Omvårdnad med VFU somatisk vård, akutsjukvård samt hemsjukvård

Course Code: OM161E

Institution:

Care Science

Revision:

1

For students admitted spring 2016   fall 2015   spring 2015   fall 2014   spring 2014  

Approval

The course was established 22 November 2006.
This course syllabus (version 1) was approved 13 December 2011 by the Faculty Board of Health and Society.
The syllabus is valid from 20 January 2014.

Education level

First cycle

Course description

Upon completion of this course, students will become autonomous practitioners who can safely and competently manage patients with complex illnesses. In addition these students will be capable of providing health information related to prevention, curative, stabilisation or palliative care and manage the team around them successfully to promote nursing care to patients in line with regional/national guidelines.

Advancement in relation to the degree requirements

The course is designed to advance students to an understanding of nursing science to a level of 61-90 credits within the bachelor degree nursing science programme.

Entry requirements

Swedish students
Available only to Swedish students engaged in the basic bachelor of nursing degree programme. The entry criteria include:
- successful completion/approval of previous nursing semesters in the nursing programme.

International students
The entry criteria for international exchange nursing students include:
- completion of the first two years of a basic nursing degree
- that applicants must be formally approved by their sponsor university and Malmö

Learning outcomes

The course is divided into three modules:
1. Medical / Surgical care (adults and older people) - 15 ECTS
Upon completion of this module students should be able to:
- independently apply all aspects of the nursing process in conjunction with patient’s individual needs relating to prevention, curative, stabilisation or palliative care delivery in line with current regional/national guidelines,
- develop a nursing journal using the nursing process and demonstrate knowledge of patho-physiology, pharmacology, critical thinking and reflection,
- safely calculate, prepare and administer pharmaceutical medications to patients in accordance with current regional and national guidelines,
- prepare and execute prescribed medical treatments, hygiene and aseptic techniques in accordance with current local and national guidelines,
- demonstrate knowledge and awareness of Swedish national laws (Swedish students only)
- reflect upon, develop and critically evaluate personal ethical decision making abilities in line with current local and national guidelines,
- reflect upon, develop, demonstrate and critically evaluate personal nurse related leadership abilities in line with current local and national guidelines, and
- demonstrate autonomous, interprofessional and collaborative skills in the Clinical Training Ward (KUA) in line with local guidelines (Swedish students only).

2. Acute Care, 8 ECTS
Upon completion of this module students should be able to:
- carry out general and specific nursing care and treatments in acute situations in line with specific assessment criteria (replaces disaster medicine info),
- explain the importance of maintaining the patient’s airway, accuracy of vital sign management and to prioritise patient care swiftly in line with current local/national guidelines,
- demonstrate methodical ‘patient hand-over’ techniques in line with current local/national guidelines, and
- develop, present and critically analyse methods of auditing patient safety in line with local/national guidelines.

3 Home Care, 7 ECTS
Upon completion of this module students should be able to:
- carry out general and specific nursing care and treatments in patients' homes and reflect on their approach to obtain a professional patient relationship in these specific circumstances, and
- develop and demonstrate the ability to apply a phenomenological approach in communicative situations with a specific focus on palliative care.

Assessments

The course content is graded as follows:-

ECTS Grading system for written assignments:
Grades that are used are pass with distinction (A, B), pass (C, D, E) and fail (FX, F) as specified below:
A = Excellent – outstanding performance with only minor errors
B = Very good – above average standard but with some errors
C = Good – generally sound work with a number of notable errors
D = Satisfactory – fair but with significant shortcomings
E = Sufficient – performance meets the minimum criteria
FX = Fail – some more work is required before credit can be awarded
F = Fail – considerable further work is required

Malmö School of Nursing Grading system for examinations and assessments
Fail (U), Pass (G) or Pass with Distinction (VG).

Students will be expected to draw extensively upon their work practice and use independent study and feedback from peers and colleagues to successfully complete course assessments. Much of the work based learning in these modules is incorporated into the variety of assessment activities including formal assessment by qualified educators (unless specifically indicated otherwise) through direct observation during practice placements, submission of individually written assignments, examinations, role play based seminars, group audits, development of learning journals and engagement in clinical supervision. Marking rubrics are available to students which clearly indicate the marking criteria of written assignments. Exemption from assessment is considered on an individual student basis.

