Study Guide

Objective

You
- understand the meaning and the importance of patient safety in nursing
- understand the meaning of patient examination and the knowledge from that in treatment decision making
- are able to examine the patient systematically and know how to use equipments
- are able to use the protocols of sudden illnesses and injurys
- are able to do essential treatment measures and assist on them
- are able to suit your skills and knowhow in variable nursing situations of different age patients
- are able to report systematically (ISBARR) in professional communication and cooperation between authorities
- are able to face and cooperate with different kind of humans in emergency situations
- are able to do working diagnosis

Content

Patient`s emergency nursing/ acute treatment in different kind of situations.

Evaluation scale

H-5

Objective

You
- understand the meaning and the importance of patient safety in nursing
- understand the meaning of patient examination and the knowledge from that in treatment decision making
- are able to examine the patient systematically and know how to use equipments
- are able to use the protocols of sudden illnesses and injurys
- are able to do essential treatment measures and assist on them
- are able to suit your skills and knowhow in variable nursing situations of different age patients
- are able to report systematically (ISBARR) in professional communication and cooperation between authorities
- are able to face and cooperate with different kind of humans in emergency situations
- are able to do working diagnosis

Content

Patient`s emergency nursing/ acute treatment in different kind of situations.

Evaluation scale

H-5

Objective

You will be able to describe your own sexuality development path

You understand your own feelings, perceptions, and preconceptions about sexuality

You know how to start talking about sexuality in your work

You will be able to face the customer holistically

You develop your own ability to guide the client in matters related to sexuality

You recognize the support needs of different customers

You practice to find solutions that are relevant to the client and support his or her life situation

You act gender-sensitive when you meet a customer

Content

Awareness of one's own sexuality

Speaking of sexuality in the work of a professional

Different models of sexual guidance

Gender sensitivity

Evaluation scale

Approved/Rejected

Objective

You will be able to describe your own sexuality development path

You understand your own feelings, perceptions, and preconceptions about sexuality

You know how to start talking about sexuality in your work

You will be able to face the customer holistically

You develop your own ability to guide the client in matters related to sexuality

You recognize the support needs of different customers

You practice to find solutions that are relevant to the client and support his or her life situation

You act gender-sensitive when you meet a customer

Content

Awareness of one's own sexuality

Speaking of sexuality in the work of a professional

Different models of sexual guidance

Gender sensitivity

Evaluation scale

Approved/Rejected

Objective

Part A Professional Development
You know how to act responsibly in the student community and, for your part, promote a good study atmosphere
You are able to act in co-operation and interaction situations concerning your own studies
You know how to plan your own learning and how to make your own personal study plan
You are able to perceive nursing and its future competence needs




Part B Interaction Skills
You can take into account the requirements of the recipient, the situation and the field, and communicate in an understandable and convincing way in various interaction situations in studies and in working life.
You will be able to make a clear oral presentation on a topic related to your field.

Content

Part A Professional Development
Information to support learning
Tutor teacher lectures; grouping, curriculum, development discussion
Student counselor lectures; time management, SORA- legislation


Part B Interaction Skills
Team work
Meeting a client
Presentation skills
Audience and feedback skills

Evaluation scale

Approved/Rejected

Objective

Part A Professional Development
You know how to act responsibly in the student community and, for your part, promote a good study atmosphere
You are able to act in co-operation and interaction situations concerning your own studies
You know how to plan your own learning and how to make your own personal study plan
You are able to perceive nursing and its future competence needs




Part B Interaction Skills
You can take into account the requirements of the recipient, the situation and the field, and communicate in an understandable and convincing way in various interaction situations in studies and in working life.
You will be able to make a clear oral presentation on a topic related to your field.

Content

Part A Professional Development
Information to support learning
Tutor teacher lectures; grouping, curriculum, development discussion
Student counselor lectures; time management, SORA- legislation


Part B Interaction Skills
Team work
Meeting a client
Presentation skills
Audience and feedback skills

Evaluation scale

Approved/Rejected

Objective

Part A Professional Development
You know how to act responsibly in the student community and, for your part, promote a good study atmosphere
You are able to act in co-operation and interaction situations concerning your own studies
You know how to plan your own learning and how to make your own personal study plan
You are able to perceive nursing and its future competence needs




Part B Interaction Skills
You can take into account the requirements of the recipient, the situation and the field, and communicate in an understandable and convincing way in various interaction situations in studies and in working life.
You will be able to make a clear oral presentation on a topic related to your field.

Content

Part A Professional Development
Information to support learning
Tutor teacher lectures; grouping, curriculum, development discussion
Student counselor lectures; time management, SORA- legislation


Part B Interaction Skills
Team work
Meeting a client
Presentation skills
Audience and feedback skills

Evaluation scale

Approved/Rejected

Objective

Part A Professional Development
You know how to act responsibly in the student community and, for your part, promote a good study atmosphere
You are able to act in co-operation and interaction situations concerning your own studies
You know how to plan your own learning and how to make your own personal study plan
You are able to perceive nursing and its future competence needs




Part B Interaction Skills
You can take into account the requirements of the recipient, the situation and the field, and communicate in an understandable and convincing way in various interaction situations in studies and in working life.
You will be able to make a clear oral presentation on a topic related to your field.

