Study Guide

Objectives (course unit)

The student
- understands the life phases of adulthood and is able to use his/her knowledge of health promotion in different human life situations
- advances his/her knowledge of the common illnesses of the nation and their prevention and content areas for health promotion, and is able to apply his/her knowledge in client situations at different phases of a person’s life and in different action environments
- is able to use evidence-based knowledge in planning, implementing and evaluating health promotion
- is able to identify the factors causing social exclusion and those at risk of social exclusion (the unemployed, immigrants and others) and is resourcefully able to support them and their ability to function
- is able to promote and support people of working age and older in self-care and rehabilitation of health and illnesses in different action environments

Content (course unit)

- adulthood and aging as a phase of life
- current public health challenges
- strengthening the identification and prevention of risk factors for common illnesses, at the individual and community levels
- advancing the content of health counselling and guidance competence —coaching lifestyle guidance — group guidance as a work model
- community analysis

Prerequisites (course unit)

Completed clinical studies in both nursing and anatomy and physiology (135 credits)

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

The student
- perceives health promotion as part of public health nursing
- is able to plan, implement and evaluate the client’s health and functionality
- is able to identify the health challenges of specific population groups
- knows the main public health challenges and recognises the risks of common illnesses
- perceives the importance of multi-professional cooperation in health promotion
- understands the benefits of public health nursing methods in working with clients

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

The student
- knows the different levels of health promotion as part of the work of a public health nurse
- is able to plan, implement and evaluate the client’s health and functionality together with the client and support him or her in self-care
- identifies the health challenges of specific populations and is able to promote their health
- is able to prevent major common illnesses and public health challenges
- is able to work in multiprofessional cooperation
- is able to utilise public health nursing methods in his/her work

Assessment criteria, excellent (5) (course unit)

The student
- is able to promote health in his/her work
- is able to plan, implement and evaluate the health and functionality of the individual client, together with the client and is able to support his/her self-care as well
- knows the main common illnesses and health challenges of the population and is able to apply this knowledge in his/her work
- is able to use and apply various public health nursing methods appropriately

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)

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 student
- is able to understand the entirety of leadership and management
- identifies the key interdisciplinary skills and is able to act responsibly in accordance with them.

Content (course unit)

- strategic planning, implementation and evaluation
- quality and safety
- interdisciplinary skills and working culture
- critical thinking

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

The student
- knows basic concepts of the entirety of leadership and management
- identifies central interdisciplinary skills.

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

The student
- knows and is able to describe the basic concepts of the entirety of leadership and management
- knows the central interdisciplinary skills and their significance in work socierty.

Assessment criteria, excellent (5) (course unit)

The student
- is able to analyse and apply the basic concepts of the entirety of leadership and management
- is able to analyse the central interdisciplinary skills and the meaning of responsible actions and consequences at work.

Assessment methods and criteria

Numerical and verbal evaluation of written assignments.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The individual tasks of the leadership and management have not been made or restored on time.
The student does not actively participate in the work of the team and does not make peer assessments.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Approved administrative tasks performed.
Participation in team work and peer review.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Approved tasks performed. Self-evaluation good and versatile. The discussion is based on written sources and the subject is examined in a variety of ways.
Participation in the team's work both in teamwork and in peer review actively present their own suggestions and opinions, while also reflecting on other ideas.
The timing is going to proceed systematically .

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Approved tasks performed. Self-evaluation good and versatile. The discussion is based on written sources and the subject is examined in a variety of ways. The subject comes with their in-depth reflection and innovative perspectives
Participation in the team's work both in teamwork and in peer review actively present their own suggestions and opinions, while also reflecting on other ideas.
A timeline is going to go systematically everywhere and is responsibly from the perspective of the whole team.

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)

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)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
- 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)

- 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
- advances his/her expertise of public health nursing at different stages of life
- is able to critically evaluate his/her work and the working methods used
- is able to apply evidence-based and experience-based knowledge and to produce new knowledge for the development and renewal of working life
- can identify their own development, innovation and research skills and strengthen them in their health promotion expertise
- is able to develop health nursing work proactively and innovatively from the needs of society and working life

Content (course unit)

- developing evidence-based practice of public health care nursing and health promotion
- utilising the results of studies and projects as well as utilising other work communities’ competence in public health nursing
- reflective approach to work, critical reflection and evaluation
- the development task consists of a variety of tasks which integrate into the courses for public health nursing.

