THE NURSING PROGRAMME 180 ECTS university credits

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1 THE NURSING PROGRAMME 180 ECTS university credits The Faculty of Health Sciences Programme syllabus Approved by the Faculty Board for Health Sciences Ref. LiU 2008/ Revised

2 Programme syllabus for The Nursing Programme 180 ECTS university credits Scope and level Scope: The nursing programme comprises 180 ECTS university credits and fulfilled course requirements results in a Degree of Bachelor of Science in Nursing. The National Board of Health and Welfare issues certification. Level: Undergraduate (basic) level. Objectives In the Higher Education Act 8 (SFS 1992:1434 with amendments) the following objectives must be achieved for education at undergraduate level: Basic university education should develop the students' - ability to think critically and make independent judgements, - ability to independently identify, formulate, and solve problems, and - preparedness to meet changes in professional life. Beyond theoretical and practical knowledge within the relevant field, the student shall develop the ability to: - seek and evaluate information at a scientific level, - follow the development of knowledge, and - exchange information with others including those with backgrounds in the given field. Law (SFS 2006:173). National objectives for the Nursing Programme According to the ordinance regarding change to the Higher education ordinance (SFS 2006:1053): Scope The nursing degree is achieved when the student has fulfilled the course requirements of 180 ECTS university credits. Goals To be granted a Bachelor of Science degree in Nursing, the student must exhibit the knowledge and skills required to become a registered nurse. Knowledge and understanding To be granted a Nursing Degree, the student must - exhibit knowledge of the field's scientific foundations and a familiarity with current research and development work as well as knowledge of the relationship between science and proven experience and the significance of this relationship for the exercise of the profession, - exhibit knowledge of planning, management and coordination of care and health work, - exhibit knowledge of the conditions in society which affect the health of children, women and men, and - exhibit knowledge of relevant statutes. 2

3 Skills and abilities To be granted a Nursing Degree, the student must - exhibit the ability to independently and in cooperation with the patient and next of kin identify care needs, establish a care plan and provide care and treatment, - exhibit the ability to deal with pharmaceutical preparations in an adequate manner and be able to inform patients about the effects and side-effects of the pharmaceutical preparations, - exhibit the ability to identify needs for and carry out health-promoting and preventive work, - exhibit the ability to initiate systematic improvements and quality assurance, - exhibit the ability to apply knowledge in order to deal with different situations, phenomena and problems based on the needs of an individual or a group, - exhibit the ability to inform and teach different groups as well as to carry out supervisory tasks, - exhibit the ability to verbally and in writing account for and discuss measures and treatment results with parties concerned as well as to document these in accordance with the relevant statutes, - exhibit the ability of teamwork and cooperation with other professional groups, and - exhibit the ability to scrutinise, evaluate and use relevant information critically and to discuss new facts, phenomena and problems with different target audiences and thereby contribute to the development of the profession and the operation. Evaluation skills and attitude To be granted a Nursing Degree, the student must - exhibit self-awareness and ability to empathise, - exhibit a holistic view of the patient based on a scientific, societal and ethical perspective while paying special attention to human rights, - exhibit an ethical and professional approach established towards patients and their next of kin, and - exhibit an ability to identify own need for additional knowledge and to continuously develop own competence. Independent degree project (thesis work) To be granted a nursing degree the student shall, within the framework of the course requirements, have fulfilled an independent degree project (thesis work) of at least 15 university credits. Local objectives In addition to this, the following local objectives for the education programmes at the Faculty of Health Sciences: The student shall after completion of the education - have gained inter-professional competence in order to promote, among other things, his/her employability, - with problem-based learning as a pedagogical tool, be able to define problems, search and evaluate knowledge in order to solve issues that arise in the future execution of his/her profession, - have gained a gender awareness that is manifested in the future execution of his/her profession, 3