Students who fail examinations have two further opportunities to re-sit. Furthermore, students have the opportunity to retake these examinations during the course to avoid subsequent interruption to follow-on courses. Examinations and retakes are scheduled throughout the course timetable.

Students who have failed their clinical training are offered new training opportunities in a clinical placement, with clinical teacher / trainers and mentors (dependent upon the availability of clinical teachers). For those who have failed their nursing supervision a new group and/or tutor are offered where places are available.

Both parts of the Swedish national clinical final examination are considered as a continuous examination. The result from the written part (part 1) is valid for two semesters, thus the practical examination must be completed and given a passing grade within two consecutive semesters, failure to do so will result in reassessment of both parts (the written and practical examination).

National clinical final examination (Swedish Student’s only)
Upon completion of this course students will be capable of integrating their theoretical education to practical elements of nursing in accordance with current national professional guidelines in a competent manner.

Course content

The course is divided into three sub-divisions including:

1. Medical/surgical placement,, 15 credits
This course will help draw together a holistic concept of nursing using the students previously acquired experienced based learning, their understanding of associated research and opportunities to practice nursing at the side of a clinical mentor. Ethical and leadership competencies are developed through reflection, discussion and use of evidence based models to enhance practice. Students also strengthen their understanding of The Nursing Process, a theoretical model used to identify need and manage unique patient care outcomes ranging from simple health care problems to complex diseases and those in the final stages of life. Nursing journals will be developed by students, which conform to nursing regulations and relevant laws. Safety will also be instilled when conducting treatments, invasive procedures and dispensing prescribed medications in line with relevant regulations. Students’ comprehension of seamless care delivery will be enhanced through inter-professional co-operation and co-ordination during a specialist team building clinical placement (Swedish students only).

2. Acute Care placement, 8 credits
A theoretical introduction into nursing care delivery in an acute setting will take place with specific focus on anaesthesia, operating theatres, ambulance, intensive and emergency care. Care delivery in these areas is relatively short and often intense so students’ ability to foresee need, predict risk and maintain patient safety is nurtured. To accentuate patient safety further, the importance of clear, concise and well communicated ‘hand over’ of patient information is strengthened through the use of a patient centered communication model. Risk analysis of relevant patient safety issues will also be audited using evidence based models to instill vigilance in this area. Patient observational skills, accuracy of vital sign management and prioritising patient care are explored. The range of different anesthetic models, their impact on patient health and the specialist after care that is required will be clearly illustrated. Associated environmental problems as well as physical and psychosocial considerations will be highlighted and explored from different perspectives. Critical analysis and reflection of the importance of asepsis and hygiene methods will be exemplified. Together with a clinical mentor students carry out general and specific nursing care, administer prescribed medications and treatments for patients in these specialist environments.

3. Community Care placement, 7 credits
A theoretical introduction and subsequent practical development of phenomenological empathic communication will take place as these skills can be utilised in any nursing situations but are especially valuable in community nursing where professional contact is intermittent. Insight into the roles of health care providers, social service providers, relatives and informal carers will also be provided in order to understand how patient care is safely delivered in the home. Under supervision from clinical mentors, students will carry out the delivery of general and specific nursing care and treatments in patients' homes. Students will be encouraged to identify the patient’s needs and care priorities in the home environment and use this information to assess, diagnose, plan, co-ordinate, implement and evaluate care. In conjunction with their clinical mentor, the student will be expected to delegate appropriate work to other service providers to assure the continued health and safety of patients at home. The development of clinical supervision skills will continue throughout this course (Swedish students only).

Learning activities

Education assumed from students earlier education within nursing. All education is based on course members actively seeking research, continuous reading and critical scrutiny of compulsory course material and associated research articles. Learning activities include clinical education, seminars, lectures, private study, practical educational events in home care provision and clinical supervision. Reflection is included as a method used to evolve empathetic and ethical analysis skills. Inter-professional interaction is developed on a specialist teambuilding ward.

Grading system

Fail (U), Pass (G) or Pass with Distinction (VG).

Reading list and other media

1. Medical/surgical placement,

Beauchamp T., Childress J (2009). Principles of Biomedical Ethics. (6th Edition) Oxford: Oxford University Press. Autonomy, Non-maleficence, Beneficence and Justice Chapter’s p 99 - 287.



Ehnfors M, Ehrenberg A, Thorell-Ekstrand I (2007). VIPS boken. Om en forskningsbaserad modell för dokumnetation och omvårdnad i patientjournalen. Forskning och utveckling, Sweden: Vårdförbundet, FoU 48. Chapters 5 – 10 inclusive (p 71 - 248).