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to work ethically
- is able to reflect his/her learning and competence
- works based on evidence
- is able to apply his/her learning and skills of health promotion at different stages of the life cycle

Fail
The student
- is not able to work based on ethical values
- is not able to reflect on his/her own learning and competence
- does not work based on evidence
- does not perceive health promotion at different stages of life

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to plan, implement and evaluate the monitoring of the growth and development of school-age children in cooperation with the pupil and his/her family
- is able to guide and support school-age children to choices for health promotion
- is able to guide and support the family of school-age children in parenthood and in promoting healthy lifestyles
- is able to assess the need for special support and further care for a school-age child and his/her family in cooperation with the pupil and the family
- is able to maintain and promote a safe growth community and environment for schoolchildren in cooperation with families and other actors

Content (course unit)

- public health nursing for school-age children
- family nursing in public health nursing
- periodic health checks for pupils
- health guidance for the school-aged (individual and group level)
- student health care as public health nursing
- multidisciplinary inspection of health and safety in the educational environment
- working methods: early intervention and advising, motivational guidance

Prerequisites (course unit)

Completed studies of clinical nursing and anatomy and physiology (135 cr).

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

The student
- masters the essential contents of pupils' periodic health examinations
- has right knowledge, but the details are
unconnected, at the level of recognition and their explanations are incomplete
- observes the health of the pupil and the family only from a limited perspective
- perceives incompletely the specific needs of an individual pupil and family
- understands the family perspective on a theoretical level

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

The student
- masters the contents of regular health check-ups
- is able to use evidence-based knowledge and explain things from many different perspectives
- uses the client and family aspects in a versatile way
- is able to identify the most important health needs of schoolchildren and families
- understands the role of student health as part of public health nursing
- understands the importance of viewing the welfare of schoolchildren from the perspective of the well-being of the school community

Assessment criteria, excellent (5) (course unit)

The student
- is able to take a holistic view of the situation of the schoolchild and family based on the evidenced knowledge and demonstrates the ability to support the pupil and the family extensively
- is able to identify the special needs of schoolchildren and families and demonstrates extensive capacity for monitoring and follow-up care
- is able to manage extensively the working methods
- is able to utilise the multi-professional approach
- is able to examine comprehensively the well-being of schoolchildren from the perspective of well-being of the school community

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to plan, implement and evaluate the monitoring of the schoolchild's growth and development in cooperation with the student and his / her family
- is able to guide and support schoolchildren in choices that promote health
- is able to guide and support the family in the parenting of a schoolchild and in the promotion of a healthy lifestyle
- is able to assess the need for special support and follow-up care for the schoolchild and his / her family in cooperation with the schoolchild and his / her family
- is able to maintain and promote, in cooperation with families and other actors, a safe growth community and environment for schoolchildren
- is able to guide, implement and evaluate a schoolchild's medication in cooperation with his / her family

Content (course unit)

- public health nurse work for schoolchildren
- family nursing in public health nursing
- periodic medical examinations of schoolchild
- health guidance for the schoolchild (individual and group level)
- student health care as public health nursing
- promoting the well-being of the school community
- multidisciplinary inspection of health and safety in the educational environment
- working methods: early intervention and speaking, motivational guidance
- medical care for schoolchildren

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 main contents of the periodic health examinations of schoolchildren and is able to assess the factors influencing the growth and development of schoolchildren
- is able to identify the needs of schoolchildren's health promotion and knows the basics of schoolchildren's guidance
- understands the importance of the family as a supporter of the well-being of the schoolchild
- identifies the need for special support for the schoolchild and his/her family
- recognizes the importance of the growth community and environment for the well-being of the schoolchild
- know the main aspects of schoolchild's medical care

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

The Student
- masters the contents of the periodic health examinations of schoolchildren and takes them into account in the implementation of family follow-up
- is able to use researched information to support schoolchild guidance and is able to justify healthy choices
- is able to support parents in promoting the well-being of the schoolchild
- is able to support the schoolchild and the family in need of special support
- is able to promote, in cooperation with families and other actors, a safe environment for the schoolchild to grow
- is able to guide, implement and evaluate a school-age child's medication in cooperation with his / her family

Assessment criteria, excellent (5) (course unit)