4 - exhibit knowledge of evidence-based care and improvement work in order to be able to initiate and work with the development of health care, and - have gained knowledge and an understanding of other countries and cultures from a health perspective in order to promote quality and international mobility. The nursing programme at the Faculty of Health Sciences emphasises: - a health-promoting perspective as regards nursing work - teamwork - competence in order to be able to operate within society's various care institutions - health and medical informatics. The Faculty of Health Sciences' basic pedagogical philosophy Problem-based learning (PBL) is the pedagogical philosophy and method used with the nursing programme at the Faculty of Health Sciences. In PBL, the student focuses on participation in the learning process. The student him/herself is responsible for evaluating what he/she needs to learn, this is achieved both through theoretical and practical education by analysing and handling situations which are related to the nursing profession. The student searches for knowledge, sifts, applies and assesses this knowledge. The student also evaluates his/her own learning. The teaching is designed to stimulate and support the student's development of professional competence and independence in learning. Situations linked to the profession are used as a basis for dealing with problems and to create motivation and a sense of purpose to the studies. The students work together in small groups, partly to practice cooperation and partly to contribute to each other's learning. The teacher applies PBL, partly as a facilitator by challenging and following the student's learning and providing feedback, and partly by contributing knowledge in a way that stimulates and complements the student's learning. The nursing profession The nurse's work shall be based on science and proven experience and the work shall be carried out in accordance with prevailing statutes. The primary field of competence for a nurse is the theory and practice of nursing, leadership, development, training and research (the National Board of Health and Welfare 2005). According to legislation and statutes (HSL 1982:763), all care of good quality shall be based on science and proven experience which presupposes continuous development work along with research, personal and professional development and leadership. The nursing profession also means acting in accordance with the profession's ethical code which is based on regulations and operational objectives and also to adopt a critical mind and be open to changes. Main subject area Within the science of nursing, the individual's pre-requisites for health are studied, the reactions to and perception of sickness and to ill-health and the effects of nursing and treatment. In addition, the resources an individual possesses in order to maintain or recover health or to learn to live with a changed life or health situation is studied. This also includes prevention, the treatment of symptoms, nursing and rehabilitative measures. Focus is also made on the interaction between the carer, the receiver of care and the immediate family in different situations and environments throughout the whole chain of care. Throughout the entire education, the theories of care are studied along with central concepts and ethical principles as a basis for meeting, deciding on and actions which affect the receiver of care and his/her immediate family. 4

5 Content and structure of the programme Scope The nursing programme consists of six terms of full-time studies, making up a total of 180 ECTS university credits. The science of nursing is the primary field of discipline of the education and consists of a minimum of 90 ECTS university credits. Other disciplines include medical science (approx. 55 ECTS university credits) and behavioural science (approx. 35 ECTS university credits). An optional course comprising 7.5 ECTS university credits in one of the subject areas is included in the programme, which explains why the scope of the disciplines can vary somewhat. Practical workplace training (Clinical Training) Practical studies are included in most courses, some of them located at workplaces (clinical training) and some include proficiency training at clinical laboratories for testing an individual s proficiency. The purpose of clinical training is to integrate theory, method and application as well as to carry out and supervise nursing work based on scientific grounds and proven experience. Clinical training takes place within both outpatient medical services and institutionalised care and may be held within Östergötland or the surrounding region. Overall aspects of the course A number of elements of the course which are of particular significance for a nurse's competence recur and are dealt with in more depth throughout the entire programme. Some of these elements are: nursing care theory concepts process, communication and dealing with patients and their immediate family members etc., knowledge of improvement, ethics, scientific approach, responsibility for and the handling of pharmaceuticals. The programme includes the following courses: Course 1: Health-promoting nursing and human development, 30 ECTS university credits Central for the course: the nurse s profession, the nursing process, communication and lifestyle. During the course, the body's normal structure and function is studied. Health, Ethics and Learning I (HEL1) is studied integrated with students from other educations at the Faculty of Health Sciences. Course 2: The young person, 30 ECTS university credits Central for the course: the young individual's physiology, psychological and social development, needs, health, living conditions, stress, self-care and endemic diseases. Course 3: Nursing in the event of ill-health the adult individual I, 30 ECTS university credits Central for the course: the needs of the adult individual as regards nursing and prevention in the event of ill-health, sickness and injury which impacts upon circulation, respiration, elimination and ability to self-care. Course 4: Nursing in the event of ill-health the adult individual II, 30 ECTS university credits Central for the course: the adult individual's need for nursing, prevention and learning selfcare in the event of ill-health, injury and sickness which impacts on nutrition, metabolism and reproduction. 5

6 Health, Ethics and Learning II (HEL1I) is studied integrated with students from other educations at the Faculty of Health Sciences. Course 5: The older individual - complex situations 15 ECTS university credits Central for the course: the older individual's need for prevention, nursing and rehabilitation in the event of physical and psychological changes due to old age and sickness. Health-promoting work, guidance for self-care and health-care measures for patients and next of kin is included. Course 6: The severely ill individual complex situations,15 ECTS university credits Central for the course: the care of the severely ill individual and his/her ability to deal with changed conditions. The course also includes medical planning an evidence-based care. Course 7: The nurse - leadership and organisation, 7.5 ECTS university credits Central for the course: the nurse's supervisory function, the various roles involved; leadership, leadership style, supervision, cooperation, organisation and finances.. Course 8: Degree project, 15 ECTS university credits The degree project is an independent piece of work which advances the student s theoretical and methodological knowledge wherein empiricism and theory are related to each other. A limited area of study is carried out under supervision. Optional course, 7.5 ECTS university credits (studied during a later part of the programme) The optional course within one of the areas: nursing, medicine or behavioural science in relation to the nurse's competence areas Internationalisation The nursing programme participates in several international networks. There is the possibility of carrying out the whole or part of the course at another university both within and outside of the European Union. As a result of this student exchange, there are also foreign students on the programme. This may mean that some courses/parts of courses are carried out in English. The nursing programme also aims to make visible international/multicultural aspects during the education. Academic level The academic level (bachelor's degree in public health science) is achieved when the student has fulfilled course requirements for 180 ECTS university credits, consisting of 90 credits with successive progression within the primary discipline public health science. The degree project encompasses a minimum of 15 ECTS university credits. (SFS 2006:1053) The progression within the main field of study is achieved through the content of the constituent courses being based on previous courses. Course syllabi There is a course syllabus for each individual course in the program. The course syllabus is structured as objectives in relation to areas of competence. 6

