Study Guide

Objectives (course unit)

- understands the different stages and situations of adult life and is able to utilize information in guiding the client.
- deepen their knowledge of the health challenges of adults and the elderly, using evidence-based and up-to-date information
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care
- is able to utilize well-being and health technology in the public health nurse work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients in the use of new types of services
- is able to guide different groups of adults and the elderly in health promotion
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population
- be able to consider and evaluate the effects of the community and the environment on the health of the individual

Content (course unit)

- different stages and situations of adult life
- current health challenges for adults and the elderly
- the use of genomic information in the treatment and prevention of diseases in the adult population
- the use of the polygenic risk sum in individualized control
- Utilization of well-being and health technologies in support of health counseling and guidance for adults and the elderly
- supporting and guiding the self-care of adults and the elderly in the use of new types of services
- multidisciplinary expertise and cross-sectoral services in the treatment of diseases and health promotion in adults and the elderly
- group counseling as a form of work to promote the health of the adult population
- the impact of the community and the environment on the health of the individual

Prerequisites (course unit)

The student must have completed the course Basics of Public Health Nursing.

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

- identify different stages and situations in adulthood
- knows the common health challenges for the elderly and the elderly
- knows the inherited influence of an individual on the development of diseases
- know the importance of genomic information in health promotion
- understand the importance of the use of well-being and health technologies in the health care work of adults and the elderly
- is able to take into account changing operating environments and new ways of operating in guiding customers
- understands the importance of group leadership as a form of work to promote the health of adults and the elderly
- understand the importance of interprofessional work in the treatment of diseases and health promotion in adults and the elderly
- understand the impact of the community and the environment on the health of the individual

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

- understands the different stages and situations of adult life and is able to utilize information in guiding the client.
- deepen their knowledge of the health challenges of adults and the elderly, using evidence-based and up-to-date information
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care
- understand the importance of genomic information in health promotion and know the basics of using the PRS.
- is able to utilize well-being and health technology in the health care work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients in the use of new types of services
- practice to guide different health promotion groups for adults and the elderly
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population
- be able to consider and evaluate the effects of the community and the environment on the health of the individual

Assessment criteria, excellent (5) (course unit)

- understands the different stages and situations of adult life and is able to utilize information individually in guiding the client
- deepen their knowledge of the health challenges of adults and the elderly using evidence-based and up-to-date information and be able to utilize their knowledge in supervision work
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care individually
- is able to utilize well-being and health technology in the health care work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients individually in the use of new types of services
- is able to guide different groups of adults and the elderly in health promotion
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population, taking into account the client's needs
- is able to consider and evaluate the effects of the community and the environment on the health of the individual and use his / her knowledge in guidance work
- is able to interpret genomic data for health promotion and utilize PRS results in health counseling

Assessment scale

0-5

Objectives (course unit)

- understands the different stages and situations of adult life and is able to utilize information in guiding the client.
- deepen their knowledge of the health challenges of adults and the elderly, using evidence-based and up-to-date information
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care
- is able to utilize well-being and health technology in the public health nurse work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients in the use of new types of services
- is able to guide different groups of adults and the elderly in health promotion
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population
- be able to consider and evaluate the effects of the community and the environment on the health of the individual

Content (course unit)

- different stages and situations of adult life
- current health challenges for adults and the elderly
- the use of genomic information in the treatment and prevention of diseases in the adult population
- the use of the polygenic risk sum in individualized control
- Utilization of well-being and health technologies in support of health counseling and guidance for adults and the elderly
- supporting and guiding the self-care of adults and the elderly in the use of new types of services
- multidisciplinary expertise and cross-sectoral services in the treatment of diseases and health promotion in adults and the elderly
- group counseling as a form of work to promote the health of the adult population
- the impact of the community and the environment on the health of the individual

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

- identify different stages and situations in adulthood
- knows the common health challenges for the elderly and the elderly
- knows the inherited influence of an individual on the development of diseases
- know the importance of genomic information in health promotion
- understand the importance of the use of well-being and health technologies in the health care work of adults and the elderly
- is able to take into account changing operating environments and new ways of operating in guiding customers
- understands the importance of group leadership as a form of work to promote the health of adults and the elderly
- understand the importance of interprofessional work in the treatment of diseases and health promotion in adults and the elderly
- understand the impact of the community and the environment on the health of the individual

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

- understands the different stages and situations of adult life and is able to utilize information in guiding the client.
- deepen their knowledge of the health challenges of adults and the elderly, using evidence-based and up-to-date information
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care
- understand the importance of genomic information in health promotion and know the basics of using the PRS.
- is able to utilize well-being and health technology in the health care work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients in the use of new types of services
- practice to guide different health promotion groups for adults and the elderly
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population
- be able to consider and evaluate the effects of the community and the environment on the health of the individual

Assessment criteria, excellent (5) (course unit)

- understands the different stages and situations of adult life and is able to utilize information individually in guiding the client
- deepen their knowledge of the health challenges of adults and the elderly using evidence-based and up-to-date information and be able to utilize their knowledge in supervision work
- is able to utilize genomic information in the treatment and prevention of diseases in the adult population, in guiding the client and in supporting self-care individually
- is able to utilize well-being and health technology in the health care work of adults and the elderly and as part of the client's individual guidance
- is able to develop his / her own healthcare work skills in changing operating environments and guide clients individually in the use of new types of services
- is able to guide different groups of adults and the elderly in health promotion
- is able to utilize multidisciplinary expertise and services of different sectors in the treatment of diseases and health promotion of the adult population, taking into account the client's needs
- is able to consider and evaluate the effects of the community and the environment on the health of the individual and use his / her knowledge in guidance work
- is able to interpret genomic data for health promotion and utilize PRS results in health counseling

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 digestive system, urinary system, nervous system and skin.

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Prerequisites (course unit)

Participation in the course on Pharmacotherapy and Medical Calculations.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass:

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

Fail:

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Supervised Clinical Training 1-4 completed.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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


After completing the course, the student

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


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

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

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

Content (course unit)

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

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


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

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

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

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


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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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


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

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

Assessment criteria, pass/fail (course unit)

First aid: pass/fail

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

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Completed Structured Data Search

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
- is able to evaluate, support and guide the health, growth and development of a child under school age
- is able to support the family's healthy and safe lifestyle by utilising the family's own resources
- is able to identify the specific needs of children and families, is able to make consultations and, if necessary, send the child and family for further examinations and care
- is able to use family history to take into account the child's health

Content (course unit)

- family-centred health care for a child and a family with children in public health nursing
- follow-up methods and assessments of a child’s health
- family health guidance (for example media, nutrition, exercise, weight management, oral health, accidents)
- early interaction and working methods to support parenthood
- As a tool, family tree in family health examination

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

- is able examine and explore the health of a child and a family with children from a certain point of view only
- has a narrow understanding of lifestyle guidance and use one-sided methods in lifestyle guidance
- is able to identify only sporadic needs of families with children
- osaa käyttää keskeisempiä lapsen kasvun ja kehityksen seulontamenetelmiä
- know the importance of the family's medical history in the client's health

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

- is able to examine and explore the health of a child and a family with children mainly in diverse ways
- is able to support central health-promoting lifestyles using few working methods
- is able to identify the most important special needs of a family with children and knows the principles of supporting and monitoring them
- osaa käyttää lapsen kasvun ja kehityksen seulontamenetelmiä
- understands the significance of the family's medical history and is able to use family history in the family health examination

Assessment criteria, excellent (5) (course unit)

- is able explore and examine the health of the child and the family with children holistically in a researched based way and shows the ability to support the child and the family individually
- is able to support the healthy and safe lifestyle of the family in a resource-based way, applying various methods of working as a public health nurse
- is able to identify the special needs of the child and the family and demonstrate extensive capacity to their support, to monitoring and to follow-up care
- is able to use and apply a variety of screening methods for the child's growth and development
- understands the significance of the family's medical history and is able to utilize the information accumulated from the family history.