The Student
- is able to look at the situation of the schoolchild and the family holistically and shows the ability to support the schoolchild and the family individually
- masters individual guidance of the schoolchild in health-promoting choices
- can guide parents in promoting the well-being of the schoolchild
- is able to guide the schoolchild and the family in special needs and demonstrates skills in monitoring special needs and follow-up care
- is able to maintain a safe growth environment for the schoolchild in cooperation with families and other actors
- is able to guide, implement and evaluate individually a school-age child's medication in cooperation with his / her family

Assessment scale

0-5

Objectives (course unit)

The Student
- is able to plan, implement and evaluate the monitoring of the schoolchild's growth and development in cooperation with the student and his / her family
- is able to guide and support schoolchildren in choices that promote health
- is able to guide and support the family in the parenting of a schoolchild and in the promotion of a healthy lifestyle
- is able to assess the need for special support and follow-up care for the schoolchild and his / her family in cooperation with the schoolchild and his / her family
- is able to maintain and promote, in cooperation with families and other actors, a safe growth community and environment for schoolchildren
- is able to guide, implement and evaluate a schoolchild's medication in cooperation with his / her family

Content (course unit)

- public health nurse work for schoolchildren
- family nursing in public health nursing
- periodic medical examinations of schoolchild
- health guidance for the schoolchild (individual and group level)
- student health care as public health nursing
- promoting the well-being of the school community
- multidisciplinary inspection of health and safety in the educational environment
- working methods: early intervention and speaking, motivational guidance
- medical care for schoolchildren

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 main contents of the periodic health examinations of schoolchildren and is able to assess the factors influencing the growth and development of schoolchildren
- is able to identify the needs of schoolchildren's health promotion and knows the basics of schoolchildren's guidance
- understands the importance of the family as a supporter of the well-being of the schoolchild
- identifies the need for special support for the schoolchild and his/her family
- recognizes the importance of the growth community and environment for the well-being of the schoolchild
- know the main aspects of schoolchild's medical care

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

The Student
- masters the contents of the periodic health examinations of schoolchildren and takes them into account in the implementation of family follow-up
- is able to use researched information to support schoolchild guidance and is able to justify healthy choices
- is able to support parents in promoting the well-being of the schoolchild
- is able to support the schoolchild and the family in need of special support
- is able to promote, in cooperation with families and other actors, a safe environment for the schoolchild to grow
- is able to guide, implement and evaluate a school-age child's medication in cooperation with his / her family

Assessment criteria, excellent (5) (course unit)

The Student
- is able to look at the situation of the schoolchild and the family holistically and shows the ability to support the schoolchild and the family individually
- masters individual guidance of the schoolchild in health-promoting choices
- can guide parents in promoting the well-being of the schoolchild
- is able to guide the schoolchild and the family in special needs and demonstrates skills in monitoring special needs and follow-up care
- is able to maintain a safe growth environment for the schoolchild in cooperation with families and other actors
- is able to guide, implement and evaluate individually a school-age child's medication in cooperation with his / her family

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 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 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)

- 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

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 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)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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)

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 2-7 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
- 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

0-5

Objectives (course unit)

The student
- is able to independently carry out health examinations and screening studies evaluating the health and growth of school-aged children and adolescents, sending them if necessary to follow-up care
- recognises the needs of health support and is able to apply client-oriented health-promoting working methods in the school environment
- is able to meet children and adolescents from different cultures and life situations and their families and advance his/her skills in health-enhancing discussions
- is able to respond to the changing needs and situations of school-age children and their families
- understands the role of the public health nurse in the school or study societies and in multi-professional networks as a health promotion specialist
- is able to apply his/her knowledge and skills in the care of long-term illnesses in school children and in the prevention and care of school accidents

Content (course unit)

Participation in supervised clinical training 4 weeks

Prerequisites (course unit)

Participation in the courses for school-age child and family and student public health nursing. Supervised practical training in the public health nursing of families expecting a child, and family nursing to be completed

