SYKPPRA30M Nursing Patients with Acute, Critical and Chronic Diseases 2 Course description

The course builds and expands on the course SYKK/SYKPPRA20. In this course, the students will practice independence in planning, carrying out and assessing nursing in acute and chronically ill patients. The prevention of complications and early detection of deterioration in the patients’ condition are key elements. Quality development, patient safety and ethics and health gudiance are also part of the course.

Passed the courses:

• SYKK/SYKPPRA10 The Fundamentals of Nursing, 15 credits
• SYKK/SYPP1400 Diseases and Health Deficits, 10 credits
• SYKK/SYKP1300 Pharmacology and Administration of Medicine, 5 credits (only from year group 2022 in the academic year 2023-2024)
• 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:

Knowledge

The 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
• is capable of explaining key concepts in the nurse’s pedagogical responsibilities: guidance, counselling, health guidance and shared decision-making
• is capable of explaining how the patient’s health competence is significant for life style changes and shared decision-making

Skills

The 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
• is capable of applying educational principles when imparting information, teaching and counselling patients and next-of-kin

Competence

The 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

Knowledge about the body, movement and activity is a key aspect of physiotherapy, and in order to promote activity and participation, physiotherapists must be able to use and integrate knowledge about the body and movement rooted in natural science and humanistic knowledge traditions. Physiotherapists must be able to obtain knowledge about the human body and human capacity for movement and activity through the use of quantitative measurements and their interpretation. Physiotherapists must also be able to exercise sensitivity in relation to body and movement as qualitative phenomena. Educational and cooperation skills are core competences in physiotherapy, and the students will practise these skills through supervision exercises and the use of manual techniques.

Physiotherapists also need basic skills in observing and talking to children and adolescents to understand their life and how work with children can be carried out in interprofessional person- and family-centred care. This topic is highlighted in the interdisciplinary teaching activity INTER1100.

INTER1100 ‘The Same Child – Different Arenas’ (1.5 credits) is part of the teaching project Interprofessional Interaction with Children and Youth (INTERACT), which takes place across the programmes of professional study at OsloMet. The goal is to increase the quality of the programmes of professional study that focus on children and young people. Through INTERACT, students acquire research-based knowledge about the everyday lives of children and young people, as well as practice in cooperating with students from other programmes. In this way, INTERACT forms the basis for improved coordination of society’s services directed at children and young people and their parents/guardians. INTER1100 ‘The Same Child – Different Arenas’ makes up the first module of INTERACT.

The student must have been admitted to the study programme.

After completing the course and INTER1100, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (INTER1100 addresses the learning outcomes marked with two asterisks (**)):

Knowledge

The student can

• explain different perspectives on the body and movement
• explain different theories on motivation and coping
• explain movement development across the lifespan and describe different theoretical understandings
• explain different theories on motor learning and control
• describe standardised tools for measuring physical condition and physical activity, developed for different health conditions and age groups
• describe what structures are affected by the use of different soft tissue techniques, explain the physiological mechanisms, and explain possible contraindication
• explain the potential of different body systems for exercise adaptation
• can explain the process of growing up in a society characterised by social and cultural diversity**

Skills

The student can

• prepare a search strategy and carry out a database search based on a selected issue related to activity and exercise, and document the search strategy
• use standardised tools for measuring movement development and motor skills, developed for different health conditions and age groups
• apply principles of exercise in the planning and implementation of individually adapted excercises for fellow students/practitioners, and justify a training plan
• reflect on their own experience of movement in light of bodily and cultural aspects of movement
• cooperate with fellow students on the supervision of activities and exercises, and explain the reasons behind a relevant exercise scheme and the educational approach based on a case history
• carry out manual soft tissue techniques on a fellow student and exercise sensitivity and respect in the interaction
• use their own body in an expedient manner when carrying out different tasks, and adapt their work techniques and surroundings
• cooperate with students from other programmes of professional study about relevant challenges in the everyday lives of children and adolescents**
• discuss and reflect on their own future professional role in interprofessional cooperation with children, adolescents and their parents/guardians**

 General competence

The student

• can administer lifesaving first aid
• has an understanding of interprofessional cooperation with children, adolescents and their families**
• can reflect on clinical practice and share experiences regarding co-learning processes with fellow students

The work and teaching methods include self-study, seminars, group work, skills training, lectures and experience-based practical training. Experience-based practical training takes place in different practical training arenas.

Two seminar days, digital learning resources and conversation and observation assignments related to interprofessional group work and self-study are part of INTER1100 The Same Child - Different Arenas.

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

• a minimum attendance of 80% in teaching specified as ‘compulsory attendance’ in the lecture schedule programme (TP)
• a minimum attendance of 90% in experience-based practical training with a scope of 10 days
• supervision of a fellow student, 5 sessions of 45 minutes each, based on an adapted exercise plan Individual subject note that explains the reasoning behind the exercise plan and experience acquired through its implementation, 1,000 words (+/- 10%). The subject note will be subject to assessment
• course in lifesaving first aid within the past year.

Coursework requirements for INTER1100 ‘The Same Child - Different Arenas’

• Submitted individual log. Scope: 500 words (+/- 10 %). In order to write the log, the student must first attend a seminar over two days.  

Individual practical and oral exam, up to 30 minutes

No aids are permitted.