Content

Part A Professional Development
Information to support learning
Tutor teacher lectures; grouping, curriculum, development discussion
Student counselor lectures; time management, SORA- legislation


Part B Interaction Skills
Team work
Meeting a client
Presentation skills
Audience and feedback skills

Evaluation scale

Approved/Rejected

Objective

Part A Professional Development
You know how to act responsibly in the student community and, for your part, promote a good study atmosphere
You are able to act in co-operation and interaction situations concerning your own studies
You know how to plan your own learning and how to make your own personal study plan
You are able to perceive nursing and its future competence needs




Part B Interaction Skills
You can take into account the requirements of the recipient, the situation and the field, and communicate in an understandable and convincing way in various interaction situations in studies and in working life.
You will be able to make a clear oral presentation on a topic related to your field.

Content

Part A Professional Development
Information to support learning
Tutor teacher lectures; grouping, curriculum, development discussion
Student counselor lectures; time management, SORA- legislation


Part B Interaction Skills
Team work
Meeting a client
Presentation skills
Audience and feedback skills

Evaluation scale

Approved/Rejected

Evaluation scale

Approved/Rejected

Objective

Part A
In the development discussion, you are able to evaluate the development of your own competence and your operation, be responsible for the consequences of your operations and also set goals for your development critically.
You know how to apply for social and health work contacts and you know the rules of nursing and the general rules of working life
Party B

Content

Part A
Tutor teacher lectures; development discussion, study-related choices
Student counselor lectures; working life cooperation
Part B

Evaluation scale

Approved/Rejected

Objective

Part A
In the development discussion, you are able to evaluate the development of your own competence and your operation, be responsible for the consequences of your operations and also set goals for your development critically.
You know how to apply for social and health work contacts and you know the rules of nursing and the general rules of working life
Party B

Content

Part A
Tutor teacher lectures; development discussion, study-related choices
Student counselor lectures; working life cooperation
Part B

Evaluation scale

Approved/Rejected

Objective

Part A
In the development discussion, you are able to evaluate the development of your own competence and your operation, be responsible for the consequences of your operations and also set goals for your development critically.
You know how to apply for social and health work contacts and you know the rules of nursing and the general rules of working life
Party B

Content

Part A
Tutor teacher lectures; development discussion, study-related choices
Student counselor lectures; working life cooperation
Part B

Evaluation scale

Approved/Rejected

Objective

Part A
In the development discussion, you are able to evaluate the development of your own competence and your operation, be responsible for the consequences of your operations and also set goals for your development critically.
You know how to apply for social and health work contacts and you know the rules of nursing and the general rules of working life
Party B

Content

Part A
Tutor teacher lectures; development discussion, study-related choices
Student counselor lectures; working life cooperation
Part B

Evaluation scale

Approved/Rejected

Objective

Part A
In the development discussion, you are able to evaluate the development of your own competence and your operation, be responsible for the consequences of your operations and also set goals for your development critically.
You know how to apply for social and health work contacts and you know the rules of nursing and the general rules of working life
Party B

Content

Part A
Tutor teacher lectures; development discussion, study-related choices
Student counselor lectures; working life cooperation
Part B

Evaluation scale

Approved/Rejected

Objective

You can evaluate the development of your own competence in a development discussion
You know how to apply for working life contacts in social and health work
You can prepare for the transition to work and become acquainted with postgraduate studies in social and health field

Content

Tutor teacher lectures; development discussion, career guidance
Student counselor lectures; working life cooperation, postgraduate studies
National Final Exam for Nurses

Evaluation scale

Approved/Rejected

Objective

You can evaluate the development of your own competence in a development discussion
You know how to apply for working life contacts in social and health work
You can prepare for the transition to work and become acquainted with postgraduate studies in social and health field

Content

Tutor teacher lectures; development discussion, career guidance
Student counselor lectures; working life cooperation, postgraduate studies
National Final Exam for Nurses

Evaluation scale

Approved/Rejected

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Objective

Anatomy and Physiology I gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- anatomical planes, planes of motion
- cell structures and signal transduction, basic histology, integument
- cardiovascular system
- lymphatic system
- blood anatomy
- respiratory system
- nervous system(s)
- senses

Evaluation scale

H-5

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

Approved/Rejected

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Objective

Anatomy and Physiology II gives students in-depth instruction in the organization, structures, and functions of the human body. Students will learn the terminology, anatomy and physiology, and pathology of each body system and how they interrelate to maintain homeostasis.

Content

- endocrine system
- urinary system
- fluid balance, acid-base balance
- digestive system
- musculo-skeletal system
- reproductive system

Evaluation scale

H-5

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Content

Social, health and rehabilitation services
Service structures, organizational responsibility
Key legislation
Social and health guidance and supervision
Customer orientation, multifunctionality and multi-professionalism in customer service
Electronic transactions and digital services

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Evaluation scale

Approved/Rejected

Objective

Learning outcomesThe Student:
Broadens and deepens his/her knowledge on factors influencing mental health and substance abuse problems.
Is familiar with types and recommendations of preventive health care methods.
Knows the prinicples of bringing up a topic.

Content

Mental health and its effect on social and cultural factors.
Factors that influence the emergence of substance abuse.
Preventive Health care methods, aspects and recomendations.
Municipal responsibilities and obligations and legislation.
Bringing up the topic on Mental health and substance abuse.

Teaching methods

Learning outcomesThe Student:
Broadens and deepens his/her knowledge on factors influencing mental health and substance abuse problems.
Is familiar with types and recommendations of preventive health care methods.
Knows the prinicples of bringing up a topic.