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to assess, plan and implement the health and well-being of the family expecting and having a child in cooperation with the family
- be able to monitor and assess the health of the expectant mother and the fetus and identify risk factors related to pregnancy and childbirth
- is able to identify the need for treatment in pregnant women, is able to make treatment decisions and, if necessary, refer to further care
- is able to assess, support and guide family interaction and resources (relationship, parenting and early interaction)
- is able to guide and support clients in matters related to sexual health and family planning (contraception of the woman who has given birth)
- is able to apply theoretical knowledge to regular postpartum examination
- is able to monitor, support and guide the health and well-being of the mother, newborn baby and the whole family after childbirth
- be able to plan, evaluate and implement breastfeeding guidance during pregnancy and after childbirth

Content (course unit)

- the public health nursing care of a family expecting a child
- maternity care service system and co-operation with different parties
- the maternity clinic’s checking and screening methods at different stages of pregnancy and after delivery
- fetal screening methods and genetic screening
- risk pregnancies and criteria for referral to the maternity clinic
- health promotion work methods for monitoring and supporting the family’s health and well-being during pregnancy and post-partum
- supporting parenting, the parents’ relationship and early interaction
- is able to carry out family and childbirth coaching
- stages of labour and pain relief f
- guiding the care of the mother who has given birth and the newborn
- postpartum contraceptive methods and follow-up

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

The student
- is able to evaluate the health and well-being of a family when expecting a baby and after childbirth
- knows the risk factors related to pregnancy and is able to make the necessary care decisions
- knows the working methods for a family expecting a baby and after childbirth
- knows the basic care for pregnant and nursing mothers and care of the fetus as well as the basics of referring them for further care
- understands the importance of the guidance of partnering and parenting
- knows the parties involved in multi-professional co-operation
- Knows the basics of breastfeeding guidance

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

The Student
- is able to assess the holistic health and well-being of a family when expecting a baby and after childbirth
- is able to identify the risk factors related to pregnancy and is able to make the necessary care decisions
- is able to use the working methods of the public health nursing with a family expecting a baby and after childbirth
- is able to identify, evaluate and carry out the care of a pregnant woman, a mother who has given birth and a fetus, and, if necessary, to guide them to further care
- is able to guide the family and support the relationship and parenthood
- is able to utilise multi-professionals in his/her work
- is able to guide and support brestfeeding

Assessment criteria, excellent (5) (course unit)

- is able to assess the holistic health and well-being of a family when expecting a baby and after childbirth
- is able to identify and assess risk factors related to pregnancy individually and is able to make the necessary care decisions
- is able to extensively apply the working methods of public health nursing care for a family when expecting a baby and after childbirth
- is able to identify, evaluate and carry out the care of a pregnant woman and a mother who has given birth, and, if necessary, to guide her to further care;
- is able to guide the family members individually and as well support the family in a parental relationship and parenthood
- is able to work as part of a multi-professional team
- is able to guide and support individually brestfeeding

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to assess, plan and implement the health and well-being of the family expecting and having a child in cooperation with the family
- be able to monitor and assess the health of the expectant mother and the fetus and identify risk factors related to pregnancy and childbirth
- is able to identify the need for treatment in pregnant women, is able to make treatment decisions and, if necessary, refer to further care
- is able to assess, support and guide family interaction and resources (relationship, parenting and early interaction)
- is able to guide and support clients in matters related to sexual health and family planning (contraception of the woman who has given birth)
- is able to apply theoretical knowledge to regular postpartum examination
- is able to monitor, support and guide the health and well-being of the mother, newborn baby and the whole family after childbirth
- be able to plan, evaluate and implement breastfeeding guidance during pregnancy and after childbirth

Content (course unit)

- the public health nursing care of a family expecting a child
- maternity care service system and co-operation with different parties
- the maternity clinic’s checking and screening methods at different stages of pregnancy and after delivery
- fetal screening methods and genetic screening
- risk pregnancies and criteria for referral to the maternity clinic
- health promotion work methods for monitoring and supporting the family’s health and well-being during pregnancy and post-partum
- supporting parenting, the parents’ relationship and early interaction
- is able to carry out family and childbirth coaching
- stages of labour and pain relief f
- guiding the care of the mother who has given birth and the newborn
- postpartum contraceptive methods and follow-up

Prerequisites (course unit)

The student must have completed the course Basics of Public Health Nursing.

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

The student
- is able to evaluate the health and well-being of a family when expecting a baby and after childbirth
- knows the risk factors related to pregnancy and is able to make the necessary care decisions
- knows the working methods for a family expecting a baby and after childbirth
- knows the basic care for pregnant and nursing mothers and care of the fetus as well as the basics of referring them for further care
- understands the importance of the guidance of partnering and parenting
- knows the parties involved in multi-professional co-operation
- Knows the basics of breastfeeding guidance

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

The Student
- is able to assess the holistic health and well-being of a family when expecting a baby and after childbirth
- is able to identify the risk factors related to pregnancy and is able to make the necessary care decisions
- is able to use the working methods of the public health nursing with a family expecting a baby and after childbirth
- is able to identify, evaluate and carry out the care of a pregnant woman, a mother who has given birth and a fetus, and, if necessary, to guide them to further care
- is able to guide the family and support the relationship and parenthood
- is able to utilise multi-professionals in his/her work
- is able to guide and support brestfeeding

Assessment criteria, excellent (5) (course unit)

- is able to assess the holistic health and well-being of a family when expecting a baby and after childbirth
- is able to identify and assess risk factors related to pregnancy individually and is able to make the necessary care decisions
- is able to extensively apply the working methods of public health nursing care for a family when expecting a baby and after childbirth
- is able to identify, evaluate and carry out the care of a pregnant woman and a mother who has given birth, and, if necessary, to guide her to further care;
- is able to guide the family members individually and as well support the family in a parental relationship and parenthood
- is able to work as part of a multi-professional team
- is able to guide and support individually brestfeeding

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

After completing the course, the student

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass

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


Fail

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

- know the disorders of pregnancy and childbirth and their pathophysiology and treatment
- know the most common underlying diseases requiring monitoring during pregnancy and their treatment
- be able to apply theoretical knowledge to regular postpartum examination
- know the most common disorders and challenges of the health, growth and development of a child of a counselor from a medical point of view and the means of the counseling

Content (course unit)

- pregnancy and childbirth disorders
- underlying diseases considered during pregnancy and their effect on pregnancy monitoring
- post-pregnancy examination
- Child health, growth and development disorders

Assessment criteria, pass/fail (course unit)

- knows the most significant disorders of pregnancy and childbirth and their treatment
- knows the most common underlying diseases that require monitoring during pregnancy and their treatment
- is able to apply theoretical knowledge related to post-examination in public health nursing
- knows the most common disorders and challenges of the health, growth and development of a child of a counselor from a medical point of view and the means of the counseling in supporting them

Hylätty
- identifies only some underlying disorders during pregnancy and childbirth as well as those requiring monitoring
- the theoretical knowledge related to the ex-post verification is limited
- identify only isolated disorders and the means of counseling for the most common disorders of the health, growth and development of the child in counseling

Assessment scale

Pass/Fail

Objectives (course unit)

- know the disorders of pregnancy and childbirth and their pathophysiology and treatment
- know the most common underlying diseases requiring monitoring during pregnancy and their treatment
- be able to apply theoretical knowledge to regular postpartum examination
- know the most common disorders and challenges of the health, growth and development of a child of a counselor from a medical point of view and the means of the counseling

Content (course unit)

- pregnancy and childbirth disorders
- underlying diseases considered during pregnancy and their effect on pregnancy monitoring
- post-pregnancy examination
- Child health, growth and development disorders

Assessment criteria, pass/fail (course unit)

