SYKPPRA21MB 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.

• 5 ECTS overlap with xx1050 Public Health and Health Management, 5 ECTS.
• 5 ECTS overlap with SYKK/SYKPPRA40 Promotion of Health and Prevention of Illness, 5

ECTS.

• 10 ECTS overlap with SYKK/PPRA45 Public Health, 10 ECTS.
• 20 ECTS overlap with med SYK2900 Public Health in a Global Perspective, 20 ECTS.
• SYKK2200x, SYKP2200x and SYKD2200 are fully overlapping.

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
• can describe the phenomena pain, treatment of pain and pain relief

Skills

The student

• can systematically map and assess the patient's resources and problems, formulate goals, implement measures, and evaluate (the nursing process)
• can explain 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 implement measures in the event of sub-acute and acute incidents as well as performing cardiopulmonary resuscitation with a defibrillator (CPR)
• can identify and reflect on ethically charged and challenging situations in clinical practice

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
• can reflect on his/her own professional practice and progression
• can reflect on how culture and a cultural understanding can be important in the practice of nursing

To start this course, you must have passed:

• Passed the first year of study.

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 purpose, organisation, and coordination of health and social services and be aware of relevant laws and regulations
• can describe the UN's Sustainable Development Goals (SDGs) and their significance for public health
• can explain how patients' health literacy affects lifestyle changes and shared decision-making
• can explain the relationship between work, social participation, and health
• can discuss factors influencing the environment in which children and young people grow up, and explain how activity and well-being affect health, well-being, and disease prevention for all population groups
• can describe key issues related to women's health
• can describe key issues related to sexual health and sexually transmitted diseases
• can explain how migration, displacement, and legal status can impact an individual's health
• can reflect on health promotion and prevention work at individual, group, and societal levels, emphasising how digital solutions can support preventive strategies and health-promoting measures
• can describe fundamental concepts, mechanisms, and tools behind digitalisation and explain how digitalisation shapes public and private life
• can describe the impact of digitalisation, technology availability, and the importance of digital competence on people's lives, public health, and social health disparities
• can describe social inequality in health and be aware of national and global consequences of inequality
• can explain how research can contribute to knowledge development to understand public health and societal needs, such as technological advancement
• have knowledge of how different issues guide relevant research methods

Skills

The student

• can reflect on ethical aspects related to public health efforts aimed at behavior change
• can identify various health promotion and preventive strategies and measures and evaluate them considering the Sustainable Development Goals
• can reflect on the Sami people's status as indigenous people related to the design of health and social services
• can provide examples of how digital solutions can affect social determinants related to health and lifestyle
• can apply professional knowledge and scientific methods to plan and execute a project in health promotion and preventive work
• can reflect on quality concepts in qualitative versus quantitative methods such as validity, reliability, validity, and reliability
• can reflect on ethical dilemmas related to the collection and use of health data in various contexts
• can identify ethical challenges in the use of health technology in the health service
• can master general first aid

General competence

The student

• can discuss factors influencing disease, health, and quality of life in groups or the population as a whole
• can discuss how technology and digital strategies can contribute to achieving the Sustainable Development Goals
• can reflect on health risks in individuals dealing with demanding caregiving tasks, family substance abuse problems, individuals who have experienced neglect and/or violence in close relationships
• can discuss how digital technologies can build and influence interprofessional collaboration in healthcare
• can reflect on how different methodological choices can yield different types of knowledge
• knows measures to preserve life and health in the event of major accidents and in crisis and disaster situations

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

Part 1

• Project-based practical training, 90 % attendance of timetabled activity marked as compulsory.

Part 2

• Course i first aid

Part 1 Project assignment in group.

• 4-6 student in group.
• Scope of 5,000 words (+/- 10 %).

The assignment can be given in English or Scandinavian language. The individual group must deliver in the same language.

Part 1 must be passed before part 2 oral presentation of the project assignment can be carried out.

Resit exam: A student who fails the ordinary exam, may nevertheless submit a reworked version as a resit.

Part 2 Presentation of project assignment

• In seminar.

The presentation can be given in English or Scandinavian language. The individual group must deliver in the same language.

Part 1 and part 2 must have obtained a pass grade on both parts in order to pass the course as a whole and earn the credits. Part 1 and part 2 appear on the diploma.

In situations where group cooperation does not work as it should, it may be necessary to adjust the group composition. This can be done, for example, by reorganising the groups or letting certain members work with other groups. If collaboration problems cannot be resolved, it may also be an alternative for the individual student to complete the exam alone.

Pass-fail.

Part 1 Pass-fail.

Part 2 Pass-fail.

• 15 ECTS overlap with SYKK/SYKPPRA20x Nursing Patients with Acute, Critical and Chronic Diseases 1, 20 ECTS.
• SYKKPRA21x, SYKPPRA21x and SYKDPRA21x are fully overlapping.