the beginning of the elective vocational studies, the student must have completed 135 credits. These should include theoretical studies of the area which the student has chosen for the elective studies, as well as courses in anatomy and physiology and minimum six supervised clinical training courses. The required area is Perioperative Nursing. It is recommended that the student has completed the supervised practical in the area of Perioperative Nursing.

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

The student
- has the basic knowledge of caring for an anaesthetised patient
- understands the importance of evidence-based knowledge in nursing care for an anaesthetised patient
- understands the responsibilities of the anaesthetic nurse in taking care of an anaesthetised patient
- is able to manage the phamacotherapy and fluid treatment of an anaesthetised patient and perform medication calculation
- has mastered the aseptic skills of caring an for an
anaesthetised patient
- identifies potential emergencies associated with anaesthetised patient care and understands the anaesthetic nurse’s actions in these situations
- takes responsibility for his/her own learning

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

The student
- has mastered the theoretical basis for caring for an anaesthetised patient
- understands the importance of anaesthesiology
- understands the special features of anaesthesia nursing care for elective and emergency patients
- understands the responsibility of an anesthesia nurse in caring for an anaesthetised patient
- has mastered phamacotherapy and fluid therapy and medication calculation for an anaesthetised patient
- has mastered the aseptic skills of caring for an anaesthetised patient
- has mastered various methods of pain relief for an anaesthetised patient
- knows the potential emergency situations for anaesthetised patient care and recognises the anaesthesia nurse’s actions in these situations
- takes responsibility for his/her own learning

Assessment criteria, excellent (5) (course unit)

The student
- has mastered the theoretical basis for caring for an anaesthetised patient
- understands, analyses and applies evidence-based knowledge in anaesthesia care
- is able to apply the special characteristics of anaesthesia care for elective and emergency patients
- understands and has taken responsibility as an anaesthesia nurse caring for an anaesthetised patient
- is able to apply the phamacotherapy and fluid therapy of an anaesthetised patient, and has mastered medication calculation
- has mastered the aseptic skills of caring for an anaesthetised patient
- has mastered various methods of pain relief for an anaesthetised patient
- understands the potential emergency situations associated with anaesthetised patient care and can apply appropriate anaesthesia nurse actions in these situations
- takes responsibility for his/her own learning

Assessment scale

0-5

Objectives (course unit)

The student
- is able to apply his / her interaction skills according to the service channel chosen by the client and his / her relatives
- is able to identify and assess the need for care for patients with various health problems and public diseases, taking into account close relatives and using digital tools
- be able to plan, implement and evaluate nursing work based on the patient's need for care in various renewable operating environments using evidence-based information
- knows the care and service chains and digital services of patients / clients with the most common diseases of the population and is able to guide the use of services in a customer-oriented manner
- is able to utilize, apply and develop the use of technology in nursing

Content (course unit)

- production and utilization of information related to the customer's health status, competence in digital customer cooperation
- digital health assessment, promotion and care
- gameplay and virtual reality in nursing
- sensors, wearable technology for health promotion and disease treatment
- chains of care and digital decision support
- innovation capacity for future well-being and health technologies

Prerequisites (course unit)

At the beginning of alternative professional studies, the student must have completed 135 cr of studies. These should include internal medicine-surgical, mental health and substance abuse nursing, gerontological nursing, theoretical studies in nursing at a Health and Social Services Center, and studies in anatomy and physiology and minimum six supervised clinical training courses.

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

The student
- is able to meet customers in a dignified and individual way in digital operating environments and evaluate their interaction skills
- knows the basics of identifying the need to treat public diseases, planning, implementing and evaluating treatment
- identify key technologies and digital methods for evaluating, planning, implementing, and evaluating client care
- knows care and service chains to help plan operations and use them for the benefit of the client
- monitor technological developments in the field
- able to evaluate one's own activities under supervision

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

The upper assessment level includes the lower assessment level

The student
- manages customer-oriented methods for interaction situations with the customer and his / her relatives in a culturally sensitive way
- apply what they have learned in addressing common diseases in the population, identifying treatment needs, planning, implementing, and evaluating treatment using evidence-based information
- is able to search for digital and technological solutions for the benefit of the customer
- is able to take into account the effects of the illness on the family and to plan treatment and related guidance in a customer-oriented, family-oriented way, using different methods and contact methods
- is able to plan care and guide the patient according to the care and service chains using technologies and digital services
- evaluates and supports the introduction of wellness technologies
- reflects on its own activities and identifies its development challenges, and is able to evaluate peers and give constructive feedback

Assessment criteria, excellent (5) (course unit)

The upper assessment level includes the lower assessment level

The student
- can analyze and develop his / her interaction skills in different situations
- can evaluate his / her activities and solutions
- is able to apply digital and technological solutions in a versatile way for the benefit of the customer
- apply the information provided by the care and service chains according to the client's care needs
- can apply and integrate health technology with existing services
- reflects on one's own actions, assessing their impact on others and the work community

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to act based on evidence on his/her own initiative in different emergency situations in the most common illness and emergency situations taking into consideration safety and the need of mental first aid.