Core content:
Mental health and its effect on social and cultural factors.
Factors that influencethe emergence of substance abuse.
Preventive Health care methods, aspects and reccomendations.
Municipal responsibilities and obligations and legislation.
Bringing up the topic on Mental health and substance abuse.
Online Studies

Student workload

135 h independent study. Invigilated online exam.

Evaluation scale

Approved/Rejected

Objective

Learning outcomesThe Student:
Broadens and deepens his/her knowledge on factors influencing mental health and substance abuse problems.
Is familiar with types and recommendations of preventive health care methods.
Knows the prinicples of bringing up a topic.

Content

Mental health and its effect on social and cultural factors.
Factors that influence the emergence of substance abuse.
Preventive Health care methods, aspects and recomendations.
Municipal responsibilities and obligations and legislation.
Bringing up the topic on Mental health and substance abuse.

Evaluation scale

Approved/Rejected

Objective

You are able to analyze the factors contributing to the development of mental health and substance abuse issues
You understand the premises, forms, and recommendations for preventive work
You are able to identify the warning signs of mental health disorders and problematic substance use
You know the actors and approaches of preventive work

Content

You learn:
to identify social and cultural factors affecting mental health and substance use
the premises, forms, and recommendations of preventive work
to recognize signs of mental health disorders and substance use
to know the actors and approaches of preventive work

Evaluation scale

Approved/Rejected

Objective

You can apply the principles of addressing concerns
You can suggest appropriate preventive mental health and substance abuse interventions and services for the client

Content

You learn:
the principles of addressing concerns
interventions and services in preventive work

Evaluation scale

Approved/Rejected

Objective

You recognize various disorders of sexual function

You will be prepared to face questions related to sexuality from clients in different life crises

You will recognize the potential effects of illness on your sexual health

You recognize sexual abuse and violence

You are familiar with sexual health services and can guide the client to help if necessary

Content

Disorders of sexual function

Sexuality and life crises

Sexuality and illness

Sexual abuse and violence

Evaluation scale

Approved/Rejected

Objective

You recognize various disorders of sexual function

You will be prepared to face questions related to sexuality from clients in different life crises

You will recognize the potential effects of illness on your sexual health

You recognize sexual abuse and violence

You are familiar with sexual health services and can guide the client to help if necessary

Content

Disorders of sexual function

Sexuality and life crises

Sexuality and illness

Sexual abuse and violence

Evaluation scale

Approved/Rejected

Objective

You can describe the effects of memory disorders on different areas of life
You identify the needs and resources that are essential for people with memory disorders to have a life they can cope with
You can explain the care and service system for people with memory disorders
You are able to choose methods to support people with memory disorders and their next-of-kin at different stages of the disease

Content

A memory disorder in the course of life and as a life changing process
The effects of a memory disorder on the everyday life and activities of daily living of a person with a memory disorder
Supporting memory health and functional ability, e.g. nutrition, physical activity
Activity, inclusion and agency in everyday life
Social relations, interaction
Care and service system and memory care pathway for people with memory disorders
Memory-friendly society and living environments

Evaluation scale

Approved/Rejected

Location and time

Autumn 2024
Spring 2025

Materials

Will be informed in the beginning of the course

Teaching methods

- You will familiarize yourself with the Finnish social and healthcare system
- You understand the meaning and importance of patient safety in nursing work
- You will familiarize yourself with infection control practices and methods
- You will be trained in giving an ISBARR report in multiprofessional cooperation
- You will get experiences in meeting the acute patient, in teamwork and in managing the acute
situation in simulation exercises
• You know how to systematically examine a patient using the ABCDE method
• You will be trained in basic and nursing resuscitation
• You will be trained in clinical skills in intravenous drug and fluid therapy

Employer connections

-

Exam schedules

Will be agreed in the beginning of the course

International connections

International Exchange Students

Completion alternatives

Independent study
Skills Laboratory
Simulations
Exam

Student workload

1cr= 27h student work

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Approved/ Rejected

Location and time

Autumn 2024
Spring 2025

Materials

Will be informed in the beginning of the course

Teaching methods

- You will familiarize yourself with the Finnish social and healthcare system
- You understand the meaning and importance of patient safety in nursing work
- You will familiarize yourself with infection control practices and methods
- You will be trained in giving an ISBARR report in multiprofessional cooperation
- You will get experiences in meeting the acute patient, in teamwork and in managing the acute
situation in simulation exercises
• You know how to systematically examine a patient using the ABCDE method
• You will be trained in basic and nursing resuscitation
• You will be trained in clinical skills in intravenous drug and fluid therapy

Employer connections

-

Exam schedules

Will be agreed in the beginning of the course

International connections

International Exchange Students

Completion alternatives

Independent study
Skills Laboratory
Simulations
Exam

Student workload

1cr= 27h student work

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Approved/ Rejected

Objective

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Content

• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Location and time

Tikkarinne campus, contact teaching

Materials

Moodle materials

Teaching methods

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Core content:
• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Exam schedules

Final exam at the end of the course, two resits.

Completion alternatives

Accreditation of prior learning (AHOT process). Contact the lecturer in charge.

Student workload

3 ECTS credits = approximately 80 hours of student's work
Contact teaching 22hrs (11 lessons), final exam 2h

Evaluation scale

H-5

Assessment methods and criteria

Course assessment is based on the final exam at the end of the course, as well as the written and spoken performance in assignments, activity in class and online.

