SYKKPRA30K Nursing Patients with Acute, Critical and Chronic Diseases 2 Course description

Eksamensinnhold: Læringsutbyttene.

Eksamensform: Individuell hjemmeeksamen over tre dager. Omfang: 2500 ord (+/- ti prosent).

Sensorordning: Hver besvarelse vurderes av to sensorer. Uttrekk på 20 prosent av besvarelsene vurderes av ekstern sensor. Intern sensor fortsetter deretter sensuren sammen med en annen intern sensor. Ekstern sensors vurdering skal komme alle studentene til gode

Vurderingsuttrykk: Bokstavkarakter i skalaen A-F, der A er beste karakter, E er laveste beståtte karakter, og F er ikke bestått.

Pensumliste

Obligatorisk litteratur

Til sammen 566 sider.

Fangen, K. (2010). Deltagende observasjon (2. utg.). Bergen: Fagbokforlaget. [Kap. 1, 3, 5, 6 og 12] (81 s.)

Heggestad, A. K., Nortvedt, P. & Slettebø, Å. (2012). The importance of moral sensitivity when including persons with dementia in qualitative research. Nursing Ethics , 20 (1), 30-40. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1177/0969733012455564 (11 s.)

Hilden, P. K. & Middelthon, A.-L. (2002). Kvalitative metoder i medisinsk forskning - et etnografisk perspektiv.Tidsskrift for Den norske legeforening, 122 (25), 2473-2476. Hentet fra http://tidsskriftet.no/2002/10/tema-forskningsmetoder/kvalitative-metoder-i-medisinsk-forskning-et-etnografisk-perspektiv (4 s.)

Knutsen, R. I. (2015). A discursive look at large bodies ¿ Implications for discursive approaches in nursing and health research. Advances in Nursing Science, 38 (1), 45-54. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1097/ANS.0000000000000060 (9 s.)

Kvale, S. & Brinkmann, S. (2015). Det kvalitative forskningsintervju (3. utg.). Oslo: Gyldendal akademisk. [Kap. 9, 11, 13, 14, 15, 16 og 17] (107 s.)

Lindseth, A. & Norberg, A. (2004). A phenomenological hermeneutical method for researching lived experience. Scandinavian Journal of Caring Sciences, 18 (2), 145-153. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1111/j.1471-6712.2004.00258.x (8 s.)

Malterud, K. (2012). Fokusgrupper som forskningsmetode for medisin og helsefag . Oslo: Universitetsforlaget. [Kap. 1-15] (97 s.)

Malterud, K. (2017). Kvalitative forskningsmetoder for medisin og helsefag (4. utg.). Oslo: Universitetsforlaget. [Kap. 3-14, 16-23] (223 s.)

Richards, H. M. & Schwartz, L. J. (2002). Ethics of qualitative research: Are there special issues for health services research? Family Practice, 19 (2), 135-139. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1093/fampra/19.2.135 (4 s.)

Ruyter, K. W. (2003). Det informerte samtykke i medisinsk forsking. I K. W. Ruyter (Red.), Forskningsetikk: Beskyttelse av enkeltpersoner og samfunn (s. 109-132). Oslo: Gyldendal akademisk. (23 s.)

Selvvalgt litteratur

Til sammen ca. 200 sider.

Studenten velger selv aktuell litteratur som kan belyse tema for og utforming av arbeidskravet og eget masteroppgaveprosjekt.

Anbefalt tilleggslitteratur

Bratberg, Ø. (2017). Tekstanalyse for samfunnsvitere . (2. utg.) Oslo: Cappelen Damm akademisk.

Carey, M. A. & Smith, M. W. (1994). Capturing the group effect in focus groups: A special concern in analysis. Qualitative Health Research, 4 (1), 123-127. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1177/104973239400400108

Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry & research design: choosing among five approaches(4. utg.). Thousand Oaks: Sage. [Kap. 4]

Debesay, J., Nåden, D. & Slettebø, Å. (2008). How do we close the hermeneutic circle? A Gadamerian approach to justification in interpretation in qualitative studies. Nursing inquiry, 15 (1), 57-66. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1111/j.1440-1800.2008.00390.x

Farbrot, A. (2013). Forskningskommunikasjon: Praktisk håndbok for forskere og kommunikasjonsrådgivere . Oslo: Cappelen Damm akademisk. [Kap. 1-6, 8 og 10]

Finlay, L. (2003). Through the looking glass: Intersubjectivity and hermeneutic reflection. I L. Finlay, & B. Gough (Red.), Reflexivity: A practical guide for researchers in health and social sciences (s. 105-119). Oxford: Blackwell Science.