FASS. Pharmaceuticals in Sweden. Stockholm: Läkemedelsinformation (latest edition). www.fass.se.



Gatford J, Anderson R (2011). Nursing Calculations, (8th Edition), Churchill Livingstone, Edinburgh, Philadelphia, New York, London, Sydney, Toronto, p 45 - 131.



Gould B (2011). Pathophysiology for the Health Professions. (Fourth Edition), Toronto, Canada Saunders Elsevier. p 2 – 669.



Marquis Bessie, Huston Carol (2012 ). Leadership Roles and Management Functions in Nursing. Theory and Application. Seventh Edition. Lippincott Williams and Wilkins. Chapters 1: p 1-26, 9: p 181-195,14: p 303-320, 18: p 401-415 and 20: p 447-461



Smeltzer Suzanne, Bare Brenda, Hinkle Janice, Cheever Kerry (2010 ). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins. p 29 – 40: Nursing Process Overview.



Young Johnson J (2008). Handbook for Brunner and Suddarth’s Textbook of Medical Surgical Nursing. (11th Edition), Lippincott. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. p 1- 895.

2. Acute Care placement

Kristoffersen N, Nortvedt F, Skaug E-A. Grundläggande Omvårdnad. Del 4 (2006). Kapitel 25 p163. Stockholm. Liber AB.



Larsson Kihlgren A, Nilsson M, Skovdahl K, Palmblad B, Wimo A (2004). Older patients awaiting emergency department treatment. Scandinavian Journal of Caring Science 18, p 169 – 176.



Smeltzer Suzanne, Bare Brenda, Hinkle Janice, Cheever Kerry (2010). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins.



Chapter 18 – Preoperative Nursing Management p 422 - 441.

Chapter 19 – Intraoperative Nursing Management p 442 - 460.

Chapter 20 - Postoperative Nursing Management p 461 - 483.

Chapter 70; Emergency Nursing p 2153 - 2190.

Chapter 72 - Terrorism, Mass Casualty and Disaster Nursing p 2191 - 2209.

3. Community Care placement

Corrigan Wandel Jane, Pike Adele (1990). On the Nature and Place of Empathy in Clinical Nursing Practice. Jorunal of Professional Nursing Vol 6 No. 4 (July-August) p 235-241.



Englander Magnus, Robinson Petra (2009). En fenomenologiskt grundad vårdpedogogisk metod för utbildning i empatiskt bemötande. Vård I Norden 4/2009 Publ. No: 94 Vol: 29 No: 4 p 38 – 40.



Ferrell Betty, Coyle Nessa (2010). Textbook of Palliative Care Nursing. Third Edition.

Oxford University Press. Part 1 Communication in Palliative Care p 107 – 133. Part VI Home Care p 891 - 904. Oxford, New York, Auckland, Cape Town, Kuala Lumpur, Hong Kong, Karachi, Madrid, Melbourne, Mexico City, New Delhi, Shanghi, Taipei, Toronto.



Kirschenbaum Howard, Henderson Valerie Land (1989). The Carl Rogers Reader.

Selections from the Lifetime Work of America’s Preeminent Psychologist author of ‘On Becoming a Person and A Way of Being'. Houghton Mifflin Company, Boston, New York. Chapters 15 and 16. p 111 – 235.



Taylor Carol, Lillis Carol, LeMone Priscilla, lynn Pamela (2008). Fundamentals of Nursing. The Art and Science of Nursing Care. Sixth Edition. Chapter 22 p 503 – 530 Lippincott, Williams and Wilkins. Philadelphia, Baltimore, New York, London.



Please note: Additional reference material may be added during the course (maximum 100 pages).

Course evaluation

The teacher/examiner in charge of the course is responsible for completing at least two course evaluations. The first will be conducted mid term with feedback to students as soon as possible. The second evaluation will be collated upon completion of the course. Both will be published on the school website along with the actions to be taken to improve future courses resulting from this feedback. Completion of these evaluations is compulsory.

In addition, individual seminar evaluations must be completed, in writing, prior to departure from each educational event. All course evaluations will be summarised and presented on ‘It’s Learning’ as the course progresses. All evaluation summaries will be collated at the end of the course and a series of relevant timely actions generated. Outcomes from these documents will be made available on the follow-on course web page.