Assessment criteria, fail (0)

The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Assessment criteria, satisfactory (1-2)

Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures, There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, and on some matters even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses in speech may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.

Assessment criteria, good (3-4)

Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear, logical, or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and is able to use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. The majority of the structures the student uses are correct and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions of the task. Speaking is clear, fluent and skillful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses and errors in pronunciation, but they are not consistent and they do not obstruct the message.

Assessment criteria, excellent (5)

The student can use skillful, fluent, and precise expressions on variable subjects and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very coherent and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriat

Objective

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Content

• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Objective

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Content

• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Evaluation scale

H-5

Objective

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Content

• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Materials

Moodle materials

Teaching methods

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Core content:
• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Exam schedules

Final exam at the end of the course, two resits.

Completion alternatives

Accreditation of prior learning (AHOT process). Contact the lecturer in charge.

Student workload

3 ECTS credits = approximately 80 hours of student's work

Evaluation scale

H-5

Assessment methods and criteria

Course assessment is based on the final exam at the end of the course, as well as the written and spoken performance in assignments, activity in class and online.

Assessment criteria, fail (0)

The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Assessment criteria, satisfactory (1-2)

Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures, There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, and on some matters even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses in speech may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.

Assessment criteria, good (3-4)

Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear, logical, or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and is able to use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. The majority of the structures the student uses are correct and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions of the task. Speaking is clear, fluent and skillful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses and errors in pronunciation, but they are not consistent and they do not obstruct the message.

Assessment criteria, excellent (5)

The student can use skillful, fluent, and precise expressions on variable subjects and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very coherent and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriat

Objective

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Content

• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Location and time

Tikkarinne campus, contact teaching

Materials

Moodle materials

Teaching methods

• You can describe your studies and future profession in healthcare and social services both in speaking and writing.
• You can communicate appropriately in various work-related contexts both in speaking and in writing.
• You are able to research information and read texts related to nursing.
• You master core vocabulary in the field of health care.

Core content:
• studying at a university of applied sciences
• job description
• telephone communication
• email communication
• conversational skills
• patient/client interview and guidance
• nursing procedures
• field-specific terminology
• activities of daily living and assistive equipment
• reading and writing skills

Exam schedules

Final exam at the end of the course, two resits.

Completion alternatives

Accreditation of prior learning (AHOT process). Contact the lecturer in charge.

Student workload

3 ECTS credits = approximately 80 hours of student's work
Contact teaching 22hrs (11 lessons), final exam 2h

Evaluation scale

H-5

Assessment methods and criteria

Course assessment is based on the final exam at the end of the course, as well as the written and spoken performance in assignments, activity in class and online.

Assessment criteria, fail (0)

The student fails to do the given task. / The student fails to understand the task instructions entirely or misunderstands a major part of the task. / The message does not get through to the audience, it is very difficult to follow, and/or there are severe problems in delivering the message. / There are severe problems in delivery and using the language to communicate in the situation or understanding the messages of others. / The student has not understood the situation and his role in it. In a speech, the student fails to speak or consistently uses written language by reading a text out loud. / The student has copied a large part of his message from someone else’s text or speech. The student has not done his part of a teamwork assignment.

Assessment criteria, satisfactory (1-2)

Discussing a subject in different professional situations is rather limited and simple. The text or speech meets only some of the requirements of the task, and there is a lot to improve in the logical structure and fluency of the text/speech. The student has partially understood the task, but there are some aspects still missing. The student uses satisfactory language: it includes simple or basic structures, There are still mistakes in the basic grammar structures too. Some or several parts of the message can be misunderstood. The text is not very coherent or logical. The language includes a lot of simple expressions, which may also contain some errors. Speaking about professional topics is satisfactory, simple, slow, insecure, and on some matters even poor. Interaction in speaking is minimal, or partly lacking. The main message is still delivered. There is a lot of hesitation, the pauses in speech may be long, and the pronunciation may interfere with the delivery. The student may still understand the importance of small talk, and how to be polite in English.

Assessment criteria, good (3-4)

Discussing the subject is for the most part versatile, and the text/speech meets the requirements of the task in versatile professional situations in speaking and writing. The text/speech is clear, logical, or fairly logical. The message is coherent for the most part, but there can be some minor lapses in it. The student has understood the appropriate style and is able to use it for the most part. There may still be some stylistic errors, but they are minor or not consistent. The language is fluent, clear, and mostly correct. The majority of the structures the student uses are correct and he/she can use professional terminology to deliver the message. The basic grammar is correct. The more demanding and advanced structures and idiomatic expressions still cause some problems. The student has understood the instructions of the task. Speaking is clear, fluent and skillful for the most part, and the speaker succeeds well in the communication. The speech is also cohesive, logical, and easy to follow. The speaker engages the audience, in both verbal and non-verbal language. There may still be some hesitation, pauses and errors in pronunciation, but they are not consistent and they do not obstruct the message.

