SYKKPRA70I Prevention and Rehabilitation in Home-based Healthcare Service Course description

Opptak til studiet.

Etter gjennomført emne har studenten følgende læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har inngående kunnskap om forskningsprosessen og forskningsetiske utfordringer i kvalitative studier
• kan anvende kunnskap om planlegging og gjennomføring av kvalitative studier
• har avansert kunnskap om de mest anvendte analysemetodene i kvalitativ forskning
• har inngående kunnskap om styrker og svakheter ved kvalitative studier

Ferdigheter

Studenten

• kan analysere kvalitative data, som ulike former for tekstmateriale
• kan forholde seg kritisk til tolkning av kvalitative data
• kan identifisere og belyse forskningsetiske problemstillinger i egne prosjekter
• kan presentere relevante problemstillinger og funn fra kvalitative studier som er relevante for fagområdet empowerment og helsefremmende arbeid på en systematisk måte

Generell kompetanse

Studenten

• kan presentere relevante problemstillinger for kvalitative design
• kan formidle kvalitative fag- og forskningsresultater som er relevante for fagområdet empowerment og helsefremmende arbeid
• kan kommunisere etiske betraktninger om formidling av helseforskning

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

• is capable of discussing the nurse’s role in health promoting work and (re)habilitation enterprises for different age groups
• is capable of explaining the terms everyday rehabilitation and habilitation at home
• is capable of explaining the nursing of children with lasting health challenges and the characteristics of good family-centred nursing
• is capable of discussing health counselling at the individual, group and social level
• is capable of assessing his/her own professional role in an interdisciplinary context
• has knowledge of key theoretical understandings of interprofessional cooperation*
• knowledge of the research- and experience-based basis for interprofessional cooperation about and with children, adolescents and their families*

Skills

The student is capable of

• adapting and integrating theoretical and practical knowledge of the nurse's rehabilitating and health promoting function in order to promote the best possible functional level, well-being and quality of life for the individual, in cooperation with other health professions
• identifying persons with a high risk of functional impairment early enough to implement measures to prevent a deterioration in function, and to reverse such deterioration once it has begun
• planning and carrying out nursing measures to ensure the safe transfer of patients between different units and levels of the health services
• is capable of reflecting on existing procedures and methods, and taking the initiative to quality improvement and implementation of new work methods
• discussing cultural sensitivity and reflecting on the significance of cultural understanding in nursing practice in the patients' homes
• reflecting and critically assessing ethical and legal challenges in the use of technology and digital solutions
• planning and carrying out nursing for patients in the last phase of life and following up next-of-kin and those left behind
• understanding how the patients’ linguistic and cultural background might affect how quality and patient safety is addressed
• 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*

Competence

The student is capable of

• critically reflecting on how information, communication and welfare technology can strengthen the municipality’s services
• exchanging points of view and experience with others in the field and in this way contribute to developing good practice
• exploring what a lack of activity and unmet psychosocial needs can lead to over time, and discussing how new measures can strengthen the traditional services provided
• discussing his/her own professional role in an interprofessional context and initiating and contributing to interprofessional and intersectoral cooperation
• communicating important theories, issues and solutions in the field, both orally and in writing
• reflecting on ethical perspectives when nursing is carried out in private homes
• engaging in new thinking and innovation processes through project work
• actively participating in interprofessional cooperation about and with children, adolescents and their families based on their own profession*
• establishing a common, interprofessional platform for active cooperation with children, adolescents and their families, as well as for their own professional contribution*

For å fremstille seg til eksamen må følgende oppgave være godkjent:

Individuell utførelse av intervju med individuell presentasjon:

• Utvikle en semi-strukturert intervjuguide basert på valgfri problemstilling og/eller forskningsspørsmål, gjennomføre et intervju, transkribere innholdet, og analysere og presentere hovedfunnene fra intervjuet.
• Presentasjonens varighet: Ca. ti minutter.
• Studentene får muntlig tilbakemelding fra medstudenter og faglærer (ca. ti minutter).

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)

Ingen forkunnskapskrav.

Passed the courses:

• SYKK/SYKPPRA10 The Fundamentals of Nursing, 15 credits
• SYKK/SYPP1400 Diseases and Health Deficits, 10 credits
• Part 1 of SYKK/SYKPPRA20 Nursing Patients with Acute, Critical and Chronic Diseases

or equivalent.

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

Practical training over 7 weeks in the specialist health service (medicine/surgery).

The following must have been approved in order for the student to take the exam:

• Blood test course, compulsory participation
• Group assignment, an academic question is chosen with relevance to the practical training establishment and of significance to patient safety. Groups of 3–4 students. Oral presentation in the practical training establishment