Content (course unit)

- recognition of emergency situations and call for help
- first aid for a person who is unconscious or suffering from a fit
- basic cardiopulmonary resuscitation and CPR-D (defibrillation) of children or adults
- first aid of trauma patients
- mental first aid

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to apply his / her knowledge of first aid in case of illness and accident in a versatile way and to look at the first aid from several different perspectives and to give first aid justifying his / her own actions
- takes into account personal and other safety when providing first aid

Fail
The student
- not able to justify first aid
- does not take safety considerations into account when giving first aid

Assessment scale

0-5

Objectives (course unit)

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)

- the effects of drugs on the body and the effects of the body on pharmaceutical substances
- simple and combined adverse reactions to medication
- antimicrobials and medications for cardiovascular, respiratory and gastrointestinal diseases, medications for metabolism and endocrine disorders, and medications for tumors
- specific issues for the care of children and elderly
- basic concepts of pharmacology, pharmacokinetics and pharmacodynamics, adverse drug reactions and adverse interactions
- medicines for the cardiovascular system: high blood pressure, coronary heart disease, heart failure, medicines that affect blood clotting, hyperlipidaemias.
- medication for diabetes: medicines for type I and type II diabetes
- allergy medicines, cortisone as a drug, medication for hypothyroidism and hyperthyroidism
- medicines for respiratory diseases: medicines for asthma and COPD
- medicines for diseases of the digestive system: hyperacidity, diarrhea, constipation
- antimicrobials: antibacterial, antiviral and antifungal agents
- drug treatment of tumors

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 and 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 to 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 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)

- the effects of drugs on the body and the effects of the body on pharmaceutical substances
- simple and combined adverse reactions to medication
- antimicrobials and medications for cardiovascular, respiratory and gastrointestinal diseases, medications for metabolism and endocrine disorders, and medications for tumors
- specific issues for the care of children and elderly
- basic concepts of pharmacology, pharmacokinetics and pharmacodynamics, adverse drug reactions and adverse interactions
- medicines for the cardiovascular system: high blood pressure, coronary heart disease, heart failure, medicines that affect blood clotting, hyperlipidaemias.
- medication for diabetes: medicines for type I and type II diabetes
- allergy medicines, cortisone as a drug, medication for hypothyroidism and hyperthyroidism
- medicines for respiratory diseases: medicines for asthma and COPD
- medicines for diseases of the digestive system: hyperacidity, diarrhea, constipation
- antimicrobials: antibacterial, antiviral and antifungal agents
- drug treatment of tumors

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 and 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 to 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)

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)

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

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass:

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

Fail:

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

Assessment scale

0-5

Objectives (course unit)

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)

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)

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

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass:

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

Fail:

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass:

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

Fail:

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The Student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- understand the basics of digital information and information management

Content (course unit)

- the nursing process
- structured information on nursing and information produced by the citizen in the national data archive
- documentation ethics and legislation and guidance
- structured nursing documentation, nursing plan and nursing summary

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- knows the basics of digital information and information management

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to independently prepare a customer-oriented structured care plan and a summary of care plan according to the process

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply customer-oriented, ethical and legal principles in documentation
- is able to prepare independently and evidence-based information, applying a process-oriented structured care plan and a summary of care plan according to the process
- is able to apply digital information and information management principles

Assessment scale

0-5

Objectives (course unit)

The Student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- understand the basics of digital information and information management

Content (course unit)

- the nursing process
- structured information on nursing and information produced by the citizen in the national data archive
- documentation ethics and legislation and guidance
- structured nursing documentation, nursing plan and nursing summary

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- knows the basics of digital information and information management

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to independently prepare a customer-oriented structured care plan and a summary of care plan according to the process

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply customer-oriented, ethical and legal principles in documentation
- is able to prepare independently and evidence-based information, applying a process-oriented structured care plan and a summary of care plan according to the process
- is able to apply digital information and information management principles