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to meet the school age child and his family in a realistic, respectful and professional way
- is able to independently carry out health examinations and screening studies which evaluate the health, growth and development of school aged children
- is able to interpret the results of health examinations and screening studies, and is able to find possible abnormalities in the growth and development of schoolchildren
- is able to respond to the changing needs and situations of a school age child
- is able under supervision to send a school-aged child for further care, if necessary
- is able to guide a school-aged child and his/her family in a healthy lifestyle
- is able to apply health promoting working methods in a client-centred way in school environments
- understands the role of the public health nurse as a health promotion specialist in schools or study societies and in multi-professional networks
- is able to apply his/her knowledge and skills in taking care of long-term illnesses of schoolchildren and in preventing and taking care of school accidents
- 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
- is not able to meet the school age child and his family in a realistic, respectful and professional way
- is not able to independently carry out health examinations and screening studies which evaluate the health, growth and development of school aged children
- is not able to interpret the results of health examinations and screening studies and does not notice significant deviations in the growth and development of the school child
- is able under supervision to send a school-age child for further care, if necessary
-does not recognize the needs of support of a school-age child and his/her family for health
-does not participate in the guidance of the school-age child and his/her family
-does not apply health-promoting working methods in the school environment
- 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
-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

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 conduct health checks under supervision, provide information and guidance related to the health and safety at work, and employee health
- is able to act in open health clinics performing care related and preventive tasks
- is able to work in open-minded medical and preventive tasks
- follows the rules of confidentially and data security guidelines and works in a confidential manner with the employees and partners
- is able to work independently and equally at work, relying on customer and business autonomy
- works responsibly, recognising the limits of his/her expertise
- follows the agreed rules of supervised practical training in his/her own actions
- reflects and evaluates his/her own activities realistically, and is able to give and receive feedback

Content (course unit)

Supervised clinical training 6 credits

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to independently receive a client and carry out health checks
- is able to evaluate the employee's ability to work and independently carry out health checks and is able to implement coaching for lifestyle guidance
- is able to use the methods of health promotion flexibly and individually
- uses resource-based methods for client guidance
- is able to act ethically in relation to clients and work communities
- is able to work aseptically

Fail
The student
- is unable to independently carry out a reception and health checks
- is unable to assess the client's ability to work
- is unable to use health promotion work methods
- works unethically with clients and the work community
- is not able to act aseptically
- is not able to cooperate in a multidisciplinary way

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- is able to evaluate the lifestyle illnesses of adults and elderly people and to support self-care for long-term illnesses
- is able to apply evidence-based knowledge in the planning, implementation and evaluation of client-focused health promotion at the individual, group and community levels
- is able to carry out nurse-doctor pair collaboration as well as team and networking methods in the work of a public health nurse
- adopts the principles of welfare entrepreneurship in his/her actions
- is able to work in a multi-professional teamwork

Content (course unit)

- optional guided practice for three weeks, alternatively at the following locations:
- adult counseling, care reception / guidance to self-care
- counseling / home care for the elderly
- organisation activities
- entrepreneurship, private health care
- public health nursing for students

Assessment criteria, pass/fail (course unit)

Pass
The student
- interacts with the clients, families, and members of the work community with respect and is able to relate professionally with them
- is able to evaluate the health of adults and elderly people and is able to support the client's self-care
- is able to carry out lifestyle guidance independently
- uses resource-based methods in individual or group guidance
- understands the importance of multi-professional collaboration and his/her role in out-of-hospital health care

Fail
The student
- does not have an understanding of professional encounters: meets the clients, family members or members of the work community inappropriately and disrespectfully and is unable to interact with them
- is not able to assess the health of adults or support the client's self-care
- has obvious shortcomings in basic knowledge; finding and utilising information is incomplete, and the student has misunderstandings in the theoretical knowledge even after the guiding discussions
- does not know the client's care path
- does not show an interest in the client’s guidance but withdraws from guidance situations
- violates confidentiality or client data security
- does not recognize the limits of his/her expertise, endangering patient 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

0-5

Objectives (course unit)

The Student
- is able to perform health examinations and screening examinations to assess the growth and development of the health of schoolchildren and young people independently and, if necessary, send for further treatment
- identify the needs of supporting the health of schoolchildren and families and is able to apply customer-oriented health-promoting working methods in the school environment
- is able to meet children and young people from different life situations and cultures and their families and deepen their skills in a health-promoting health debate
- understand the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- is able to apply their knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- is able to vaccinate and give information to infectious diseases and vaccinations to schoolchildren and parents

Content (course unit)

- Superviced clinical training, public health nursing of the schoolchild

Prerequisites (course unit)

Participated in the course Public Health Nurse Work for Schoolchildren

Assessment criteria, pass/fail (course unit)

