General provisions

The course is included in the Specialist nursing programme with focus on district nurse and consists of 15 credits of which 7.5 credits are clinical placement . The theoretical part consists of 7.5 credits.

Learning outcomes

On completion of the course, the student should be able to:

1. describe disease preventive methods and strategies for national, intenational and historical public health work on different levels

2. account for political aims of public health and health determinants concerning adults and older people

3. show advanced knowledge of organisation and leadership in the area of competence of the district nurse

4. assess and analyse the living environment of adults and older people on individual, family, group and community levels, from a socio-cultural, psychological, spiritual, medical and intersectional perspective

5. assess, plan, organise carry out and evaluate health promoting and prevetive efforts as well as complex care needs and (re)habilitation needs both independently and in collaboration with other actors

6. apply person centered communiaction and motivational interviewing

7. apply laws, statutes, ethical and research-ethical principles in the area of competence of the district nurse

8. account for research and strategies for quality development in the area of competence and be responsible for the develeopment of nursing and the implementation of evidence in health care

9. reflect on how socio economics, gender, age, ethnicity and other grounds of discrimination may interact and affect nursing as well as relate to the responsibility of the district nurse regarding prevention of discrimination.

10. make action assessments with a holistic perspective based on relevant scientific, social and ethical aspects with special consideration of human rights

11. respond to and communicate with caretakers and their relatives with a professional and empathetic attitude

Content

Adult and older people's health and life situation from a medical, psychological, spiritual and socio cultural perspective and gender perspective

National and international goals for public health work for adults and older people

The activities, strategies and goal of the county council and the municipality regarding adults and older people

Laws and statutes

Health promotion work and nursing work for specific target groups

Various actors' role in public health work and nursing work, cooperation methods

Psychiatric nursing, home care service, dementia nursing, palliative nursing

The families and close relations' situation

Crisis theories, stress reactions and theories in nursing

Communication, teaching, patient centred pedagogy, motivational interviewing

Strategies and research methods for planning, implementation and evaluation of health promotion work and nursing

Strategies for quality development

Organisation, leadership and work environment

Ethical and research ethical principles

Educational theories and models

Instruction

Theoretical studies

Cohort group work

Lectures

Literature studies

Preparation of short essay

Seminars

Clinical placement

Supervision by specialist nurse in collaboration with clinical lecturer/clinical senior lecturer

Proficiency training

Assessment

Theoretical studies

The aims of the course is continuously examined during the course in the form of oral and written assignments examinations, both individually and in groups. When there is examination in groups the student shall participate actively with knowledge and reflection. At examination in groups the student shall participate actively with knowledge and reflection.

Clinical placement

Examination in clinical placement implies assessment of knowledge, skills and attitudes according to student formulated learning outcomes, AssCE-form (Löfmark, A et Thorell-Ekstrand, I. 2009), study assignments and clinical examinations related to the learning outcomes of the course..

Other directives

Regulations for re-examination

Student who has failed examination may retake the examinations four times (= total five examinations). After five failed examinations, the student may lose his/her guaranteed place in the education. The undergraduate education committee however may, if special circumstances apply, admit the right to additional examination. Every time the student participates in an examination counts. Submission of so called "blank" exam is counted as examination. In accordance with chapter 6, sections 21-22 of the Higher Education Ordinance (1993:100) the student has the right on request to change examiner after two failed examinations.

Student who has not passed in clinical placement has the right to retake the clinical placement once. (chapter 6, section 21 in the Higher Education Ordinance (1993:100)))

Interrupted clinical placement

A student who fail clinical placement may be required to interrupt the clinical placement prematurely if there is a noticeable risk that the student due to incompetence injure another individual or valuable property if he or she continues the clinical placement.

An individual plan should be determined for the student and be communicated to him or her in writing. In this plan, that is to be determined by the programme committee, the knowledge and skill shortages should be clearly stated. The plan should also state which support the student can get from the department and how and when the assessments can take place as well as how these should be carried out. A student is entitled to a maximum of two assessments, but no more than once a year.

The student is not allowed to participate in clinical placement, until the programme committee has assessed and approved that the student has the required knowledge and skills. Decisions about the individual study plan can by the programme committee be delegated to student welfare committee or an equivalent with student presentation.

Clinical placement may include evening/weekend shifts and commuting.