7 Constituent competences The objectives of the nursing programme are described in the education's course syllabi as competences. The overall and uniting competence is referred to as Nursing competence, see figure 1. This is a display of the professional approach as a nurse and a developed informational competence. Figure 1. Nursing competence with constituent competences. Nursing competence includes specific competences with different areas of focus, which creates a holistic competence which in turn manifests itself in a professional approach. Nursing skills demonstrated by how the nurse analyses, interprets, implements and conducts him/herself in the healthcare process and its phases. Nursing competence is the most distinguishing and unique competence the nurse has. Medical competence - exhibits how the nurse analyses, interprets and applies knowledge from aetiology, physiopathology, and medical treatment related primarily to the nursing process. Didactic competence - exhibits how learning processes, related to self-instruction, patients, immediate personnel and the learning organisation, are identified, analysed, implemented and evaluated. Inter-professional competence exhibits itself in an awareness and approach in relation to the nursing profession in terms of and in cooperation with other professions. Contextual competence exhibits itself in the awareness and approach as regards the profession and health care activities in relation to society in different ways (for example societal structure, cultures, politics, globally). Leadership competence exhibits itself in the ability to make decisions based on awareness, knowledge and by adopting a critical approach and with this as a basis, to lead, organise, document and evaluate healthcare activities within the nurse's area of responsibility. 7

8 Educational progression Progression throughout the course of the education is described as increased requirements in respect of the above-mentioned competences. The competences relate to the processing of problems which are of varying character depending on focus. The requirements are expressed through: - problem processing being related to the ability to define, analyse, shed light on, make choices, deal with, evaluate and assess problems in actual situations. The student shall demonstrate increased understanding, self-awareness and skills in being able to deal with the situations he/she meets as a nurse. - that the situations the student should be able to deal with change character and degree of complexity. - that the student in the development of a professional approach shall exhibit increased awareness of and how other competences together form the nurse's competence. Quality assurance A continuous assessment of the various elements of the education takes place on a regular basis which can lead to certain changes being made to the structure and content. Examination Assessment takes place continuously during the education and is based on the constituent compulsory parts of the course. Compulsory parts are described in the course syllabi and include participation and activity during tutorial-group meetings, laboratory work and skills training, field studies, seminars and clinical training. Examination takes place primarily at the end of each course/term. The examination is meant to provide feedback to the student and the education as regards the student's learning achievements. The results of the examination determine whether the student has acquired sufficient knowledge and skills within the area in question. Different forms of examination may take place as regards theoretical and practical knowledge both individually and in groups. An assessment of the student's performance during clinical training, related to the course's objectives, is made during discussions between the student, supervisor and contact tutor. The student's learning achievements, logbook and supervisor's comments along with the supervisor's written evaluations and the student's written self-evaluation and reflections form the basis of the discussions. Number of examination opportunities The following applies to courses with a limited amount of examination opportunities: Examination types that require considerable resources are limited to a total of five times. This means that a student who does not receive a pass grade during the ordinary examination has the possibility of taking the examination a further four times. After that, no further examination opportunities will be available. The student has the right to undertake other forms of examination an unlimited amount of times. The course syllabi state if the number of examination opportunities is limited. Re-examination dates shall be specified at the beginning of every term. The student has the right to request support after two failed examinations. 8