The Student
- is able to face the schoolchildren and his / her family matter-of-factly, respectfully and professionally
- is able to independently carry out health examinations and screening tests assessing the health, growth and development of school-age children
- is able to interpret the results of health examinations and screening tests, detects possible deviations in the growth and development of a schoolchild
- is able to plan the need for further care of a schoolchild under supervision
- is able to identify the health support needs of the schoolchild and his / her family
- is able to apply customer-oriented health-promoting working methods in the school environment
- understand the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- is able to apply his/her knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- is able to act responsibly, recognizing the limits of their competence
- student complies with confidentiality and data protection guidelines
- follow the rules of the guided practice game agreed in their own activities
- student views and evaluates his/her own activities realistically
- can give and receive feedback

Pass
The Student/s
- appropriate, respectful, and professional encounter between the schoolchild and his or her family is deficient
- is not able to independently carry out health examinations and screening tests assessing the health, growth and development of the schoolchild or needs strong support from the instructor to perform
- can not interpret the results of health examinations and screening tests and does not detect key deviations in the growth and development of the schoolchild
- does not know how to plan the need for further education of a schoolchild under supervision
- does not recognize the health support needs of the schoolboy and his or her family
- can not apply customer-oriented work methods that promote health in the school environment
- does not recognize the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- does not know how to apply his / her knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- violates confidentiality or customer privacy
- does not recognize the limits of his/her competence, endangering customer safety
- does not follow the instructions of the supervised training
- evaluates his/her own skills unrealistically
- can not receive feedback

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to work according to the general principles of project work
- is able to participate as a member of the group in development and innovation processes
- knows the principles of cost-awareness in their own area of work and works economically
- is able to plan, implement and evaluate the project actions in cooperation with working life
- understands and follows the idea of internal entrepreneurship

Content (course unit)

- long-term group guidance 2 credits and other project work 1 credits
- working in the ‘Fiilis-centre’ or in his/her individual field
- reporting actions and working hours

Prerequisites (course unit)

Particpation in the course on Supervised Clinical Training: Working in a Project 1

Assessment criteria, pass/fail (course unit)

Pass
The student
- operates in accordance with the general principles of the project, development and innovation
- acts cost-effectively and economically in accordance with the principles of sustainable development
- is able to plan, implement and evaluate the project in cooperation with working life
- understands and follows the idea of internal entrepreneurship

Fail
The student
- does not know the general principles of the project, development and innovation
- does not operate economically in a cost-aware way and in accordance with the principles of sustainable development
- is unable to plan, implement and evaluate the project in cooperation with working life
- does not understand and does not follow the idea of internal entrepreneurship

Assessment scale

Pass/Fail

Assessment scale

0-5

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

Pass/Fail

Objectives (course unit)

The student
- is able to act in emergency situations
- is able to perform evidence-based practice in public health nursing for people of different ages and their families
- is able to apply appropriate public health nursing methods
- is able to act as a coordinator in various multidisciplinary teams

Content (course unit)

- patient safety and quality of care
- working in special situations and making decisions
- taking care of an emergency patient
- meeting a challenging client
- applying different methods of public health nursing while working with a client
- coordination of multi-professional teams

Prerequisites (course unit)

Participation in the courses of supervised clinical training, simulation 1 and middle phase studies

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to plan and implement nursing care safely, independently and as a team member
- works professionally and ethically

Fail
The student
- puts patient safety at risk

Assessment scale

Pass/Fail

Objectives (course unit)

The student
-is able to write the bachelor's thesis
-is able to present and defend the thesis professionally and theoretically
-is able to act as an opponent in a professional manner
-is able to justify his/her bachelor’s thesis in the maturity test
-is able to express him/herself formally in Finnish, Swedish or English, according to the requirements of the bachelor's thesis

Content (course unit)

-writing of the bachelor's thesis
-scientific writing
-written communication
-presenting and defending of the bachelor's thesis
-maturity test

Prerequisites (course unit)

The student has participated in the courses on Orientation to the Bachelor's Thesis and Implementation of the Bachelor's Thesis Process.