Assessment scale

0-5

Objectives (course unit)

The Student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- understand the basics of digital information and information management

Content (course unit)

- the nursing process
- structured information on nursing and information produced by the citizen in the national data archive
- documentation ethics and legislation and guidance
- structured nursing documentation, nursing plan and nursing summary

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- knows the basics of digital information and information management

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to independently prepare a customer-oriented structured care plan and a summary of care plan according to the process

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply customer-oriented, ethical and legal principles in documentation
- is able to prepare independently and evidence-based information, applying a process-oriented structured care plan and a summary of care plan according to the process
- is able to apply digital information and information management principles

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 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
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- understand the basics of digital information and information management

Content (course unit)

- the nursing process
- structured information on nursing and information produced by the citizen in the national data archive
- documentation ethics and legislation and guidance
- structured nursing documentation, nursing plan and nursing summary

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to prepare a structured care plan and a summary of care plan according to the process
- knows the basics of digital information and information management

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

The student
- knows the customer-oriented, ethical and legal principles of documentation
- is able to independently prepare a customer-oriented structured care plan and a summary of care plan according to the process

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply customer-oriented, ethical and legal principles in documentation
- is able to prepare independently and evidence-based information, applying a process-oriented structured care plan and a summary of care plan according to the process
- is able to 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)

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)

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)

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)

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)

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)

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)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The Student
- understands the importance of aging, knows the changes in aging, is able to identify the most common changes in the elderly's health and well-being, as well as individual help needs
- is able to plan, implement, evaluate and develop nursing work that strengthens the health and functional capacity of the elderly in different operating environments
- knows the service system and is able to guide the elderly and their loved ones in different life situations
- understands the effects of memory disease on the life of the sufferer and his or her loved ones and identify the specific characteristics and attitudes of a person with memory impairment.

Content (course unit)

- physiological changes in aging and mental and social aging
- geriatrics, morbidity and drug treatment of the elderly (eg multiple morbidity, acute morbidity)
- comprehensive assessment and promotion of functional capacity and health (functional capacity indicators, eg RAI)
- special features of aging nutrition
- enabling and supporting the inclusion of the elderly and their loved ones at all stages of care
- ethics in the care of the elderly (eg self-determination)
- the main laws, regulations and ordinances governing the services of the elderly, as well as the service system, referring the elderly and relatives to the services
- opportunities and utilization of welfare technology
- nursing expertise in multidisciplinary work in different living and care environments for the elderly
- genome information from the perspective of memory management work
- encountering a person with a memory disorder (eg the most common memory disorders, non-drug methods, behavioral characteristics)

Prerequisites (course unit)

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

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

The student
- is able to name the most common changes in the aging of the elderly and the most common factors influencing changes in health and well-being
- knows the basics of functional assessment
- identifies the basics of the service system and related legislation
- knows the basics of ethics in caring for the elderly and identifies their own ethical thinking on a situation-by-situation basis.
- knows the importance of loved ones in the care of the elderly
- knows the basics of the effects of memory disorders on the life of the patient and loved one, is able to list the basics of encountering the patient and identifies attitudes related to memory disorders.

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

The Student
- identifies the changes in aging and their effects on the elderly's ability to function
- understand the difference between changes in aging and changes in health and well-being
- can compare the purpose and benefits of methods used to assess performance
- identify individual assistance needs
- is able to examine the possibilities of the service system and the main content of the related legislation
- attentional capacity and resources at different stages of treatment planning and implementation
- is able to evaluate one's own and others' activities as a basis for high-quality and safe care, understands the importance of loved ones in the care of the elderly and is able to guide them in issues related to care
- structure the meanings of memory disorders and individually consider the specifics of the encounter of a person with a memory disorder and their loved ones in interaction situations, take responsibility for their own attitude and understand the importance of attitude as part of good care for the memory person.

Assessment criteria, excellent (5) (course unit)

The student
- is able to look at aging and health holistically
- understand broadly the effects of changes in health and well-being on functioning
- understands the individual needs of the elderly and their loved ones
- takes responsibility and develops one's own and the working group's positive attitude towards specific issues related to aging
- understands the operation of the elderly care system and related legislation and is able to apply them in different situations, taking into account the economic and welfare-promoting effects
- examine and evaluate the importance of high-quality and safe care in various multidisciplinary operating environments
- creatively combines different methods of guidance to promote the well-being of the elderly
- understand broadly the meanings of memory disease in the life situation of the sufferer and his or her loved ones
- looks for different solution options and applies them creatively in learning situations
- develops methods for encountering a person with a memory condition holistically and promotes a positive attitude in the working group.