Malterud, K. (2012). Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 40 (8), 795-805. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1177/1403494812465030

Moe, A., Tronvoll, I. M. & Gjeitnes, K. (2014). A reflective approach in practice research. Nordic Social Work Research , 4 (sup. 1), 14-25. Hentet fra: http://dx.doi.org.ezproxy.hioa.no/10.1080/2156857X.2014.982157

Morgan, D. L. (2010). Reconsidering the Role of Interaction in Analyzing and Reporting Focus Groups.Qualitative Health Research, 20 (5), 718-722. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1177/1049732310364627

Nortvedt, P. & Grimen, H. (2004). Sensibilitet og refleksjon: Filosofi og vitenskapsteori for helsefag . Oslo: Gyldendal akademisk. [Kap. 3 og 6]

Ollerenshaw, J. A. & Creswell, J. W. (2002). Narrative Research: A Comparison of Two Restorying Data Analysis Approaches. Qualitative Inquiry, 8 (3), 329-347. Hentet fra:http://dx.doi.org.ezproxy.hioa.no/10.1177/10778004008003008

Polit, D. F. & Beck, C. T. (2017). Nursing research : generating and assessing evidence for nursing practice(10. utg.). Philadelphia: Wolters Kluwer. [Kap. 25]

Tjora, A. H. (2017). Kvalitative forskningsmetoder i praksis (3. utg.). Oslo: Gyldendal akademisk.

(Pensumliste ajour: 28.06.2017 i APA 6th-stil v/hrt, Bibl. P32. Oppdatert 19.07.2017, KK/Bibl. Kjeller)

Emnet organiseres som en innledende bolk 1. semester, med forelesninger (på skandinaviske språk), selvstudium, gruppearbeid og besøk ved bibliotek eller andre aktuelle institusjoner.

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

KnowledgeThe student is capable of

• explaining care pathways in the event of relevant diseases and treatments
• under supervision, contributing to equal nursing services independent of patients’ gender, ethnicity, religion and view of life, functional impairment, sexual orientation, gender identity, gender expression and age
• explaining the significance of nutrition in the event of disease and challenges linked to obesity, malnutrition and disease-related undernourishment
• assessing factors related to an increased risk of patient injuries or unwanted incidents and contributing to work processes to promote quality improvement and patient safety
• identifying ethical dilemmas in practice and reflecting on different choices of action
• explaining the significance of next-of-kin for the patients’ health and quality of life both when it comes to majority and minority cultures

SkillsThe student is capable of

• interpreting the patients’ experiences and reactions such as insecurity, fear, discomfort and exhaustion
• applying mapping, assessment, documentation and communication tools in nursing practice
• carrying out and explaining nursing to patients with the most common symptoms, diseases, care pathways and treatment in the nursing practice
• identifying signs of change/deterioration at an early stage, and implementing necessary measures
• implementing national knowledge-based professional procedures and national guidelines
• applying different approaches and methods in health guidance adapted to the individual's needs
• communicating across language barriers with the help of a professional interpreter
• applying professional knowledge and scientific methods to elucidate a delimited issue relevant to the practical training establishment
• using technology and digital solutions to support patients’ and next-of-kin's resources, mastering possibilities and participation

CompetenceThe student

• is capable of reflecting on how unwanted incidents can occur and discussing this in relation to professional responsibility in the practice of nursing
• is familiar with quality indicators and standard terminology in the documentation of nursing
• is capable of identifying different ethical issues and dilemmas, making ethical considerations, safeguarding the patient’s dignity and integrity and promoting the patient and next-of-kin’s right of co-determination and autonomy
• is familiar with innovative thinking in e-health, welfare and care technology
• is capable of reflecting on the practical training establishment’s procedures and methods and taking the initiative to engage in dialogue about the implementation of new knowledge and new work methods
• is capable of reflecting on the connection between care pathways, patient safety and equal health services

Eksamen i emnet er en individuell semesteroppgave med et omfang på ca. 12.000 tegn, inkludert mellomrom. Skrifttype og skriftstørrelse: Arial/ Calibri 12pkt. Linjeavstand: 1,5.

Alle hjelpemiddel tillatt så lenge regler for kildehenvisning følges.

Bestått-Ikke bestått

Det benyttes en intern og en ekstern sensor til sensurering av besvarelsene. Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på de besvarelsene som er vurdert skal danne grunnlag for å fastsette nivå på resten av besvarelsene.

Pass/fail.

The contact lecturer approves the grade after recommendation from the practical training supervisor. The final decision on whether to award a pass or fail grade is made by the university.

SYKKPRA30M, SYKKPRA30K, SYKPPRA30M and SYKPPRA30K overlap 100 %.