Assessment criteria, excellent (5)

The student can use skillful, fluent, and precise expressions on variable subjects and he/she can communicate effectively in different kinds of professional situations, even complex ones. The student has understood the task extremely well. The student also succeeds in persuading others in English. The text/speech is very clear, logical, and versatile. The message is very coherent and the ideas are linked together fluently. The student can deliver the message in a natural and idiomatic way and the message is stylistically appropriate. The use of English is fluent and the structures are very versatile. In addition, the vocabulary is extensive. The use of non-verbal communication is natural and appropriate. Moreover, it supports verbal language very well. The spoken communication is very interactive and natural. The student's speech, intonation, and pronunciation are fluent, clear, and precise. The tempo is natural and appropriat

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, frost bites and hypothermia, heat illnesses, spiritual assistance, from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

- You are able to give first aid according to official guidelines of first aid
- You understand the importance of first aid skills and you know the central terminology of first aid and the meaning of mechanism of injury at the first aid to an injured person
- You are able to make a working diagnosis and call for additional rescue forces, if neccessary take safety factors into account in first aid situations
- You are able to give immediate first aid in the accidents and in the most common cases of illness
- You are able to give emergency first aid and Cardiopulmonary resuscitation (CPR) (a baby, a child, an adult) and use automated external defibrillator as a part of resuscitation
- You can track the patient's condition
- You give information about the prevention of injuries

Content

- Official guidelines of first aid
- First aid-certificate is valid for 3 years
- How to act in the scene (accident, attack of illness)
- Examination of the patient and mechanism of injury
- Resuscitation using external defibrillator (CPR) (a baby, a child, an adult)
- First aid in following situations: Unconscious, attacks of illness, bleeding and schock, wounds, fractures, head and face injuries, joint injuries and most common injuries, allergetic reaction, bites and poisoning, skin burns, spiritual assistance and from first aid to emergency care

Evaluation scale

Approved/Rejected

Objective

You will be able to operate in the most common transplantation and lifting situations, promoting the patient's ability to function and rehabilitation. You know how to appropriately use various aids in the most common transfer and lifting situations. You know how to take advantage of biomechanics patient.

Content

Bed transfers, sitting position, switches to wheelchair, floor resurrection, walking, crashing, small aids and lifters

Biomechanics, prevention of human musculoskeletal system problems, body control, laws and settings.

Evaluation scale

Approved/Rejected

Objective

You will be able to operate in the most common transplantation and lifting situations, promoting the patient's ability to function and rehabilitation. You know how to appropriately use various aids in the most common transfer and lifting situations. You know how to take advantage of biomechanics patient.

Content

Bed transfers, sitting position, switches to wheelchair, floor resurrection, walking, crashing, small aids and lifters

Biomechanics, prevention of human musculoskeletal system problems, body control, laws and settings.

Evaluation scale

Approved/Rejected

Objective

You will be able to operate in the most common transplantation and lifting situations, promoting the patient's ability to function and rehabilitation. You know how to appropriately use various aids in the most common transfer and lifting situations. You know how to take advantage of biomechanics patient.

Content

Bed transfers, sitting position, switches to wheelchair, floor resurrection, walking, crashing, small aids and lifters

Biomechanics, prevention of human musculoskeletal system problems, body control, laws and settings.

Evaluation scale

Approved/Rejected

Objective

You will be able to operate in the most common transplantation and lifting situations, promoting the patient's ability to function and rehabilitation. You know how to appropriately use various aids in the most common transfer and lifting situations. You know how to take advantage of biomechanics patient.

Content

Bed transfers, sitting position, switches to wheelchair, floor resurrection, walking, crashing, small aids and lifters

Biomechanics, prevention of human musculoskeletal system problems, body control, laws and settings.

Evaluation scale

Approved/Rejected

Objective

You will be able to operate in the most common transplantation and lifting situations, promoting the patient's ability to function and rehabilitation. You know how to appropriately use various aids in the most common transfer and lifting situations. You know how to take advantage of biomechanics patient.

Content

Bed transfers, sitting position, switches to wheelchair, floor resurrection, walking, crashing, small aids and lifters

Biomechanics, prevention of human musculoskeletal system problems, body control, laws and settings.

Evaluation scale

Approved/Rejected

Objective

- You familiarize yourself with the most essential basic concepts of pharmacology
- You familiarize yourself with drug binding and drug response
- You familiarize yourself with the pharmacology, pharmacodynamics, indications, effect mechanisms and the most common adverse effects of the most commonly used medicines.

Content

Lecture materials and recordings on the topics above

Evaluation scale

Approved/Rejected

Objective

- You familiarize yourself with the most essential basic concepts of pharmacology
- You familiarize yourself with drug binding and drug response
- You familiarize yourself with the pharmacology, pharmacodynamics, indications, effect mechanisms and the most common adverse effects of the most commonly used medicines.

Content

Lecture materials and recordings on the topics above

Evaluation scale

Approved/Rejected

Objective

- You familiarize yourself with the most essential basic concepts of pharmacology
- You familiarize yourself with drug binding and drug response
- You familiarize yourself with the pharmacology, pharmacodynamics, indications, effect mechanisms and the most common adverse effects of the most commonly used medicines.

Content

Lecture materials and recordings on the topics above

Evaluation scale

H-5

Objective

- You know the common geriatric diseases.
- You understand the key features, how geriatric diseases are diagnosed and cared.
- You understand the main changes and characteristic of morbidity in ageing.
- You understand the entirety of older people functional capacity and geriatric assessment evaluation.
- You understand the basics and challenges of paincare and medication in old people nursing.
- You are able to assess the nutrition and nutritional state of older people.
- You practice applying knowledge related to main geriatric diseases and syndromes in nursing of older clients.
- You practice in systematic evidence based knowledge retrieval.
- You are able to assess evidence based knowledge applicability in geriatric nursing.