Assessment scale

0-5

Objectives (course unit)

The Student
- understands the importance of aging, knows the changes in aging, is able to identify the most common changes in the elderly's health and well-being, as well as individual help needs
- is able to plan, implement, evaluate and develop nursing work that strengthens the health and functional capacity of the elderly in different operating environments
- knows the service system and is able to guide the elderly and their loved ones in different life situations
- understands the effects of memory disease on the life of the sufferer and his or her loved ones and identify the specific characteristics and attitudes of a person with memory impairment.

Content (course unit)

- physiological changes in aging and mental and social aging
- geriatrics, morbidity and drug treatment of the elderly (eg multiple morbidity, acute morbidity)
- comprehensive assessment and promotion of functional capacity and health (functional capacity indicators, eg RAI)
- special features of aging nutrition
- enabling and supporting the inclusion of the elderly and their loved ones at all stages of care
- ethics in the care of the elderly (eg self-determination)
- the main laws, regulations and ordinances governing the services of the elderly, as well as the service system, referring the elderly and relatives to the services
- opportunities and utilization of welfare technology
- nursing expertise in multidisciplinary work in different living and care environments for the elderly
- genome information from the perspective of memory management work
- encountering a person with a memory disorder (eg the most common memory disorders, non-drug methods, behavioral characteristics)

Prerequisites (course unit)

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

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

The student
- is able to name the most common changes in the aging of the elderly and the most common factors influencing changes in health and well-being
- knows the basics of functional assessment
- identifies the basics of the service system and related legislation
- knows the basics of ethics in caring for the elderly and identifies their own ethical thinking on a situation-by-situation basis.
- knows the importance of loved ones in the care of the elderly
- knows the basics of the effects of memory disorders on the life of the patient and loved one, is able to list the basics of encountering the patient and identifies attitudes related to memory disorders.

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

The Student
- identifies the changes in aging and their effects on the elderly's ability to function
- understand the difference between changes in aging and changes in health and well-being
- can compare the purpose and benefits of methods used to assess performance
- identify individual assistance needs
- is able to examine the possibilities of the service system and the main content of the related legislation
- attentional capacity and resources at different stages of treatment planning and implementation
- is able to evaluate one's own and others' activities as a basis for high-quality and safe care, understands the importance of loved ones in the care of the elderly and is able to guide them in issues related to care
- structure the meanings of memory disorders and individually consider the specifics of the encounter of a person with a memory disorder and their loved ones in interaction situations, take responsibility for their own attitude and understand the importance of attitude as part of good care for the memory person.

Assessment criteria, excellent (5) (course unit)

The student
- is able to look at aging and health holistically
- understand broadly the effects of changes in health and well-being on functioning
- understands the individual needs of the elderly and their loved ones
- takes responsibility and develops one's own and the working group's positive attitude towards specific issues related to aging
- understands the operation of the elderly care system and related legislation and is able to apply them in different situations, taking into account the economic and welfare-promoting effects
- examine and evaluate the importance of high-quality and safe care in various multidisciplinary operating environments
- creatively combines different methods of guidance to promote the well-being of the elderly
- understand broadly the meanings of memory disease in the life situation of the sufferer and his or her loved ones
- looks for different solution options and applies them creatively in learning situations
- develops methods for encountering a person with a memory condition holistically and promotes a positive attitude in the working group.

Assessment scale

0-5

Objectives (course unit)

The Student
- understands the importance of aging, knows the changes in aging, is able to identify the most common changes in the elderly's health and well-being, as well as individual help needs
- is able to plan, implement, evaluate and develop nursing work that strengthens the health and functional capacity of the elderly in different operating environments
- knows the service system and is able to guide the elderly and their loved ones in different life situations
- understands the effects of memory disease on the life of the sufferer and his or her loved ones and identify the specific characteristics and attitudes of a person with memory impairment.

