SYKKPRA21KB Nursing Patients with Acute, Critical and Chronic Diseases 1 Course description

This course teaches students about patients and next-of-kin in an acute, critical and chronic context, and what the nurse’s areas of responsibility entail. Students will learn to communicate with patients and next-of-kin in situations of stress and crisis. Systematic mapping and assessment, nursing of somatic diseases, pre and postoperative nursing and competent drug administration are also part of the course. You will complete 8 weeks of practical training in this course.

• Completed course SYKK/SYKP1410 Diseases and Health Deficits, 13 credits.
• Passed course SYKK/SYKP1310 Administration of Medicine, 2 credits.

To start this course, you must have passed:

• SYKP/SYKP1010 Foundations of Nursing 1, 15 credits.
• SYKK/SYKP1110 Anatomy, Physiology and Biochemistry, 15 credits.
• SYKK/SYKPPRA10 Foundations of Nursing 2, 15 credits.

or equivalent.*

* For year group 2023 at OsloMet, the equivalent is:

• Approved work requirements from SYKK/SYKP1300 Pharmacology and Drug Administration, 5 credits.

Passed course:

• SYKP/SYKP1000 Theoretical Foundations of Nursing/Foundations of Nursing 1, 13 credits.
• SYKK/SYKP1100 Anatomy, Physiology and Biochemistry, 12 credits.
• SYKK/SYKP1200 Microbiology and Infection Control, 5 credits.
• SYKK/SYKPPRA10 Fundamentals of Nursing/Foundations of Nursing 2, 15 credits.

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

Knowledge

The student

• can describe the patients’ subjective experiences of disease and suffering and the importance of hope amidst serious illness
• can describe an account of nursing care for medical or surgical treatment
• is familiar with various documentation systems in nursing
• can describe the phenomena pain, treatment of pain and pain relief
• can describe measures to preserve life and health in the event of major accidents and in crisis and disaster situations

Skills

The student

• can systematically map and assess the patient's resources, problems and needs as well as implement measures, and evaluate and document effects (the nursing process)
• can describe for and perform person-centered nursing related to the current patient situation
• can use current clinical mapping and communication tools and be able to justify measures in the practice of nursing
• can document in clinical documentation systems using standardised terminology
• can carry out and assessing relevant nursing procedures
• can apply relevant medical technology in the practical performance of nursing
• can recognise stress and crisis situations in the event of loss and disease and adapting communication based on this
• can communicate with patients and next-of-kin adapted to the level of development/cognitive function and the condition
• can masters HRL and general first aid according to the ABCDE principle
• can implement measures in the event of sub-acute and acute incidents
• can identify ethical dilemmas in practice and reflect on different choices of action

General competence

The student

• can integrate knowledge from pathophysiology and pharmacology in the performance of nursing
• can reflect on responsible drug administration at an individual and systematic level
• can demonstrate responsibility, engagement, independence and can follow professional ethical guidelines when encountering patients, next-of-kin and colleagues
• can reflect on his/her own professional practice and progression
• can reflect on how culture and a cultural understanding can be significant in assessments, planning, performance and evaluation of nursing

In a globalised society in a world that is constantly changing, occupational therapists need competence to think in new ways and develop the discipline in line with society’s needs. Occupational therapists must be equipped to work with people’s health and opportunity for participation, both locally and globally. It is important for occupational therapists to work systematically and independently on projects, and this course will also focus on competence in management and supervision. The course includes topics such as health-promoting workplaces and how occupational therapists can use their expertise to promote a good work environment, both for themselves and others.

The students will also participate in the interdisciplinary teaching initiative INTER1300.

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ (1.5 credits)

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ makes up the third module of the university's teaching project INTERACT.

INTER1300 is about acquiring more awareness and knowledge about how you, as a future professional, can cooperate with other professions about and with children, young people and their parents/guardians. The challenges and opportunities such cooperation presents is one of the topics discussed in this module. Examples from the students’ practical training periods will be a key part of this. In this module, the focus will in particular be on children and adolescents with challenges.

Passed first and second year of the programme or equivalent.

After completing the course and INTER1300*, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student is capable of

• describing R&D work in occupational therapy in relation to public health, health-promoting and preventive work
• explaining how national and global health and environmental challenges influence the right to occupation and participation
• describing the role of innovation, entrepreneurship and sustainability in occupational therapy to meet the challenges of the future
• describing management in occupational therapy, including planning, coordination, and financial frameworks for the service
• describing different interprofessional ways of cooperating in the practical training field*
• explaining challenges and possibilities in interprofessional cooperation processes*

Skills

The student is capable of

• demonstrating knowledge of ergonomics and adaptation of health-promoting workplaces
• reflecting on the connection between health, childhood, education, work and living conditions to contribute to the development of good public health and work inclusion for both individuals and groups
• using tools for innovation and entrepreneurship relating to global health and disseminating the results to an audience
• applying instructive, resource-oriented and empowering strategies that promote occupation and participation
• organising supervision and taking leadership responsibility in relation to students and other partners
• on the basis of his/her practical training, analysing and assessing interprofessional cooperation processes on and with children and young people with challenges*
• establishing interprofessional cooperation for and with children, young people and their parents/guardians*

General competence

The student

• is capable of exchanging points of view and experience on equal services, and in this way contribute to the development of good practice
• is capable of contributing to service innovation, systematic and quality-improving work processes
• is capable of cooperating with volunteers, individuals and organisations, and other relevant parties
• has an understanding of the foundations for and the necessity of interprofessional cooperation about and with children, adolescents and their families, and of his/her own professional contribution to the cooperation*

Not relevant.

Pass-fail.

None.

All answers are assessed by two examiners. An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.