Content

- Sickness and morbidity in old age.
- Physiology changes in aging.
- Special features of old patient (inc. fragility syndrome).
- Acutely ill older people (inc. delirium, infectious).
- Memory disorders - prevalence, etiology, diagnosis and symptomatology.
- Functional capasity and geriatric assessment.
- Pain management of older people.
- Complexity and comprehensive evaluation of older people medication.
- Nutrition state of older people and its assessment.
- Evidence based nursing and systematic information retrieval.

Evaluation scale

H-5

Objective

- You know the common geriatric diseases.
- You understand the key features, how geriatric diseases are diagnosed and cared.
- You understand the main changes and characteristic of morbidity in ageing.
- You understand the entirety of older people functional capacity and geriatric assessment evaluation.
- You understand the basics and challenges of paincare and medication in old people nursing.
- You are able to assess the nutrition and nutritional state of older people.
- You practice applying knowledge related to main geriatric diseases and syndromes in nursing of older clients.
- You practice in systematic evidence based knowledge retrieval.
- You are able to assess evidence based knowledge applicability in geriatric nursing.

Content

- Sickness and morbidity in old age.
- Physiology changes in aging.
- Special features of old patient (inc. fragility syndrome).
- Acutely ill older people (inc. delirium, infectious).
- Memory disorders - prevalence, etiology, diagnosis and symptomatology.
- Functional capasity and geriatric assessment.
- Pain management of older people.
- Complexity and comprehensive evaluation of older people medication.
- Nutrition state of older people and its assessment.
- Evidence based nursing and systematic information retrieval.

Location and time

Fall semester 2023

Materials

Materials presented in Moodle.
Independent information search guided as recordings in Karelia's Moodle.

Teaching methods

Independent studying:
UEF geriatrics online exam package: online lectures and exam in UEF's Moodle learning environment
Evidence-based information search: a task in Karelia's Moodle learning environment

Student workload

Geriatrics 1 ECTS = 27 h, of which
· UEF section (online lectures and exam) 13.5 h
· Karelia section (evidence-based nursing) 13.5 h

Further information

The independently performed part of the evidence-based nursing task is included in Geriatrics. The assignment continues as group work in Nursing the old people -studies (seminar presentation).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

UEF geriatrics online exam package (approved/rejected).
Assessment of the evidence-based nursing task as part of the seminar task assessment in Nursing the old people -studies (approved/rejected).

Objective

- You know the common geriatric diseases.
- You understand the key features, how geriatric diseases are diagnosed and cared.
- You understand the main changes and characteristic of morbidity in ageing.
- You understand the entirety of older people functional capacity and geriatric assessment evaluation.
- You understand the basics and challenges of paincare and medication in old people nursing.
- You are able to assess the nutrition and nutritional state of older people.
- You practice applying knowledge related to main geriatric diseases and syndromes in nursing of older clients.
- You practice in systematic evidence based knowledge retrieval.
- You are able to assess evidence based knowledge applicability in geriatric nursing.

Content

- Sickness and morbidity in old age.
- Physiology changes in aging.
- Special features of old patient (inc. fragility syndrome).
- Acutely ill older people (inc. delirium, infectious).
- Memory disorders - prevalence, etiology, diagnosis and symptomatology.
- Functional capasity and geriatric assessment.
- Pain management of older people.
- Complexity and comprehensive evaluation of older people medication.
- Nutrition state of older people and its assessment.
- Evidence based nursing and systematic information retrieval.

Location and time

The UEF section (0.5 ECTS) can be completed flexibly before the studies of the Nursing for the Elderly (4 ECTS) -course. The evidence-based nursing assignment (0.5 ECTS) is completed as part of the Nursing for the Elderly -course (combined with the seminar assignment).

Materials

- UEF Moodle material
- Elderly care Moodle material (in the Geriatrics section)

Teaching methods

The course is divided into two sections as follows:
- UEF network course (0.5 ECTS)
- Evidence-based nursing assignment (0.5 ECTS)

The course is integrated with the Nursing care for the elderly -course 4 ECTS. A more detailed description of completing the Geriatrics is in Nursing care for the elderly -course´s Moodle (section: Geriatrics).

Exam schedules

Online exam in UEF Moodle (plus 2 retake opportunities/semester).

Student workload

1 ETCS = 27 hours

Assessment criteria, approved/failed

The descriptions are detailed in the Moodle of the study courses.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Passed performance in the UEF online exam and passed performance in the evidence-based nursing assignment.

Objective

- You know the common geriatric diseases.
- You understand the key features, how geriatric diseases are diagnosed and cared.
- You understand the main changes and characteristic of morbidity in ageing.
- You understand the entirety of older people functional capacity and geriatric assessment evaluation.
- You understand the basics and challenges of paincare and medication in old people nursing.
- You are able to assess the nutrition and nutritional state of older people.
- You practice applying knowledge related to main geriatric diseases and syndromes in nursing of older clients.
- You practice in systematic evidence based knowledge retrieval.
- You are able to assess evidence based knowledge applicability in geriatric nursing.

Content

- Sickness and morbidity in old age.
- Physiology changes in aging.
- Special features of old patient (inc. fragility syndrome).
- Acutely ill older people (inc. delirium, infectious).
- Memory disorders - prevalence, etiology, diagnosis and symptomatology.
- Functional capasity and geriatric assessment.
- Pain management of older people.
- Complexity and comprehensive evaluation of older people medication.
- Nutrition state of older people and its assessment.
- Evidence based nursing and systematic information retrieval.

Location and time

Spring semester 2025.