- knows the most significant disorders of pregnancy and childbirth and their treatment
- knows the most common underlying diseases that require monitoring during pregnancy and their treatment
- is able to apply theoretical knowledge related to post-examination in public health nursing
- knows the most common disorders and challenges of the health, growth and development of a child of a counselor from a medical point of view and the means of the counseling in supporting them

Hylätty
- identifies only some underlying disorders during pregnancy and childbirth as well as those requiring monitoring
- the theoretical knowledge related to the ex-post verification is limited
- identify only isolated disorders and the means of counseling for the most common disorders of the health, growth and development of the child in counseling

Assessment scale

Pass/Fail

Objectives (course unit)

- understand the importance of prevention in supporting the mental health of clients of different ages in the public health nursing
- is able to identify and address challenges related to mental health and substance abuse and support the client individually in different sectors of the public health nursing
- understand the role of the public health nurse in the care of substance abuse and mental health clients
- masters the use of tests that support and screen for mental health and resources as a public health nurse
- identify the impact of one's own values, attitudes and practices on mental health work

Content (course unit)

-Bring up drugs and mental health challenges
- the role of the public health nurse in supporting substance abuse and mental health clients, planning and implementing treatment
- the most common clients' mental health challenges in different sectors of nursing; identification, support and care pathways
- methods: different screens and operating models
- identification of one's own values, attitudes and ways of working

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

- knows the importance of prevention in supporting the mental health of clients of different ages in the work of a public health nurse
- is able to identify challenges related to mental health and substance abuse in different sectors of public health nursing
- knows the role of the public heath nurse in the care of substance abuse and mental health clients
- knows the tests and ways of supporting and screening mental health and resources in public health nursing
- Is aware of the effects of one's own values, attitudes and practices on mental health work

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

- understand the importance of prevention in supporting the mental health of clients of different ages in public health nursing
- is able to identify and bring up mental health and substance abuse challenges in different sectors of public health nursing
- understand the role of the public health nurse in the different stages of the care of substance abuse and mental health clients
- masters the use of support and screening tests for mental health and functional ability as a public health nurse
- identify the impact of one's own values, attitudes and practices on mental health work

Assessment criteria, excellent (5) (course unit)

- understands the importance of prevention in supporting the mental health of clients of different ages and is able to use it in guiding the client
- is able to identify and bring up the challenges related to mental health and substance abuse and to support the client individually in different sectors of public health nursing.
- understands the role of the public health nurse in the care of substance abuse and mental health clients and is able to take it into account in the planning of care for different client groups
- masters the use of support and screening tests for mental health and functional ability as a public health nurse and is able to guide the client using them
- is able to review one's own values, attitudes and ways of working and evaluate their impact on mental health work

Assessment scale

0-5

Objectives (course unit)

- understand the importance of prevention in supporting the mental health of clients of different ages in the public health nursing
- is able to identify and address challenges related to mental health and substance abuse and support the client individually in different sectors of the public health nursing
- understand the role of the public health nurse in the care of substance abuse and mental health clients
- masters the use of tests that support and screen for mental health and resources as a public health nurse
- identify the impact of one's own values, attitudes and practices on mental health work

Content (course unit)

-Bring up drugs and mental health challenges
- the role of the public health nurse in supporting substance abuse and mental health clients, planning and implementing treatment
- the most common clients' mental health challenges in different sectors of nursing; identification, support and care pathways
- methods: different screens and operating models
- identification of one's own values, attitudes and ways of working

Prerequisites (course unit)

The student must have completed the course Basics of Public Health Nursing

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

- knows the importance of prevention in supporting the mental health of clients of different ages in the work of a public health nurse
- is able to identify challenges related to mental health and substance abuse in different sectors of public health nursing
- knows the role of the public heath nurse in the care of substance abuse and mental health clients
- knows the tests and ways of supporting and screening mental health and resources in public health nursing
- Is aware of the effects of one's own values, attitudes and practices on mental health work

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

- understand the importance of prevention in supporting the mental health of clients of different ages in public health nursing
- is able to identify and bring up mental health and substance abuse challenges in different sectors of public health nursing
- understand the role of the public health nurse in the different stages of the care of substance abuse and mental health clients
- masters the use of support and screening tests for mental health and functional ability as a public health nurse
- identify the impact of one's own values, attitudes and practices on mental health work

Assessment criteria, excellent (5) (course unit)

- understands the importance of prevention in supporting the mental health of clients of different ages and is able to use it in guiding the client
- is able to identify and bring up the challenges related to mental health and substance abuse and to support the client individually in different sectors of public health nursing.
- understands the role of the public health nurse in the care of substance abuse and mental health clients and is able to take it into account in the planning of care for different client groups
- masters the use of support and screening tests for mental health and functional ability as a public health nurse and is able to guide the client using them
- is able to review one's own values, attitudes and ways of working and evaluate their impact on mental health work

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Pass:

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


Fail:

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

After completing the course, the student
• Acts responsibly in the clinical training environment and complies to the clinical training guidelines.
• Develops professional and collegial behavior within the work community.
• Develops skills in professional interaction and engagement with clients/patients of different ages, cultures, and backgrounds.
• Develops the ability to identify client strengths and factors contributing to well-being.
• Reflectively identifies strengths and areas for development in their professional interaction, and recognizes ethical issues.
• Aquires knowledge of essential legislation of the social and healthcare professions.
• Is able to write a factual text following the basic reporting principles of TAMK.

Content (course unit)

• Responsibility and professional conduct in the studies and in the work of a nurse
• Professional conduct in the work community, collegiality, and employee competences
• Clients from different cultures and vulnerable client groups
• Recognizing and assessing own communication skills
• Reflecting actions and confronting ethical dilemmas
• Essential legislation of social and healthcare
• Source-based writing, structure of problem-based text

Assessment criteria, pass/fail (course unit)

Pass: The student
• Acts responsibly in the clinical training environment and complies to the clinical training guidelines.
• Builds competency in practicing sound teamwork principles.
• Develops professional care interaction with clients/patients of different ages and backgrounds.
• Develops the ability to plan actions while considering the client's strengths.
• Can reflect on and identify strengths and areas for development in their professional interaction, and in ethical issues.
• Becomes familiar with the essential legislation governing the social and health care professions, and with principles of regulatory authority supervision.
• Is able to follow the basic principles of writing related to studies according to TAMK's reporting guidelines.

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

Assessment scale

0-5

Objectives (course unit)

The Students
- is able to carry out health examinations and screening examinations assessing health, well-being and study ability together with the student and, if necessary, send for further care
- identify the student's health support needs and know appropriate customer-oriented health-promoting work methods in the study environment
- can face from different life situations and cultures, both in the same way and with closer and deeper skills in a healthy health discussion
- is able to guide and support the student in maintaining their ability to study
- understand the role of the public health nurse in the learning community and in multidisciplinary networks as an expert in health promotion
- is able to appropriate knowledge and skills for the most common medical needs of students
- is able to vaccinate and give guidance to students on infectious diseases and vaccinations

Content (course unit)

Supervised clinical training in public health nursing of a student

Prerequisites (course unit)

Participated in the course Public Health Nursing: Student Health

Assessment criteria, pass/fail (course unit)

Pass

The Student
- is able to meet the student and his / her relatives appropriate, respectful and professional manner
- is able to carry out health examinations and screening examinations assessing health, well-being and study ability together with the student and, if necessary, send for further care
- is able to interpret the results of health examinations and screening tests and detects possible needs for supporting the student's health.
- is able to apply customer-oriented health-promoting working methods in the study environment
- understand the role of the public health nurse as an expert in health promotion in the learning community and in multidisciplinary networks
- is able to apply his / her knowledge and skills to the most common medical needs of students
- can vaccinate and give students guidance on infectious diseases and vaccinations
- is able to act responsibly, recognizing the limits of his/her competence
- works responsibly, recognising the limits of his/her expertise
- follows the rules of confidentially and the data security guidelines
- follows the agreed rules of supervised clinical training in his/her own actions
- reflects and evaluates his/her own activities realistically
- is able to give and receive feedback