Assessment criteria, pass/fail (course unit)

Pass
The student
- presents his/her own bachelor’s thesis in a seminar
- acts as an opponent to another student’s thesis
- actively participates in his/her own group’s bachelor’s thesis seminars
- passes the maturity test
- makes a poster presentation about his/her thesis
- returns the completed thesis through the Urkund-system to the supervising teacher

Fail
The student
- does not present his/her own bachelor’s thesis in a seminar or does not act as an opponent to another student’s thesis
- does not participate in his/her own group’s bachelor’s thesis seminar
- does not pass the maturity test
- does not deliver a poster about his/her thesis
- does not return a completed thesis through the Urkund-system to the supervising teacher

The bachelor’s thesis is assessed numerically as a whole according to the assessment criteria of TAMK's thesis.

Assessment scale

0-5

Objectives (course unit)

The student
-is able to use theoretical knowledge critically;
-is able to apply relevant research methods to the bachelor's thesis.

Content (course unit)

- implementation of the bachelor’s thesis process under supervision
- specified method studies (qualitative, quantitative, literature review and functional studies)

Prerequisites (course unit)

The student has completed the course Nursing Science Past and Today and participated in the course on Orientation to the Bachelor's Thesis.

Assessment criteria, pass/fail (course unit)

Pass
The student
- masters the use of theoretical knowledge in his/her thesis
- masters the appropriate research approach in his/her thesis

Fail
The student
- does not master the use of theoretical knowledge in his/her thesis
- does not master the appropriate research approach in his/her thesis

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

- psychosocial development of juveniles and young adults
- student public health nursing
- periodic health examinations for students
- student health counselling (individual and group level)
- students' most common health problems (youth medicine)
- early detection of mental disorders, care and follow-up guidance
- early detection, treatment and follow-up treatment of substance abuse problems
- promoting students’ sexual health
- student health care as part of public health nursing
- working methods: mini-intervention, anticipation dialogues (multidisciplinary work)

Prerequisites (course unit)

Completed clinical studies in both nursing and anatomy and physiology (135 credits).

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

The student
- manages the key contents of the student's periodic health examinations
- has the right knowledge but facts are unattached at a level of recognition, and the reasons are inadequate
- observes the examination of the student's health only from a limited point of view
- perceives inadequately the specific needs of an individual student

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

The student
- is able to use evidence-based knowledge and is able to explain issues from many different perspectives
- is able to use the client’s perspective in a versatile way
- is able to identify the most important special needs of a student
- understands the role of the student health service as part of public health nursing
- understands the importance of viewing student well-being from the perspective of the well-being of the student community

Assessment criteria, excellent (5) (course unit)

The student
- is able to reflect the student's situation holistically based on the evidence-based knowledge and demonstrates the ability to support the student individual and extensively
- is able to identify specific needs and to demonstrate extensive ability for follow-up and continuity of care
- knows extensively the management of working methods
- is able to utilise the multiprofessional approach
- is able to comprehensively reflect students' well-being from the perspective of the study community’s well-being

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 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)

The student
- is able to use the various models and methods of public health nursing, taking into account the needs of clients
- is able to monitor and evaluate the growth and development of a healthy child and to vaccinate children safely

Content (course unit)

- exercises in working methods
- risk assessment of occupational health

Prerequisites (course unit)

Participation in courses on Health Promotion for the Adult Population, Occupational Health Nursing, Public Health Nursing: Schoolchildren and Family, Public Health Nursing: Student Health

Assessment criteria, pass/fail (course unit)

Pass
The student
- is able to plan and carry out safely the monitoring of a client’s care
- acts professionally and ethically

Fail
The student puts a client’s safety at risk

Assessment scale

Pass/Fail

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)

Student
- Understand the importance of promoting sexual and reproductive health in piblic health nursing
- Is able to use and apply a variety guidance method of sexual and reproductive health
- Is able to apply the multidisciplinary knowledge for sexual health promotion
- Is able to promote reproductive health and guide reproductive health choices

Content (course unit)

- Identifying own attitudes and boundaries in sexual and reproductive health
- Bring up sexuality and reproductive health
- Sexuality and its diversity
- Reproductive health
- Sex education

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, pass/fail (course unit)

- Is able to examine sexual and reproductive health from various perspectives

- Can apply their knowledge diversely in addressing and guiding sexual and reproductive health.

