SBV4400 Interventions, preventative measures and innovations Course description

This course covers selected topics from biochemistry, cell biology and microbiology. Biochemistry focuses on the structural and functional aspects of biological molecules such as proteins (including enzymes), carbohydrates, lipids and nucleic acids, along with fundamental biochemical processes and energy transfer in human cells.

Cell biology deals with the structure/organisation of human cells and the sequence of events in the cell cycle. Other key topics include transport over the plasma membrane, signal transduction/communication between cells and the flow of information from DNA for protein synthesis.

Microbiology provides an introduction to the main groups of microorganisms (eubacteria, fungi) and viruses, and emphasises sub-groups that are particularly relevant to pharmacy and medicine. Other key topics are the mechanisms of action of antibiotics and the processes behind the development of antibiotic resistance, and identification and classification of microbes.

The laboratory course provides an introduction to basic techniques used in molecular biology and microbiology. Students will also perform simple diagnostic tests in this practical part of the course.

The student must have been admitted to the study programme.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The student has

• advanced knowledge of the theoretical basis for measures and methods in child welfare work
• in-depth knowledge of the relationship between one’s understanding of a problem and the development and implementation of measures, and knowledge in leading professional development and supervision
• in-depth knowledge of standardization and research-based methods
• in-depth knowledge of reasoning processes and use of simplified rules for decision-making

Skills

The student can

• analyse the theoretical basis for child welfare measures and methods and the consequences for children and families
• involve children and parents in obtaining knowledge of their situation and in considering the child’s best interests in various phases of a child welfare case
• lead and guide others to engage in professional development at the individual and service level.
• critically analyse standardised mapping tools and practices

General competence 

The student can

• apply knowledge of how to understand problems, measures and methods in innovation and development processes

• communicate adapted knowledge of measures and methods to user groups and partners
• compile advanced knowledge of methods and measures, contextual considerations, children and families’ experience, discretionary judgement and ethical considerations in documenting the choice of measures

Teaching methods vary between lectures and student-active learning methods.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student has knowledge of

• basic psychosocial human needs: the need for social contact, security and identity/inherent worth
• basic existential human needs: the need for meaning and context in life
• people's experience of their own life situation and failing health: quality of life, dignity, pain and coping
• nursing as a profession and a science: the history, tradition and nature of nursing, practising nursing on the basis of knowledge of the patients' lifeworld, values in nursing, and nursing practice on the basis of qualitative research
• ethical principles and ethical problems
• interviews and observation as research methods

Skills

The student is capable of

• identifying peoples' psychosocial and existential needs
• using knowledge of peoples' experiences when basic needs are threatened
• reflecting on the roles of patient and nurse from ethical and nursing science perspectives
• identifying ethical dilemmas/problems
• searching for, assessing and referring to information and specialist literature, including scholarly and research articles, and presenting it in a way that elucidates an issue or topic
• reading research articles based on qualitative methodology

Competence

The student

• has insight into what can lead to basic psychosocial and existential needs being threatened
• has insight into relevant ethical issues
• has insight into nursing issues relating to the patient's basic needs and resources

The following coursework must have been approved in order for a student to be permitted to take the exam:

• 100% attendance at five seminars
• Study assignment in groups. Subject note. Scope: 2,000 words (+/- 20%).

• Multiple choice assignment.

  • 60% correct on digital multiple choice assignments
  • 40 tasks with four answer options per questions

The final exam is an individual portfolio, including revised versions of Assignments 1-3 based on instructor feedback and a 4-page individual written reflection related to their chosen theme. The entire portfolio is a minimum of 16 pages in length.

Font and font size: Arial/Calibri 12pt. Line spacing: 1.5. References are not included in the total number of pages. Non-textual materials (e.g., pictures) are only permitted in the presentation portion of the exam. References should be formatted according to APA Citation Style.

Students who receive a failing grade are given one opportunity to submit an improved version of the exam for assessment.

All aids are permitted, as long as the rules for source referencing are complied with.

The examination is evaluated by both an internal and an external examiner. The external examiner grades a randomly selected sample, comprising approximately 25 percent of the exams. The grades assigned to this sample serve as a basis for the internal examiners who will assess the remaining exams.

All exam papers are assessed by two examiners. One internal and one external examiner.