Fail
The Student
-the objective, respectful and professional encounter of the student and his / her relatives is deficient
-not able to carry out health examinations and screening tests assessing health, well-being and study ability together with the student or needs strong support from the instructor to perform
-not able to interpret the results of health examinations and screening tests and does not detect possible needs to support the student's health
-not able to apply customer-oriented health-promoting working methods in the study environment
-does not recognize the role of the public health nurse as an expert in health promotion in the learning community and interprofessional networks
- is not able to apply their knowledge and skills to the most common medical needs of students
- is not able to vaccinate and give students guidance on infectious diseases and vaccinations
- violates confidentiality or client data security
- does not recognise the limits of his/her expertise, endangering the client’s safety
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required scheduled hours is not fulfilled)
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to apply the laws and regulations governing occupational health for client care in accordance with the principles of good occupational health care practice
- is able to evaluate the health significance of working conditions and the environment
in collaboration with different actors
- is able to use the common action plan of occupational healthcare and entrepreneurship while working with a client and a business company
- is able to identify factors affecting employee wellbeing and is able to address them in health check-ups
- is able to perform supervised health examinations of working age and pay attention to the importance of genomic information in the prevention and treatment of diseases
- is able to provide information, advice and guidance on health and safety at work and on matters promoting the health of workers
- is able to implement medical care in accordance with the preventive principles of occupational health care
-is able to comply with the obligation of confidentiality and data protection guidelines and works confidentially with employees and partners.
- is able to act ethically and equitably in his / her work, relying on the autonomy of the client and companies
- acts responsibly, recognizing the limits of his / her competence and asking for guidance if necessary
- follow the rules of the superviced clinical training in their own activities
- examines and evaluates his / her own activities realistically and is able to give and receive feedback
- is able to make independent decisions and plan work and can document in accordance with structured documentation

Content (course unit)

Supervised clinical trainingn in occupational health care

Prerequisites (course unit)

Participated in the course Public Health Nursing: Occupational Health Care

Assessment criteria, pass/fail (course unit)

Pass
Th Student
- is able to apply the laws and regulations governing occupational health care in client work in accordance with the principles of good occupational health care practice
- is able to assess the health significance of work and working conditions and the environment in cooperation between different actors
- is able to use the action plan prepared in cooperation between occupational health care and the company when working with the client and companies
- is able to identify the factors influencing the overall well-being of employees and is able to address them in health check-ups and make use of various methods of health promotion
- is able to perform supervised health examinations of working age and pay attention to the importance of genomic information in the prevention and treatment of diseases
- is able to provide information, advice and guidance on health and safety at work and on matters promoting the health of workers
- is able to implement medical care in accordance with the preventive principles of occupational health care
- comply with confidentiality and data protection guidelines and work confidentially with employees and partners.
- is able to act ethically and equitably in his / her work, relying on the autonomy of the client and companies
- is able to act responsibly, recognizing the limits of his/her competence
- follows the rules of confidentially and the data security guidelines
- follows the agreed rules of supervised clinical training in his/her own actions
- reflects and evaluates his/her own activities realistically
- is able to give and receive feedback

Fail
The Student
- is not able to assess the employee's ability to work or to carry out health examinations independently and is not able to implement preparatory lifestyle guidance
- is not able to independently receive medical care in occupational health care
- is unable to provide information, advice and guidance to the client and the company in order to strengthen the health and safety of work
- does not know how to use health promotion work methods flexibly and individually
- does not know how to act ethically in relation to clients and work communities
- is unable to take into account the importance of work and working conditions and the working environment in carrying out a job survey
- cannot take into account the principles of sustainable development in occupational health care
- is not able to act responsibly, recognizing the limits of his / her competence and asking for guidance if necessary
- shows an inability to work systematically and to record and make independent decisions
- violates confidentiality or client data security
- does not recognise the limits of his/her expertise, endangering the client’s safety
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required scheduled hours is not fulfilled)
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to apply the laws and regulations governing occupational health for client care in accordance with the principles of good occupational health care practice
- is able to evaluate the health significance of working conditions and the environment
in collaboration with different actors
- is able to use the common action plan of occupational healthcare and entrepreneurship while working with a client and a business company
- is able to identify factors affecting employee wellbeing and is able to address them in health check-ups
- is able to perform supervised health examinations of working age and pay attention to the importance of genomic information in the prevention and treatment of diseases
- is able to provide information, advice and guidance on health and safety at work and on matters promoting the health of workers
- is able to implement medical care in accordance with the preventive principles of occupational health care
-is able to comply with the obligation of confidentiality and data protection guidelines and works confidentially with employees and partners.
- is able to act ethically and equitably in his / her work, relying on the autonomy of the client and companies
- acts responsibly, recognizing the limits of his / her competence and asking for guidance if necessary
- follow the rules of the superviced clinical training in their own activities
- examines and evaluates his / her own activities realistically and is able to give and receive feedback
- is able to make independent decisions and plan work and can document in accordance with structured documentation

Content (course unit)

Supervised clinical trainingn in occupational health care

Prerequisites (course unit)

Participated in the course Public Health Nursing: Occupational Health Care

Assessment criteria, pass/fail (course unit)

Pass
Th Student
- is able to apply the laws and regulations governing occupational health care in client work in accordance with the principles of good occupational health care practice
- is able to assess the health significance of work and working conditions and the environment in cooperation between different actors
- is able to use the action plan prepared in cooperation between occupational health care and the company when working with the client and companies
- is able to identify the factors influencing the overall well-being of employees and is able to address them in health check-ups and make use of various methods of health promotion
- is able to perform supervised health examinations of working age and pay attention to the importance of genomic information in the prevention and treatment of diseases
- is able to provide information, advice and guidance on health and safety at work and on matters promoting the health of workers
- is able to implement medical care in accordance with the preventive principles of occupational health care
- comply with confidentiality and data protection guidelines and work confidentially with employees and partners.
- is able to act ethically and equitably in his / her work, relying on the autonomy of the client and companies
- is able to act responsibly, recognizing the limits of his/her competence
- follows the rules of confidentially and the data security guidelines
- follows the agreed rules of supervised clinical training in his/her own actions
- reflects and evaluates his/her own activities realistically
- is able to give and receive feedback

Fail
The Student
- is not able to assess the employee's ability to work or to carry out health examinations independently and is not able to implement preparatory lifestyle guidance
- is not able to independently receive medical care in occupational health care
- is unable to provide information, advice and guidance to the client and the company in order to strengthen the health and safety of work
- does not know how to use health promotion work methods flexibly and individually
- does not know how to act ethically in relation to clients and work communities
- is unable to take into account the importance of work and working conditions and the working environment in carrying out a job survey
- cannot take into account the principles of sustainable development in occupational health care
- is not able to act responsibly, recognizing the limits of his / her competence and asking for guidance if necessary
- shows an inability to work systematically and to record and make independent decisions
- violates confidentiality or client data security
- does not recognise the limits of his/her expertise, endangering the client’s safety
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required scheduled hours is not fulfilled)
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to independently carry out pregnancy monitoring and is able to identify the features of irregular pregnancy and guide the client to further treatment
- is able to guide and motivate expectant women and families with newborn children in healthy lifestyles
- is able to make an early interaction supporting interview for the expectant mother and her family and to apply a family-oriented and resource-based reflective approach
- is able to work as a public health nurse in post-partum care
- is able to implement individual and small-group breastfeeding guidance, sexual counseling, parenting support and family coaching
- is able to evaluate and support parents' interaction with their children
- is able to use the working models and methods of a public health nurse in a versatile way, taking into account the needs of the family
- is able to monitor and evaluate the growth and development of a healthy child and to vaccinate children safely
- is able to identify the situations and families in which the child's psychosocial development is at risk of being disturbed and is able to use different methods of broaching required action
- is able to guide the client in the children’s clinic to follow-up care if necessary
- understands the role of a public health nurse as a family wellbeing expert in multiprofessional networks and workgroups
- takes cultural factors into account in the promotion of family health