Assessment scale

0-5

Objectives (course unit)

Student
- Understand the importance of promoting sexual and reproductive health in piblic health nursing
- Is able to use and apply a variety guidance method of sexual and reproductive health
- Is able to apply the multidisciplinary knowledge for sexual health promotion
- Is able to promote reproductive health and guide reproductive health choices

Content (course unit)

- Identifying own attitudes and boundaries in sexual and reproductive health
- Bring up sexuality and reproductive health
- Sexuality and its diversity
- Reproductive health
- Sex education

Prerequisites (course unit)

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

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

- Knows the main principles of the importance of sexual and reproductive health promotion in nursing
- Knows methods of addressing sexuality and guiding sexual and reproductive health
- Knows the multidisciplinary knowledge for sexual health promotion
- Knows the basic principles of promoting and guiding reproductive health

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

- Understand the importance of promoting sexual and reproductive health in public health nursing
- Is able to use methods of addressing sexuality and guidance in sexual and reproductive health
- Is able to apply the multidisciplinary knowledge base for sexual health promotion
- Is able promote reproductive health and guide reproductive health choices

Assessment criteria, excellent (5) (course unit)

- Understand the importance of promoting sexual and reproductive health in public health nursing
- Is able to flexibly use and apply a variety of sexual and reproductive health speaking and guidance methods
- Is able to apply the multidisciplinary knowledge base for sexual health promotion widely
- Is able promote reproductive health and guide individual choices in reproductive health

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)

- 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

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 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)

- 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)

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)

Completed clinical studies in both nursing and anatomy and physiology (135 credits)

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 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)

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)

- 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)

Student
- Understand the importance of promoting sexual and reproductive health in piblic health nursing
- Is able to use and apply a variety guidance method of sexual and reproductive health
- Is able to apply the multidisciplinary knowledge for sexual health promotion
- Is able to promote reproductive health and guide reproductive health choices

Content (course unit)

- Identifying own attitudes and boundaries in sexual and reproductive health
- Bring up sexuality and reproductive health
- Sexuality and its diversity
- Reproductive health
- Sex education

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, pass/fail (course unit)

- Is able to examine sexual and reproductive health from various perspectives

- Can apply their knowledge diversely in addressing and guiding sexual and reproductive health.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
- 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

Assessment scale

0-5

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

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)

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

Objectives (course unit)

The Student
- is able to perform health examinations and screening examinations to assess the growth and development of the health of schoolchildren and young people independently and, if necessary, send for further treatment
- identify the needs of supporting the health of schoolchildren and families and is able to apply customer-oriented health-promoting working methods in the school environment
- is able to meet children and young people from different life situations and cultures and their families and deepen their skills in a health-promoting health debate
- understand the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- is able to apply their knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- is able to vaccinate and give information to infectious diseases and vaccinations to schoolchildren and parents

Content (course unit)

- Superviced clinical training, public health nursing of the schoolchild

Prerequisites (course unit)

Participated in the course Public Health Nurse Work for Schoolchildren

Assessment criteria, pass/fail (course unit)

The Student
- is able to face the schoolchildren and his / her family matter-of-factly, respectfully and professionally
- is able to independently carry out health examinations and screening tests assessing the health, growth and development of school-age children
- is able to interpret the results of health examinations and screening tests, detects possible deviations in the growth and development of a schoolchild
- is able to plan the need for further care of a schoolchild under supervision
- is able to identify the health support needs of the schoolchild and his / her family
- is able to apply customer-oriented health-promoting working methods in the school environment
- understand the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- is able to apply his/her knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- is able to act responsibly, recognizing the limits of their competence
- student complies with confidentiality and data protection guidelines
- follow the rules of the guided practice game agreed in their own activities
- student views and evaluates his/her own activities realistically
- can give and receive feedback

Pass
The Student/s
- appropriate, respectful, and professional encounter between the schoolchild and his or her family is deficient
- is not able to independently carry out health examinations and screening tests assessing the health, growth and development of the schoolchild or needs strong support from the instructor to perform
- can not interpret the results of health examinations and screening tests and does not detect key deviations in the growth and development of the schoolchild
- does not know how to plan the need for further education of a schoolchild under supervision
- does not recognize the health support needs of the schoolboy and his or her family
- can not apply customer-oriented work methods that promote health in the school environment
- does not recognize the role of the nurse as an expert in health promotion in the school or study community and in multidisciplinary networks
- does not know how to apply his / her knowledge and skills in the treatment of long-term illnesses of schoolchildren and in situations arising from the different needs of schoolchildren
- violates confidentiality or customer privacy
- does not recognize the limits of his/her competence, endangering customer safety
- does not follow the instructions of the supervised training
- evaluates his/her own skills unrealistically
- can not receive feedback

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