Supervisonal Competence in Different Operational Enviroments of Acute Nursing (5cr)

Objectives (course unit)

Students
- can supervise patients in different digitalising operating environments of acute nursing and social and health care interfaces
- can analyse and apply different teaching and supervision methods critically and creatively based on evidence
- can work as educator or supervisor in acute nursing and be responsible for staff orientation and competence development

Content (course unit)

- adults as learners, lifelong learning, and supervision and teaching methods used in acute nursing
- digital supervision methods in acute nursing
- educator and supervisor skills

Location and time

Planning, implementation and evaluation of the training, guidance or supervising session in the health care unit or the third sector or volunteer organizations
Acute Care

Assessment methods and criteria

- Holding a training/ quidance or supervising session and writing a written report (0 to K5), separate evaluation criteria
- Participation in simulation exercise, attendance requirement

Assessment scale

0-5

Teaching methods

- expert lecture
- independent woek alone and in a group
- collaborative learning
- couple / group work
- teaching discussion
- Simulation exercise

Learning materials

Agreed separately at the beginning of study
- articles and research first-line sources

Student workload

20 hours at school
117 hours independet work

Practical training and working life cooperation

Training / guidance is planned together with a working life partner in acute care enviroments

Further information

-Participation in simulation exercise, attendance requirement

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

Students are able to consider the contents of their own expert area in nursing
- the student is able to plan and implement a training/ quidance situation in the healthcare environment
- the student is able to evaluate and priodize the need for care in their own area of responsibility
- can work as a member of a multi-professional team
- the student participates in the simulation exercise

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

- students are able to apply their expertise in changing environments to evaluate needs of the care and can prioritize needs of the care
- the student is able to comprehensively and critically evaluate his or her own activities both in personal and team work
- the student is able to plan, implement and evaluate the training/ quidance situation he / she holds and knows how to identify his or her development areas based on the feedback
- actively participates in the implementation and evaluation of the simulation exercise

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

- the student can broadly reflect his / her clinical expertise in changing healthcare environments
- be able to plan , implement and evaluate a trainin/ quidance situation relevant to the development of its field
- be able to act as a clinical expert in assessing and prioritizing care needs in its own area of responsibility and its various networks
- demonstrate deep familiarity with simulation learning