Content (course unit)

- Superviced clinical training, public health nursing for pregnant and postpartum women and families with a child

Prerequisites (course unit)

Participated in the courses Public Health Nursing: Pregnant and Neonatal Family and Public Health Nursing: Child and Family Health Care

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to meet the client, members of the family and work community in a appropriate and respectful way and is able to interact professionally
- is able to independently carry out regular pregnancy counseling meetings
- is able to make and interpret routine screening examinations during pregnancy and to notice any major abnormalities of pregnancy and the fetus’s condition
- is able to guide the expecting family, if necessary, for further care
- is able to guide the family in healthy lifestyles
- is able to use resource-based methods in individual and group guidance of families
- is able to guide parents in early interaction and conduct an interview to support early interaction
- is able to independently evaluate the growth and development of a child of different ages
- is able to guide the child and his/her family, if necessary, for further treatment
- is able to evaluate and support parents' interaction with their children
- is able to vaccinate safely
- understands the importance of multi-professional collaboration and his/her own role in the work of public health clinics
- is able to act responsibly, recognizing the limits of his/her own competence
- follows the confidentiality and data protection guidelines
- adheres to the set rules of the clinical training in his/her own activities
- is able to plan his / her work and demonstrates the ability to make independent decisions and record

Fail
The student
- meets the clients, families, or members of the work community inappropriately and disrespectfully and is unable to interact with them
- is unable to independently carry out regular pregnancy counseling meetings
- is not able to perform and interpret screening tests during pregnancy and does not notice common abnormalities in pregnancy and the fetus’s condition
- is not able to guide the pregnant woman and her family, if necessary, for further care
- does not show interest in client and family guidance and withdraws from guiding situations
- is not able to independently assess the growth and development of a child at different ages
- is not able to guide the child and his/her family, if necessary, for further care
- is not able to evaluate or support the parents' interaction with their children
- violates professional confidentiality or the patient’s data security
- does not recognize the limits of his/her expertise, endangering patient safety
- fails to follow agreed rules for supervised clinical training (for example, does not take responsibility for his/her own learning; learning goals are missing, does not follow the working hours, does not report his/her absences, the agreed hours of the course are not met)
- evaluates his/her own knowledge unrealistically and is unable to receive feedback
- shows an inability to work systematically and to make independent decisions and record

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

Supervised clinical training in basic nursing care.

Prerequisites (course unit)

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

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

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



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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

Supervised clinical training in basic nursing care.

Prerequisites (course unit)

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

The student has completed Supervised clinical training 1.

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

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



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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

- patient’s holistic nursing care practice

Prerequisites (course unit)

The student has completed Supervised clinical trainings 1-3 and participated in Supervised clinical training 4. Participated in the nursing theory studies related to the clinical training area.

Further information (course unit)

Supervised clinical trainings 2-9 in the Degree Programme in Nursing should be planned and placed in different areas of nursing. EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence. The student will benefit from having done a middle-phase clinical training in the same area of nursing as advanced studies’ clinical training.

Assessment criteria, pass/fail (course unit)

Pass:

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

Fail:
The student
- lacks understanding of professional encounter: treats patients, family, or members of the work community inappropriately or disrespectfully and professional interaction and working life skills are insufficient
- has obvious gaps in nursing knowledge and skills required in the specified care environment; searching for and utilising knowledge is incomplete, and even after a tutorial discussions there are misunderstandings in the theoretical knowledge
- is not able to perform main clinical skills under supervision
- is not able to help the patient in the daily activities, is not able to observe patient's basic vital functions and general condition and decision-making skills are inadequate
- is not able to recognise patient’s needs, planning, implementation and evaluation of care is inadequate and patient’s care path is unclear
- is not able to present patient's whole situation in nursing care plan and summary
- does not recognize the boundaries of own competence, resulting in endangering patient safety
- does not master the principles of infection control and aseptic practice
- makes mistakes in the patient's medication and fluid therapy despite guidance; has not updated medication passport
- is not able to recognise patients’ health risk factors and guide patients in self-care and adherence to care
- violates confidentiality or patient’s data privacy protection
- fails to follow the agreed rules for supervised clinical training (e.g. takes no responsibility for own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required hours is not fulfilled)
- evaluates own competence unrealistically and is unable to receive feedback

Assessment scale

0-5

Objectives (course unit)

- be able to assess the need for nursing care for a pediatric patient and family of different ages, plan, implement and evaluate care and gain experience in the patient's and family's entire care path, repatriation and planning for survival and follow-up care at home
- be able to apply evidence-based information in childcare and work ethically and responsibly, taking into account the family's cultural background
- is able to face professionally and interact with a child and family
- is able to identify, guide and support the patient and family in the child's growth and development, health promotion, support and maintenance of resources
- is able to carry out medication and fluid therapy for children in a controlled and safe manner
- is able to observe a child and knows basic skills in nursing assistance methods
- is able to act appropriately in a child's resuscitation situation
- is able to observe the newborn and identify the most common disorders
- is able to guide parents in the basic care and breastfeeding of the newborn
- is able to observe and support parents in early interaction
- is able to monitor the postpartum recovery and well-being of the mother who gave birth and to identify disturbances
- is able to evaluate one's own skills and development

Prerequisites (course unit)

The student has completed Supervised clinical trainings 1-4. Participated in the nursing theory studies related to the clinical training area.

Assessment criteria, pass/fail (course unit)

Pass

- knows the basic knowledge of nursing and deepens the special knowledge of the subject, identifies gaps in information and actively seeks information
- outlines the patient's treatment path in the substance
- know the key clinical skills of patient nursing
- master the principles of infection control and act aseptically
- is able to carry out the patient's medication and fluid treatment under safe supervision
- is able to observe the basic organ functions of the patient and practices the related decision-making
- meets the patient and his / her relatives and members of the work community in a matter-of-fact and respectful manner and is able to establish and maintain a professional interaction with them
- is able to plan, implement and evaluate the care of one's own patient in a customer-oriented manner
- is able to make a nursing plan and summary for one's own patient
- takes into account the health promotion aspect of patient care
- performs guidance of different ages and is able to use different guidance methods
- promote patient safety at all stages of the treatment process
- acts responsibly, recognizing the limits of his / her competence
- comply with confidentiality and data protection guidelines
- follow the rules of the guided practice game agreed in their own activities
- examines and evaluates his / her own activities realistically and is able to give and receive feedback

Fail
Student
- there are clear gaps in the basic knowledge and skills of the substance area, the search for and utilization of information is incomplete and there are misunderstandings in theoretical knowledge and skills even after the guidance discussions;
- does not outline the patient's treatment path
- does not know key clinical skills even under supervision
- does not control infection control principles and aseptic practices
- makes mistakes in the patient's medication and fluid treatment despite guidance, has not filled in the medication passport
- is not able to monitor the patient's basic organ functions and well-being and does not control the related decision-making
- treatment planning, implementation and evaluation are deficient
- the overall patient's nursing plan and summary do not show the patient's overall situation
- lack of understanding of professional encounter: treats patients, their relatives and members of the work community inappropriately and disrespectfully and is unable to interact professionally with them
- shows no interest in the guidance of the patient or his relatives
- violates the obligation of confidentiality or patient data protection
- does not recognize the limits of their competence, endangering patient safety
- non-compliance with the agreed rules of the guided practice game (eg not taking responsibility for their own learning; missing goals, not following working hours, not reporting absences, number of hours not filled).
- evaluates his / her own skills unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

- patient’s holistic nursing care practice

Prerequisites (course unit)

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

Further information (course unit)

It is possible to plan the clinical training to be done as a paid training, working as substitute nurse, after the student has achieved 140 credits.