Content (course unit)

- physiological changes in aging and mental and social aging
- geriatrics, morbidity and drug treatment of the elderly (eg multiple morbidity, acute morbidity)
- comprehensive assessment and promotion of functional capacity and health (functional capacity indicators, eg RAI)
- special features of aging nutrition
- enabling and supporting the inclusion of the elderly and their loved ones at all stages of care
- ethics in the care of the elderly (eg self-determination)
- the main laws, regulations and ordinances governing the services of the elderly, as well as the service system, referring the elderly and relatives to the services
- opportunities and utilization of welfare technology
- nursing expertise in multidisciplinary work in different living and care environments for the elderly
- genome information from the perspective of memory management work
- encountering a person with a memory disorder (eg the most common memory disorders, non-drug methods, behavioral characteristics)

Prerequisites (course unit)

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

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

The student
- is able to name the most common changes in the aging of the elderly and the most common factors influencing changes in health and well-being
- knows the basics of functional assessment
- identifies the basics of the service system and related legislation
- knows the basics of ethics in caring for the elderly and identifies their own ethical thinking on a situation-by-situation basis.
- knows the importance of loved ones in the care of the elderly
- knows the basics of the effects of memory disorders on the life of the patient and loved one, is able to list the basics of encountering the patient and identifies attitudes related to memory disorders.

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

The Student
- identifies the changes in aging and their effects on the elderly's ability to function
- understand the difference between changes in aging and changes in health and well-being
- can compare the purpose and benefits of methods used to assess performance
- identify individual assistance needs
- is able to examine the possibilities of the service system and the main content of the related legislation
- attentional capacity and resources at different stages of treatment planning and implementation
- is able to evaluate one's own and others' activities as a basis for high-quality and safe care, understands the importance of loved ones in the care of the elderly and is able to guide them in issues related to care
- structure the meanings of memory disorders and individually consider the specifics of the encounter of a person with a memory disorder and their loved ones in interaction situations, take responsibility for their own attitude and understand the importance of attitude as part of good care for the memory person.

Assessment criteria, excellent (5) (course unit)

The student
- is able to look at aging and health holistically
- understand broadly the effects of changes in health and well-being on functioning
- understands the individual needs of the elderly and their loved ones
- takes responsibility and develops one's own and the working group's positive attitude towards specific issues related to aging
- understands the operation of the elderly care system and related legislation and is able to apply them in different situations, taking into account the economic and welfare-promoting effects
- examine and evaluate the importance of high-quality and safe care in various multidisciplinary operating environments
- creatively combines different methods of guidance to promote the well-being of the elderly
- understand broadly the meanings of memory disease in the life situation of the sufferer and his or her loved ones
- looks for different solution options and applies them creatively in learning situations
- develops methods for encountering a person with a memory condition holistically and promotes a positive attitude in the working group.

Assessment scale

0-5

Objectives (course unit)

The Student
- understands the importance of aging, knows the changes in aging, is able to identify the most common changes in the elderly's health and well-being, as well as individual help needs
- is able to plan, implement, evaluate and develop nursing work that strengthens the health and functional capacity of the elderly in different operating environments
- knows the service system and is able to guide the elderly and their loved ones in different life situations
- understands the effects of memory disease on the life of the sufferer and his or her loved ones and identify the specific characteristics and attitudes of a person with memory impairment.

Content (course unit)

- physiological changes in aging and mental and social aging
- geriatrics, morbidity and drug treatment of the elderly (eg multiple morbidity, acute morbidity)
- comprehensive assessment and promotion of functional capacity and health (functional capacity indicators, eg RAI)
- special features of aging nutrition
- enabling and supporting the inclusion of the elderly and their loved ones at all stages of care
- ethics in the care of the elderly (eg self-determination)
- the main laws, regulations and ordinances governing the services of the elderly, as well as the service system, referring the elderly and relatives to the services
- opportunities and utilization of welfare technology
- nursing expertise in multidisciplinary work in different living and care environments for the elderly
- genome information from the perspective of memory management work
- encountering a person with a memory disorder (eg the most common memory disorders, non-drug methods, behavioral characteristics)

Prerequisites (course unit)

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

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

The student
- is able to name the most common changes in the aging of the elderly and the most common factors influencing changes in health and well-being
- knows the basics of functional assessment
- identifies the basics of the service system and related legislation
- knows the basics of ethics in caring for the elderly and identifies their own ethical thinking on a situation-by-situation basis.
- knows the importance of loved ones in the care of the elderly
- knows the basics of the effects of memory disorders on the life of the patient and loved one, is able to list the basics of encountering the patient and identifies attitudes related to memory disorders.