Materials

Materials presented in UEF´s elearn-learningenvironment and Karelia´s Moodle.
Independent information search guided as recordings in Karelia's Moodle.

Teaching methods

Independent studying:
UEF geriatrics online exam package: online lectures and exam in UEF's Moodle learning environment
Evidence-based information search: a task in Karelia's Moodle learning environment

Student workload

Geriatrics 1 ECTS = 27 h, of which
· UEF section (online lectures and exam) 13.5 h
· Karelia section (evidence-based nursing) 13.5 h

Further information

The independently performed part of the evidence-based nursing task is included in Geriatrics. The assignment continues as group work in Nursing the old people -studies (seminar presentation).

Evaluation scale

Approved/Rejected

Assessment methods and criteria

UEF geriatrics online exam package (approved/rejected).
Assessment of the evidence-based nursing task as part of the seminar task assessment in Nursing the old people -studies (approved/rejected).
More detailed evaluation criteria presented in Moodle.

Objective

- You know the common geriatric diseases.
- You understand the key features, how geriatric diseases are diagnosed and cared.
- You understand the main changes and characteristic of morbidity in ageing.
- You understand the entirety of older people functional capacity and geriatric assessment evaluation.
- You understand the basics and challenges of paincare and medication in old people nursing.
- You are able to assess the nutrition and nutritional state of older people.
- You practice applying knowledge related to main geriatric diseases and syndromes in nursing of older clients.
- You practice in systematic evidence based knowledge retrieval.
- You are able to assess evidence based knowledge applicability in geriatric nursing.

Content

- Sickness and morbidity in old age.
- Physiology changes in aging.
- Special features of old patient (inc. fragility syndrome).
- Acutely ill older people (inc. delirium, infectious).
- Memory disorders - prevalence, etiology, diagnosis and symptomatology.
- Functional capasity and geriatric assessment.
- Pain management of older people.
- Complexity and comprehensive evaluation of older people medication.
- Nutrition state of older people and its assessment.
- Evidence based nursing and systematic information retrieval.

Location and time

The UEF section (0.5 ECTS) can be completed flexibly before the studies of the Nursing for the Elderly (4 ECTS) -course. The evidence-based nursing assignment (0.5 ECTS) is completed as part of the Nursing for the Elderly -course (combined with the seminar assignment).

Materials

- UEF Moodle material
- Elderly care Moodle material (in the Geriatrics section)

Teaching methods

The course is divided into two sections as follows:
- UEF network course (0.5 ECTS)
- Evidence-based nursing assignment (0.5 ECTS)

The course is integrated with the Nursing care for the elderly -course 4 ECTS. A more detailed description of completing the Geriatrics is in Nursing care for the elderly -course´s Moodle (section: Geriatrics).

Exam schedules

Online exam in UEF Moodle (plus 2 retake opportunities/semester).

Student workload

1 ETCS = 27 hours

Assessment criteria, approved/failed

The descriptions are detailed in the Moodle of the study courses.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Passed performance in the UEF online exam and passed performance in the evidence-based nursing assignment.

Objective

Students will:
• Master the basics of information retrieval
• Respect the patient as an expert agent of their own life
• Acknowledge the values, principles and key concepts of nursing
• Know how to interact professionally and therapeutically with patients and their family members
• Acknowledge the principles of professional cooperation
• Know how to apply the nursing process in decision-making and documentation
• Acknowledge the key principles of patient safety
• Know how to apply the aseptic technique
• Know how to work ergonomically
• Know how to communicate in order to ensure patient safety
• Know how to use the instruments used in nursing
• Know how to assess the patient’s resources and need for care
• Have the basic information and skills related to the key procedures required in nursing
• Know how to determine patients’ need for care and the objectives of care, as well as to plan and provide key nursing assistance methods to promote the resources of customers/patients
• Acknowledge pain evaluation methods and the methods of unmedicated pain management
• Know how to assess the need for urgent care in a systematic manner
• Know how to encounter death and look after a deceased person

Content

• Key concepts of nursing
• Professional interaction
• Clinical decision making
• Treatment process, decision-making and documentation
• Principles of patient safety
• Arranging a safe treatment environment
• Infection prevention: hand hygiene, precautions and isolation arrangements
• Ergonomic working and assisting in patient’s mobility
• Usage of the ISBAR documentation tool
• Patient monitoring
• Assisting in daily activities
• Common methods of assisting and treatment methods required in nursing
• Pain assessment and unmedicated pain management methods
• ABCDE protocol and NEWS

Evaluation scale

H-5

Objective

Students will:
• Master the basics of information retrieval
• Respect the patient as an expert agent of their own life
• Acknowledge the values, principles and key concepts of nursing
• Know how to interact professionally and therapeutically with patients and their family members
• Acknowledge the principles of professional cooperation
• Know how to apply the nursing process in decision-making and documentation
• Acknowledge the key principles of patient safety
• Know how to apply the aseptic technique
• Know how to work ergonomically
• Know how to communicate in order to ensure patient safety
• Know how to use the instruments used in nursing
• Know how to assess the patient’s resources and need for care
• Have the basic information and skills related to the key procedures required in nursing
• Know how to determine patients’ need for care and the objectives of care, as well as to plan and provide key nursing assistance methods to promote the resources of customers/patients
• Acknowledge pain evaluation methods and the methods of unmedicated pain management
• Know how to assess the need for urgent care in a systematic manner
• Know how to encounter death and look after a deceased person