Supervised clinical trainings 2-7 in the Degree Programme in Nursing should be planned and placed in different areas of nursing. EU directive requires following professional competence areas for a nurse responsible for general care: medical nursing, surgical nursing, nursing of children, young people and families, maternity care, mental health and substance abuse nursing, gerontological nursing, home care nursing, acute care nursing, palliative nursing, end-of-life care and nursing for disabled people. Due to limited number of clinical training placements, all areas of nursing are not available for all students. The student should consider how to achieve the goals set for all clinical training areas, combining goals from missing areas to actual clinical training places’ goals, when making individual clinical training plans. Before each clinical training the student should have participated in nursing theory studies related to the clinical training area. Clinical Trainings are carried out with patients of different ages in both primary health care and specialised care, ensuring the development of diverse competence. The student will benefit from having done a middle-phase clinical training in the same area of nursing as advanced studies’ clinical training.

Assessment criteria, pass/fail (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

The Student
-can guide an adult and an aging client individually in his or her various health challenges and support self-care
- is able to start a conversation issues related to the mental health of adults and the elderly, as well as sexual and reproductive health
- practices in the use of well-being and health technology and is able to utilize information in customer guidance for adults and the elderly
- is able to apply evidence-based information in the planning, implementation and evaluation of customer-oriented health promotion at the individual, group and community level
- understands his / her role in public health nurse work for adults and the elderly and is able to work in multi-professional teamwork
- is able to guide a peer group for health promotion in adults or the elderly

Content (course unit)

Supervised clinical training and long-term group counseling

Prerequisites (course unit)

Participation in the course Public Health Nursing: Adult Health Care

Assessment criteria, pass/fail (course unit)

Pass

The Student
- treats clients, families or members of the work community with respect and is able to interact professionally with them
- is able to assess the health of adults and the elderly and is able to support the client's self-care
- is able to start a conversation issues related to the mental health of adults and the elderly, as well as sexual and reproductive health
- is able to implement lifestyle guidance for adults and the elderly independently
- use a variety of health promotion methods individually to guide adults and the elderly
- understands the importance and role of interprofessional cooperation in health care work
- is able to guide a peer group for adult or elderly health promotion
- is able to act responsibly, recognizing the limits of their competence
- complies with confidentiality and data protection guidelines
- follows the rules of the suoerviced clinical training agreed in their own activities
- can give and receive feedback

Fail

The Student
- lack of understanding of professional encounter: treats clients, families or members of the work community inappropriately and disrespectfully and is unable to interact professionally with them
- cannot assess the health of adults and cannot support the client's self-care
- there are clear gaps in the basic data, the search for and use of the data is incomplete and there are still misunderstandings in the theoretical data even after the steering discussions
- does not show interest in the customer quidance but withdraws from quidance situations
- violates the obligation of confidentiality or the customer's data protection
- does not recognize the limits of his/her competence, endangering patient safety
- is not able to independently lead a health promotion peer support group
- non-compliance with the agreed rules of the superviced clinical training (eg not taking responsibility for his/her own learning; missing goals, not following working hours, not reporting absences, number of hours not filled).
- evaluates his / her own skills unrealistically
- is unable to give and receive feedback

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student
- deepen the public health nurse's expertise and the use of one's own personality as a tool
- adopts a user-oriented approach to work
- is able to critically evaluate his / her work and working methods and develop work in an innovative way using evidence-based information
- is able to take into account the ethical recommendations of the public health nurse in the development of the work of public health nurses
- is able to evaluate the effectiveness of public health nursing work
- is able to take into account the perspective of sustainable development in the development of public health nursing
- adopts the orientation of continuous development at work
- internalize community and health-promoting working methods in the development of public health nursing and is able to utilize multidisciplinary cooperation in development

Content (course unit)

Optional in-depth superviced clinical training in public health nursing and a developmental task integrated into the training.

Prerequisites (course unit)

Almost all other professional studies in public health nursing completed

Assessment criteria, pass/fail (course unit)

Pass
The Student
- is able to reflect on his / her skills and use of one's own personality as a tool
- demonstrates in its work that it has adopted a user-oriented approach to development
- is able to constructively evaluate his / her working methods and working methods
- has adopted the ethical recommendations of the nurse in the development of the work of nurses
- is able to take into account the ethical recommendations of the nurse in the development of the work of nurses
- demonstrates the development of nursing work using evidence-based information
- considers the effectiveness of nursing work
- is able to take into account the perspective of sustainable development in the development of health care work
- is able to describe his / her own development challenges
- demonstrates a health-promoting, community-based and multidisciplinary approach to development work
- is able to act responsibly, recognizing the limits of his/her competence
- follows the rules of confidentially and the data security guidelines
- follows the agreed rules of supervised clinical training in his/her own actions
- reflects and evaluates his/her own activities realistically
- is able to give and receive feedback

Fail
The Student
- Is not able to reflect his/her skills. Presenting one's own development challenges is challenging for the student
- does not demonstrate a user-oriented approach to work
- is not able to evaluate their work and working methods
- has not internalized the ethical recommendations of the public health nurse in his / her work
- does not use evidence-based information when working
- reflection on the effectiveness of public health nursing is limited
- does not take sustainable development into account in the development of public health nursing
- there is little identification of one's own development challenges
- does not indicate a health-promoting, community-based or multidisciplinary way of working
- violates confidentiality or client data security
- does not recognise the limits of his/her expertise, endangering the client’s safety
- fails to follow the agreed rules for supervised practice (e.g., takes no responsibility for his/her own learning; the goals are missing; does not follow the working hours, does not report his/ her absences, and/or the total amount of required scheduled hours is not fulfilled)
- evaluates her/his own competence unrealistically and is unable to receive feedback

Assessment scale

Pass/Fail

Objectives (course unit)

The Student

Content (course unit)

Supervised clinical training and long-term group counseling

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to plan, implement and evaluate the monitoring of the student's health, well-being and study ability in cooperation with the student and, if necessary, his/her relatives
- is able to guide and support the student in health-promoting choices and life management
- is able to guide and support the student in maintaining the ability to study
- is able to respond to the most common medical needs of students
- is able to assess the student's need for special support and follow-up care in cooperation with the student and, if necessary, the multidisciplinary study care group
- is able to maintain and promote, in cooperation with students, their relatives and other actors, the health and well-being of the study environment

Content (course unit)

- student public health nursing
- periodic medical examinations of students
- student health counseling (individual and group level)
- assessment and support of the student's study ability
- the most common health problems of students (youth medicine)
- early detection, treatment and follow-up of students' mental disorders
- early detection, treatment and follow-up of students' substance abuse problems
- promoting a student's sexual and reproductive health
- student health care as part of public health nursing
- multidisciplinary inspection of the health and safety of the study environment
- promoting the well-being of the educational community
- working methods: mini-intervention, foresight dialogues (multidisciplinary work)

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

The Student
- is able to monitor the student's health, well-being and ability to study in cooperation with the student and, if necessary, his relatives
- is able to identify the needs of student health promotion and knows the basics of student guidance
- understand the importance of the ability to study for the well-being of the student
- know the most common medical needs of students
- is able to identify the need for special student support
- recognizes the importance of the growth community and environment for student well-being

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

The Student
- is able to plan, implement and evaluate the monitoring of the student's health, well-being and study ability in cooperation with the student and, if necessary, his relatives
- can use researched information to support student guidance and be able to justify choices that support health and life management
- is able to guide the student in maintaining the ability to study
- is able to meet the most common medical needs of students
- is able to support the student in the need for special support in cooperation with the student and, if necessary, the multidisciplinary study support group
- is able to promote, in cooperation with students, their relatives and other actors, the health and well-being of the study environment

Assessment criteria, excellent (5) (course unit)

The Student
- is able to plan, implement and evaluate the student's individual monitoring of health, well-being and study ability in cooperation with the student and, if necessary, his relatives
- masters individual guidance in choices that promote student health and life management
- is able to support the student in maintaining the ability to study
- is able to respond to the most common medical needs of students individually and refer to follow-up care if necessary
- is able to guide students in special needs and show skills in monitoring special needs and follow-up care
- is able to maintain the health and well-being of the study environment in cooperation with students, their relatives and other actors

