General provisions

The course is part of the Specialist Nursing Programme, with focus on district nursing and constitutes 15 credits of which 7.5 credits is clinical placement and 7.5 credits is theory.

Learning outcomes

On completion of the course, the student should be able to:

1. describe disease preventive methods and strategies for national, intenational and historical public health work on different levels

2. account for political aims of public health and health determinants concerning adults and older people

3. show advanced knowledge of organisation and leadership in the area of competence of the district nurse

4. assess and analyse the living environment of adults and older people on individual, family, group and community levels, from a socio-cultural, psychological, spiritual, medical and intersectional perspective

5. assess, plan, organise, carry out and evaluate health promoting and preventive efforts as well as complex care needs and (re)habilitation needs both independently and in collaboration with other actors

6. apply person centered communiaction and motivational interviewing

7. apply laws, statutes, ethical and research-ethical principles in the area of competence of the district nurse

8. account for research and strategies for quality development in the area of competence and be responsible for the develeopment of nursing and the implementation of evidence in health care

9. reflect on how gender, age, ethnicity, socio economics etc may interact and affect nursing as well as relate to the responsibility of the district nurse regarding prevention of discrimination

10. make action assessments with a holistic perspective based on relevant scientific, social and ethical aspects with special consideration of human rights

11. respond to and communicate with caretakers and their relatives with a professional and empathetic attitude

Content

The health and living environment of adults and older people based on a medical, psychological, spiritual and socio cultural perspective as well as a gender perspective

National and international goals for public health work for adults and older people

The activities, strategies and goals of the county council and the municipality regarding adults and older people

Laws and statutes

Health promotion work and nursing for specific target groups

Various actors' role in public health work and nursing, cooperation methods

Psychiatric nursing, home healthcare, dementia nursing, palliative nursing

The situation of close relatives

Crisis theories, stress reactions and theories in nursing

Communication, teaching, patient centred pedagogy, motivational interviewing

Strategies and research methods for planning, implementation and evaluation of health promotion work and nursing

Strategies for quality development

Organisation, leadership and work environment

Ethical and research-ethical principles

Educational theories and models

Instruction

Compulsory teaching in Uppsala may occur. To offer students a wider teaching competence, some teaching on Campus Gotland will be via link or other IT-solutions from Uppsala. Apart from web lectures, traditional lectures, seminars and workshops, students will work individually, in groups and with peer review with fellow students to solve assignments. The teaching intends to develop an advanced understanding and stimulate to active knowledge acquisition, reflection and critical analysis.

Absence from compulsory parts of the course amounts to supplements.

Theoretical studies

Cohort group work

Lectures

Literature studies

Preparation of essay

Seminars

Clinical placement

Supervision by specialist nurse in collaboration with clinical lecturer/clinical senior lecturer

Proficiency training

Assessment

Theoretical studies

The aims of the course is continuously examined during the course in the form of oral and written assignments examinations, both individually and in groups. When there is examination in groups the student shall participate actively with knowledge and reflection.

Clinical placement

Examination in placement implies assessment of knowledge, skills and attitudes according to student formulated learning outcome, the AssCE form (Löfmark, A. et Thorell Ekstrand, I., 2009), study assignments and clinical examinations related to the aims of the course.

Other directives

Regulations for re-examination

Student failing examination the first time is allowed 4 re-examinations (= in total 5 examinations). After 5 failed examinations, the student can lose his or her spot in the programme. If special circumstances apply, the programme committee can admit additional examination attempts. Each occasion the student participates in an examination is regarded as an examination attempt. Submission of so called blank exam is regarded as one examination. In accordance with 6 chapter 21-22 § the Higher Education Ordinance (1993:100) the student has the right to, on request, change examiner after two failed examinations.

Student who has not passed clinical placement may redo the clinical placement once. (6 chapters section 21 the Higher Education Ordinance (1993:100)

Clinical placement interrupted in advance

A student who fail clinical placement may be required to interrupt the clinical placement prematurely if there is a noticeable risk that the student due to incompetence injure another individual or valuable property if he or she continues the clinical placement.

An individual plan shall be determined for the student and be communicated in writing. In this plan, that is determined by the programme committee, the knowledge and skill shortages of the student should be clearly stated. The plan should also state which support the student can get from the department and how and when the assessments can take place and how they should be carried out. A student is entitled to a maximum of two assessments, but no more than once a year.

The student is not allowed to participate in clinical placement again, until the programme committee has assessed and approved that the student has the required knowledge and skills.

Decisions about the individual study plan can by the programme committee be delegated to student welfare committee or an equivalent with student presentation.

Clinical placement may include evening/weekend shifts and commuting.