Content

• Key concepts of nursing
• Professional interaction
• Clinical decision making
• Treatment process, decision-making and documentation
• Principles of patient safety
• Arranging a safe treatment environment
• Infection prevention: hand hygiene, precautions and isolation arrangements
• Ergonomic working and assisting in patient’s mobility
• Usage of the ISBAR documentation tool
• Patient monitoring
• Assisting in daily activities
• Common methods of assisting and treatment methods required in nursing
• Pain assessment and unmedicated pain management methods
• ABCDE protocol and NEWS

Evaluation scale

H-5

Evaluation scale

Approved/Rejected

Objective

Students will:
• Master the basics of information retrieval
• Respect the patient as an expert agent of their own life
• Acknowledge the values, principles and key concepts of nursing
• Know how to interact professionally and therapeutically with patients and their family members
• Acknowledge the principles of professional cooperation
• Know how to apply the nursing process in decision-making and documentation
• Acknowledge the key principles of patient safety
• Know how to apply the aseptic technique
• Know how to work ergonomically
• Know how to communicate in order to ensure patient safety
• Know how to use the instruments used in nursing
• Know how to assess the patient’s resources and need for care
• Have the basic information and skills related to the key procedures required in nursing
• Know how to determine patients’ need for care and the objectives of care, as well as to plan and provide key nursing assistance methods to promote the resources of customers/patients
• Acknowledge pain evaluation methods and the methods of unmedicated pain management
• Know how to assess the need for urgent care in a systematic manner
• Know how to encounter death and look after a deceased person

Content

• Key concepts of nursing
• Professional interaction
• Clinical decision making
• Treatment process, decision-making and documentation
• Principles of patient safety
• Arranging a safe treatment environment
• Infection prevention: hand hygiene, precautions and isolation arrangements
• Ergonomic working and assisting in patient’s mobility
• Usage of the ISBAR documentation tool
• Patient monitoring
• Assisting in daily activities
• Common methods of assisting and treatment methods required in nursing
• Pain assessment and unmedicated pain management methods
• ABCDE protocol and NEWS

Evaluation scale

H-5

Objective

Students will:
• Master the basics of information retrieval
• Respect the patient as an expert agent of their own life
• Acknowledge the values, principles and key concepts of nursing
• Know how to interact professionally and therapeutically with patients and their family members
• Acknowledge the principles of professional cooperation
• Know how to apply the nursing process in decision-making and documentation
• Acknowledge the key principles of patient safety
• Know how to apply the aseptic technique
• Know how to work ergonomically
• Know how to communicate in order to ensure patient safety
• Know how to use the instruments used in nursing
• Know how to assess the patient’s resources and need for care
• Have the basic information and skills related to the key procedures required in nursing
• Know how to determine patients’ need for care and the objectives of care, as well as to plan and provide key nursing assistance methods to promote the resources of customers/patients
• Acknowledge pain evaluation methods and the methods of unmedicated pain management
• Know how to assess the need for urgent care in a systematic manner
• Know how to encounter death and look after a deceased person

Content

• Key concepts of nursing
• Professional interaction
• Clinical decision making
• Treatment process, decision-making and documentation
• Principles of patient safety
• Arranging a safe treatment environment
• Infection prevention: hand hygiene, precautions and isolation arrangements
• Ergonomic working and assisting in patient’s mobility
• Usage of the ISBAR documentation tool
• Patient monitoring
• Assisting in daily activities
• Common methods of assisting and treatment methods required in nursing
• Pain assessment and unmedicated pain management methods
• ABCDE protocol and NEWS

Evaluation scale

H-5

Objective

Students will:
• Master the basics of information retrieval
• Respect the patient as an expert agent of their own life
• Acknowledge the values, principles and key concepts of nursing
• Know how to interact professionally and therapeutically with patients and their family members
• Acknowledge the principles of professional cooperation
• Know how to apply the nursing process in decision-making and documentation
• Acknowledge the key principles of patient safety
• Know how to apply the aseptic technique
• Know how to work ergonomically
• Know how to communicate in order to ensure patient safety
• Know how to use the instruments used in nursing
• Know how to assess the patient’s resources and need for care
• Have the basic information and skills related to the key procedures required in nursing
• Know how to determine patients’ need for care and the objectives of care, as well as to plan and provide key nursing assistance methods to promote the resources of customers/patients
• Acknowledge pain evaluation methods and the methods of unmedicated pain management
• Know how to assess the need for urgent care in a systematic manner
• Know how to encounter death and look after a deceased person

Content

• Key concepts of nursing
• Professional interaction
• Clinical decision making
• Treatment process, decision-making and documentation
• Principles of patient safety
• Arranging a safe treatment environment
• Infection prevention: hand hygiene, precautions and isolation arrangements
• Ergonomic working and assisting in patient’s mobility
• Usage of the ISBAR documentation tool
• Patient monitoring
• Assisting in daily activities
• Common methods of assisting and treatment methods required in nursing
• Pain assessment and unmedicated pain management methods
• ABCDE protocol and NEWS

Evaluation scale

H-5

Teaching methods

You demonstrate ability to assess and develop your own skills.

You demonstrate ability to develop and adapt your way of working according to changes in the health
care and social welfare services.

You evaluate the quality of nursing care in order to develop the client’s /patient’s care, and your
own practice.

You demonstrate ability to function in changing environments.

Evaluation scale

H-5

Evaluation scale

H-5