Assessment scale

0-5

Objectives (course unit)

- is able to vaccinate safety and apply the child’s and the adolescent’s vaccination program
- is able to guide and discuss matters related to vaccination
- is able to look at ethical issues related to vaccination and his / her own activities as a vaccinator
- is able to vaccine different groups of the vaccination program

Content (course unit)

- vaccination of the children and The young people, guide the parents
- ethical issues associated with vaccination
- vaccination of special groups

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

- knows the vaccination program for children and the young people
- is able to vaccinate safety the child and the adolescents and knows the importance of the parental guidance
- knows vaccination of the special groups
- knows ethical issues associated with vaccination

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

- know the vaccination program for children and the young people
- is able to vaccinate a child and the adolescent and to guide parents
- is able reflect on the ethical issues related to vaccination
- is able to vaccinate the different groups

Assessment criteria, excellent (5) (course unit)

- masters the child's and adolescent´s vaccination program and is able to apply it
- is able to vaccinate the child and the young people and guide the parents individually
- is able to reflect on the ethical issues related to vaccination and his/her own activities as a nurse giving vaccinations
- is able to vaccinate the different groups individually

Assessment scale

0-5

Objectives (course unit)

- is able to vaccinate safety and apply the child’s and the adolescent’s vaccination program
- is able to guide and discuss matters related to vaccination
- is able to look at ethical issues related to vaccination and his / her own activities as a vaccinator
- is able to vaccine different groups of the vaccination program

Content (course unit)

- vaccination of the children and The young people, guide the parents
- ethical issues associated with vaccination
- vaccination of special groups

Prerequisites (course unit)

The student must have completed the course Basics of Public Health Nursing.

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

- knows the vaccination program for children and the young people
- is able to vaccinate safety the child and the adolescents and knows the importance of the parental guidance
- knows vaccination of the special groups
- knows ethical issues associated with vaccination

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

- know the vaccination program for children and the young people
- is able to vaccinate a child and the adolescent and to guide parents
- is able reflect on the ethical issues related to vaccination
- is able to vaccinate the different groups

Assessment criteria, excellent (5) (course unit)

- masters the child's and adolescent´s vaccination program and is able to apply it
- is able to vaccinate the child and the young people and guide the parents individually
- is able to reflect on the ethical issues related to vaccination and his/her own activities as a nurse giving vaccinations
- is able to vaccinate the different groups individually

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

- is able to work according to the values, principles and ethical guidelines of a public health nurse
- understand the importance of health promotion in the work of public health nurse
- is able to use current evidence-based information and take responsibility for maintaining and developing one's own competence
- is able to use and apply various methods of public health nursing
- is able to identify changes in society and understand the active social role of the public health nurse in promoting the health of the population
- is able to identify ethical aspects of the use of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

- the public health nurse's history, work principles, values and ethical guidelines
- health promotion in public health nursing, health equality, health inequalities
- methods and forms of work in public health nursing at individual, community and societal levels
- multi-professionalism, family-orientation, customer-orientation and need-orientation in the work of a public health nurse
- the process of professional growth
- Ethical issues and principles of the use of genomic information
- Informed consent
-perpectives of sustainable development and solutions in the work of public health nursing

Prerequisites (course unit)

The student must have completed a nursing degree.

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

- know the most important principles, values and ethical guidelines that guide the work of a public health nurse
- have a narrow understanding of the importance of health promotion in public health nursing
- know the importance of evidence-based knowledge in public health nursing and know their responsibilities in maintaining and developing their own competence
- knows the most important working methods and forms of work of public health nurses and is able to apply them partly in training situations
- is able to identify some changes in society and understand the social role of the nurse in promoting the health of the population
-knows how to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

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

- Understands and recognizes the most important principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- understand the importance of health promotion in public health nursing
- is able to use evidence-based information when working and take responsibility for maintaining and developing one's own competence
- knows the most important working methods and forms of work in public health nursing and is able to apply them in training situations
- is able to identify changes in society and understand the active social role of the nurse in promoting the health of the population
- understand and identify the key ethical principles of genomic knowledge in personalized health promotion
- is able to act purposefully and organize activities in order to find and implement solutions that promote sustainable development.

Assessment criteria, excellent (5) (course unit)

- have a deep understanding of the principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- have a broad understanding of the importance of health promotion in nursing
- is able to use current evidence-based information in a variety of ways while working and takes responsibility for maintaining and developing one's own competence
- knows the main working methods and forms of work of public health nurses and is able to apply them in a variety of situations
- is able to widely recognize changes in society and understand the active social role of the public health nurse in promoting the health of the population
- Is able to use and apply their ethical knowledge of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities innovatively to find and implement solutions that promote sustainable development

Assessment scale

0-5

Objectives (course unit)

- is able to work according to the values, principles and ethical guidelines of a public health nurse
- understand the importance of health promotion in the work of public health nurse
- is able to use current evidence-based information and take responsibility for maintaining and developing one's own competence
- is able to use and apply various methods of public health nursing
- is able to identify changes in society and understand the active social role of the public health nurse in promoting the health of the population
- is able to identify ethical aspects of the use of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

Content (course unit)

- the public health nurse's history, work principles, values and ethical guidelines
- health promotion in public health nursing, health equality, health inequalities
- methods and forms of work in public health nursing at individual, community and societal levels
- multi-professionalism, family-orientation, customer-orientation and need-orientation in the work of a public health nurse
- the process of professional growth
- Ethical issues and principles of the use of genomic information
- Informed consent
-perpectives of sustainable development and solutions in the work of public health nursing

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase

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

- know the most important principles, values and ethical guidelines that guide the work of a public health nurse
- have a narrow understanding of the importance of health promotion in public health nursing
- know the importance of evidence-based knowledge in public health nursing and know their responsibilities in maintaining and developing their own competence
- knows the most important working methods and forms of work of public health nurses and is able to apply them partly in training situations
- is able to identify some changes in society and understand the social role of the nurse in promoting the health of the population
-knows how to act in a goal-oriented manner and organise activities to find and implement solutions that promote sustainable development

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

- Understands and recognizes the most important principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- understand the importance of health promotion in public health nursing
- is able to use evidence-based information when working and take responsibility for maintaining and developing one's own competence
- knows the most important working methods and forms of work in public health nursing and is able to apply them in training situations
- is able to identify changes in society and understand the active social role of the nurse in promoting the health of the population
- understand and identify the key ethical principles of genomic knowledge in personalized health promotion
- is able to act purposefully and organize activities in order to find and implement solutions that promote sustainable development.