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

The Student
- identifies the changes in aging and their effects on the elderly's ability to function
- understand the difference between changes in aging and changes in health and well-being
- can compare the purpose and benefits of methods used to assess performance
- identify individual assistance needs
- is able to examine the possibilities of the service system and the main content of the related legislation
- attentional capacity and resources at different stages of treatment planning and implementation
- is able to evaluate one's own and others' activities as a basis for high-quality and safe care, understands the importance of loved ones in the care of the elderly and is able to guide them in issues related to care
- structure the meanings of memory disorders and individually consider the specifics of the encounter of a person with a memory disorder and their loved ones in interaction situations, take responsibility for their own attitude and understand the importance of attitude as part of good care for the memory person.

Assessment criteria, excellent (5) (course unit)

The student
- is able to look at aging and health holistically
- understand broadly the effects of changes in health and well-being on functioning
- understands the individual needs of the elderly and their loved ones
- takes responsibility and develops one's own and the working group's positive attitude towards specific issues related to aging
- understands the operation of the elderly care system and related legislation and is able to apply them in different situations, taking into account the economic and welfare-promoting effects
- examine and evaluate the importance of high-quality and safe care in various multidisciplinary operating environments
- creatively combines different methods of guidance to promote the well-being of the elderly
- understand broadly the meanings of memory disease in the life situation of the sufferer and his or her loved ones
- looks for different solution options and applies them creatively in learning situations
- develops methods for encountering a person with a memory condition holistically and promotes a positive attitude in the working group.

Assessment scale

0-5

Objectives (course unit)

The Student
- understands the importance of aging, knows the changes in aging, is able to identify the most common changes in the elderly's health and well-being, as well as individual help needs
- is able to plan, implement, evaluate and develop nursing work that strengthens the health and functional capacity of the elderly in different operating environments
- knows the service system and is able to guide the elderly and their loved ones in different life situations
- understands the effects of memory disease on the life of the sufferer and his or her loved ones and identify the specific characteristics and attitudes of a person with memory impairment.

Content (course unit)

- physiological changes in aging and mental and social aging
- geriatrics, morbidity and drug treatment of the elderly (eg multiple morbidity, acute morbidity)
- comprehensive assessment and promotion of functional capacity and health (functional capacity indicators, eg RAI)
- special features of aging nutrition
- enabling and supporting the inclusion of the elderly and their loved ones at all stages of care
- ethics in the care of the elderly (eg self-determination)
- the main laws, regulations and ordinances governing the services of the elderly, as well as the service system, referring the elderly and relatives to the services
- opportunities and utilization of welfare technology
- nursing expertise in multidisciplinary work in different living and care environments for the elderly
- genome information from the perspective of memory management work
- encountering a person with a memory disorder (eg the most common memory disorders, non-drug methods, behavioral characteristics)

Prerequisites (course unit)

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

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

The student
- is able to name the most common changes in the aging of the elderly and the most common factors influencing changes in health and well-being
- knows the basics of functional assessment
- identifies the basics of the service system and related legislation
- knows the basics of ethics in caring for the elderly and identifies their own ethical thinking on a situation-by-situation basis.
- knows the importance of loved ones in the care of the elderly
- knows the basics of the effects of memory disorders on the life of the patient and loved one, is able to list the basics of encountering the patient and identifies attitudes related to memory disorders.

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

The Student
- identifies the changes in aging and their effects on the elderly's ability to function
- understand the difference between changes in aging and changes in health and well-being
- can compare the purpose and benefits of methods used to assess performance
- identify individual assistance needs
- is able to examine the possibilities of the service system and the main content of the related legislation
- attentional capacity and resources at different stages of treatment planning and implementation
- is able to evaluate one's own and others' activities as a basis for high-quality and safe care, understands the importance of loved ones in the care of the elderly and is able to guide them in issues related to care
- structure the meanings of memory disorders and individually consider the specifics of the encounter of a person with a memory disorder and their loved ones in interaction situations, take responsibility for their own attitude and understand the importance of attitude as part of good care for the memory person.

Assessment criteria, excellent (5) (course unit)

The student
- is able to look at aging and health holistically
- understand broadly the effects of changes in health and well-being on functioning
- understands the individual needs of the elderly and their loved ones
- takes responsibility and develops one's own and the working group's positive attitude towards specific issues related to aging
- understands the operation of the elderly care system and related legislation and is able to apply them in different situations, taking into account the economic and welfare-promoting effects
- examine and evaluate the importance of high-quality and safe care in various multidisciplinary operating environments
- creatively combines different methods of guidance to promote the well-being of the elderly
- understand broadly the meanings of memory disease in the life situation of the sufferer and his or her loved ones
- looks for different solution options and applies them creatively in learning situations
- develops methods for encountering a person with a memory condition holistically and promotes a positive attitude in the working group.

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