9 Changing examiner A student who has undergone two examinations for a course or part of a course and who has not achieved a pass grade has the right to request another examiner, unless there are special reasons for not doing so. Clinical training If the student receives a fail grade following clinical training, he/she may do this part of the course once again. The re-examination date/time is judged from case to case but may only take place when the tutor and the supervisor are available. Scope of re-examination and new assessment of clinical training For re-examination and reconsidered grading of the clinical training, the same rules apply as with the ordinary examination/first grading. Applying for examinations Prior to each course, instructions are provided as to how to apply for an examination. Otherwise, "Regulations regarding examination and examiner" shall apply, in accordance with the decision taken by Linköping University, Ref: LiU 1109/ Term attempts The student is allowed to take the same term twice. Supporting and dissuading students The students' development during their studies is followed continuously so that help can be provided to those that develop problems during the education. The student shall together with a study adviser be given the possibility to discuss measures which can contribute to the conditions required to complete the education. If there are any doubts as to a student's possibilities of completing the education and achieving a pass result, including his/her suitability to exercise the profession, the tutor and/or supervisor concerned via the person responsible for the programme shall initiate an investigation with regard to these questions. An investigation of this type should take place as soon as possible during the study period. This should be carried out by the nursing programme committee responsible for the education in consultation with the teachers and the student concerned. If this evaluation leads to dissuasion from continued studies, the student shall be given the possibility to discuss alternative educational programs with the study adviser. When the programme committee deals with the matter of dissuasion a student, the ordinary student representative is replaced by someone from the Consensus group. Advance non-approval of clinical training In the event of unskilful behaviour during clinical training, the examiner may fail a student in advance, i.e. before he or she has completed the whole course. It may also be necessary to act according to the section "Supporting and dissuading students" as described below. If the student intends to continue his/her education, an individual study plan is established in consultation with the director of studies. In this, the shortcomings are described and the organisation of the education/training is determined so that the student can achieve an adequate level of competence, for example forms and times for a new assessment including any reexamination in order to evaluate the requirements for a resumption of the regular education. 9

10 Grade A grade is awarded at the end of each course and is based on an evaluation as to whether the educational objectives of the course syllabus have been achieved. The grades Pass and Fail are awarded. Diploma and degree titles Students who have completed the programme with pass grades in all courses are awarded a degree certificate stating that the student has a Nursing degree. The bachelor's degree in Public Health Science, Bachelor of Science in Nursing, is procured on application. The National Board of Health and Welfare issues certification. On the diploma it shall state that only the grades Pass and Fail are awarded for the education. Eligibility regulations Basic eligibility: Basic eligibility regulations according to the Higher Education Ordinance chapter Special eligibility: Besides basic eligibility, special eligibility is required in accordance with the following: Knowledge equating to: (standard eligibility F.1.1) Mathematics course B or 1 st grade HSENTTe or 2 nd grade SoEkDuMu or adult education level 2. Social studies A or 2 nd grade from two/three year course of study or adult education level 2. General science B or 2 nd grade HSSoKoEp or adult education level 3 alternatively, instead of General science B. Physics A or physics 3 rd grade NT or adult education level 3 and Chemistry A or 3 rd grade N or 2 nd grade T or 1 st grade TeKe or adult education level 3 and Biology A or 2 nd grade N or 1 st grade T or adult education level 2. General science B may also be substituted by: The health-care programme which include courses Medical foundation courses A and B and Nursing A and B. The lowest grade Pass or grade 3 for the course or subject which constitutes special eligibility. Threshold rules Course content builds on previous courses. The following threshold rules apply for eligibility to proceed in the programme: Eligibility requirements for admission to: -Term 2 (course 2) - pass result for tutorial-group work and clinical training from course 1. -Term 3 (course 3) pass result from course 1, and pass result from tutorial-group work and clinical training from course 2. -Term 4 (course 4) pass result from course 2, and pass result from tutorial-group work and clinical training from course 3. -Term 5 (courses 5 and 8) pass result from course 3, and pass result from tutorial-group work and clinical training from course 4. -Term 6 (courses 6 and 7) pass result from course 4, and pass result from tutorial-group work and clinical training from course 4. 10

11 -optional course, requirements for access to the course described by the course syllabi for the course in question. The student that does not fulfil requirements can apply for dispensation with the director of studies/programme committee. The student who does not fulfil requirements can apply for dispensation with the director of studies/programme committee. Interim regulations and other instructions For the student who returns to his/her studies, in accordance with the 1996 common educational plan, for the terms 2-5, supplementation is required "Nursing of children and paediatrics", 7.5 ECTS university credits. For the student who returns to his/her studies, in accordance with the Norrköping/Nyköping s educational plan, supplementation is required "Nursing of children and paediatrics", 7.5 ECTS university credits. Students that follow the Linköping educational plan 2007 may be transferred to studies in accordance with the 2008 educational plan without supplementary studies. For further instructions on deferment, approved leave from studies, return to studies, credit transfer etc. refer to the faculty board of Faculty of Health Science's stipulated Studyadministrative regulations for the Faculty of Health Science's educations (Linköping University's set of rules and regulations RS H7:06). 11

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