Assessment criteria, excellent (5) (course unit)

- have a deep understanding of the principles, values and ethical guidelines that guide the work of a public health nurse and is able to work in accordance with them
- have a broad understanding of the importance of health promotion in nursing
- is able to use current evidence-based information in a variety of ways while working and takes responsibility for maintaining and developing one's own competence
- knows the main working methods and forms of work of public health nurses and is able to apply them in a variety of situations
- is able to widely recognize changes in society and understand the active social role of the public health nurse in promoting the health of the population
- Is able to use and apply their ethical knowledge of genomic information in personalized health promotion
-is able to act in a goal-oriented manner and organise activities innovatively to find and implement solutions that promote sustainable development

Assessment scale

0-5

Objectives (course unit)

The student
- is able to apply the most important laws, guidelines and practices related to occupational health, as well as the guidelines and protocols in his/her work
- is able to act in accordance with the principles of good occupational health care and as well with the principles of practice and health-oriented medical care
- is able to evaluate the effects of occupational exposures, factors of work load and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practice in health promotion to client work

Content (course unit)

- public health care for working-age people
- occupational health care, well-being and capability at work and resource utilisation
- occupational medicine and occupational hygiene
- legislation and ethical principles that guide action
- supporting work capacity and sustainable development; preventing social exclusion

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- perceives the principles of good occupational health practice and occupational health-oriented medical care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- perceives the importance of multidisciplinary cooperation and his/her own expertise in collaboration
- knows good practices of health promotion in client work

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- is able to plan good occupational health care practice and occupational health-oriented medical care in accordance with the principles of occupational health care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices in health promotion to client work

Assessment criteria, excellent (5) (course unit)

The Student
- understands the key laws, guidelines and practices for maintaining occupational health and is able to apply these in his/her work
- is able to act in accordance with the principles of good occupational health care practice and occupational health-oriented medical care
- is able to evaluate the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices of health promotion to client work

Assessment scale

0-5

Objectives (course unit)

The student
- is able to apply the most important laws, guidelines and practices related to occupational health, as well as the guidelines and protocols in his/her work
- is able to act in accordance with the principles of good occupational health care and as well with the principles of practice and health-oriented medical care
- is able to evaluate the effects of occupational exposures, factors of work load and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practice in health promotion to client work

Content (course unit)

- public health care for working-age people
- occupational health care, well-being and capability at work and resource utilisation
- occupational medicine and occupational hygiene
- legislation and ethical principles that guide action
- supporting work capacity and sustainable development; preventing social exclusion

Prerequisites (course unit)

The student must have completed the course Basics of Public Health Nursing.

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- perceives the principles of good occupational health practice and occupational health-oriented medical care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- perceives the importance of multidisciplinary cooperation and his/her own expertise in collaboration
- knows good practices of health promotion in client work

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- is able to plan good occupational health care practice and occupational health-oriented medical care in accordance with the principles of occupational health care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices in health promotion to client work

Assessment criteria, excellent (5) (course unit)

The Student
- understands the key laws, guidelines and practices for maintaining occupational health and is able to apply these in his/her work
- is able to act in accordance with the principles of good occupational health care practice and occupational health-oriented medical care
- is able to evaluate the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices of health promotion to client work

Assessment scale

0-5

Objectives (course unit)

The student
- is able to apply the most important laws, guidelines and practices related to occupational health, as well as the guidelines and protocols in his/her work
- is able to act in accordance with the principles of good occupational health care and as well with the principles of practice and health-oriented medical care
- is able to evaluate the effects of occupational exposures, factors of work load and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practice in health promotion to client work

Content (course unit)

- public health care for working-age people
- occupational health care, well-being and capability at work and resource utilisation
- occupational medicine and occupational hygiene
- legislation and ethical principles that guide action
- supporting work capacity and sustainable development; preventing social exclusion

Prerequisites (course unit)

The student must have completed 135 ects in the nursing phase and participated in the course Basics of Public Health Nursing

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- perceives the principles of good occupational health practice and occupational health-oriented medical care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- perceives the importance of multidisciplinary cooperation and his/her own expertise in collaboration
- knows good practices of health promotion in client work

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

The Student
- knows the key laws, guidelines and practices for maintaining occupational health
- is able to plan good occupational health care practice and occupational health-oriented medical care in accordance with the principles of occupational health care
- knows the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices in health promotion to client work

Assessment criteria, excellent (5) (course unit)

The Student
- understands the key laws, guidelines and practices for maintaining occupational health and is able to apply these in his/her work
- is able to act in accordance with the principles of good occupational health care practice and occupational health-oriented medical care
- is able to evaluate the effects of occupational exposure, work load factors and well-being at work on the individual and the community
- is able to work in multidisciplinary collaborative groups as a representative of his/her own expertise
- is able to apply good practices of health promotion to client work

Assessment scale

0-5

Objectives (course unit)

The student
-is able to collect in patient interviews information regarding current and previous health status, for the success of the care and following procedures;
-is able to inform the patient of care instructions, procedures and ward routines;
-is able to communicate in Swedish in multi-professional teams during different stages of the patient care process;
-understands and is able to use nursing articles;
-is able to further develop his/her language skills in the nursing field with different learning tools;
-achieves the level of written and oral Swedish language skills required by the university of applied sciences and needed in nursing work.

Content (course unit)

-interview of patients or their significant others
-patient guidance
-practice of other communication situations typical for nursing
-core vocabulary of nursing
-core vocabulary of anatomy
-authentic professional texts

Prerequisites (course unit)

A passed matriculation examination (B-language) or equal competence is required as a ground level of Swedish. The ground level is equivalent to the B1 level in the European framework.

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

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience briefly and mostly understandably
- understands the main points in easy professional texts regarding their work
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate, briefly but mostly understandably, about various operations regarding the customer/patient with different parties (laboratory, operation room)
- is able to report and write down the condition of the customer/patient by using notes and support words
- can communicate in a simple manner in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer simple instructions to guide the customer/patient
- In an interview situation, the student is able to ask simple questions, but may have trouble understanding the replies (interviews, forms)
- is able to explain the customer’s/patient’s condition in a simple manner to the next of kin

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

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience clearly
- is able to find and use the most important professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate fairly well the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient clearly and legibly
- can communicate clearly enough in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer the most important instructions to the customer/patient
- In an interview situation, the student is able to ask clarifying questions, and reply to unexpected questions (interviews, forms)
- is able to explain the customer’s/patient’s condition quite well to the next of kin

Assessment criteria, excellent (5) (course unit)

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training, work experience and competences fluently and diversely
- is able to find, use and apply even fairly challenging professional publications of their field

WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate independently and diversely the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient fluently
- can communicate fluently in situations typical to the work community (patient instructions)

GUIDANCE
The student
- can communicate with customer/patient fluently
- In an interview situation, the student is able to ask demanding clarifying questions, and reply to most questions without much trouble (interviews, forms)
- is able to discuss the customer’s/patient’s condition quite well to the next of kin

Assessment scale

0-5

Objectives (course unit)

The student
-is able to collect in patient interviews information regarding his/her health status for the success of the care and following procedures
-is able to inform the patient of care instructions,
-understands and is able to use nursing articles
-is able to further develop his/her language skills in the nursing field with different learning tools
-achieves the level of written and oral Swedish language skills required by the university of applied sciences and needed in nursing work

Content (course unit)

-interview of patients
-patient guidance
-practice of other communication situations typical for nursing
-core vocabulary of nursing
-core vocabulary of anatomy
-authentic professional texts

Prerequisites (course unit)

A passed matriculation examination (B-language) or equal competence is required as a ground level of Swedish. The ground level is equivalent to the B1 level in the European framework.

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

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience briefly and mostly understandably
- understands the main points in easy professional texts regarding their work
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate, briefly but mostly understandably, about various operations regarding the customer/patient with different parties (laboratory, operation room)
- is able to report and write down the condition of the customer/patient by using notes and support words
- can communicate in a simple manner in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer simple instructions to guide the customer/patient
- In an interview situation, the student is able to ask simple questions, but may have trouble understanding the replies (interviews, forms)
- is able to explain the customer’s/patient’s condition in a simple manner to the next of kin

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

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience clearly
- is able to find and use the most important professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate fairly well the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient clearly and legibly
- can communicate clearly enough in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer the most important instructions to the customer/patient
- In an interview situation, the student is able to ask clarifying questions, and reply to unexpected questions (interviews, forms)
- is able to explain the customer’s/patient’s condition quite well to the next of kin

Assessment criteria, excellent (5) (course unit)

PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training, work experience and competences fluently and diversely
- is able to find, use and apply even fairly challenging professional publications of their field

WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate independently and diversely the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient fluently
- can communicate fluently in situations typical to the work community (patient instructions)

GUIDANCE
The student
- can communicate with customer/patient fluently
- In an interview situation, the student is able to ask demanding clarifying questions, and reply to most questions without much trouble (interviews, forms)
- is able to discuss the customer’s/patient’s condition quite well to the next of kin

Assessment scale

0-5