The entry criteria for nursing students include:

1. successful completion of the first two years of a nursing program

2. formally approved by sponsor university and Malmö University.

Upon completion of the course, the student will independently perform person-centred care, and prescribed medical treatment to patients with various diseases. In addition, the student will be capable of lead nursing care, plan and implement actions to prevent disease.

Teaching is based upon the student’s prior knowledge, critical reflection abilities and active engagement. Of the 20 weeks allotted to this course a minimum of 12 weeks are in clinical settings. Here education takes place during weekdays, evenings, nights and weekends. . The core competences; person-centred care, teamwork and collaboration, evidence-based practice, safety, and informatics are discussed in relation to the nursing process, and the nurse´s role.

The Grading system A-U is used for full course and in module 1, for the nursing process and for the clinical practice. Grades that are used are pass with distinction (A, B), pass (C, D, E) and fail (U) as specified below:

A = Excellent – outstanding performance with only minor errors

B = Very good – above average standard but with some errors

C = Good – generally sound work with a number of notable errors

D = Satisfactory – fair but with significant shortcomings

E = Pass – performance meets the minimum criteria

U = Fail – considerable further work is required

Students who fail in theoretical examinations have two further opportunities to re-sit with the same content and requirement. Thereafter students have the opportunity to re-sit in the following course according to the same rule. Examinations and two retakes are scheduled throughout the course timetable. If a course is no longer offered or has undergone major changes, students are offered two re-take sessions based on the syllabus in force at registration during a period of one year from the date of the implementation of the changes. Examinations and retakes are scheduled throughout the course timetable.

The clinical practice can be interrupted by the student or by the examiner. In cases where students take the initiative and without the consent of the examiner interrupts clinical practice, it leads to a fail (U). The student is offered to retake the course, unless the maximum numbers of examinations not already has been reached. If the interruption agreed upon the examiner, one opportunity to complement in the same or in the next semester, or it is considered as failed (U). The decision will be based on the individual case. Students who have failed their clinical practice will get the opportunity of one (1) retake corresponding in length and content to the failed placement subject to availability of clinical placements, clinical teachers, and preceptors. If the student has demonstrated such a lack of skill that may harm patients and clients, the examiner in consultation with the preceptor, and the head of the Department of Care Science may decide to reject and remove the student from the placement prematurely. When this occurs, the student is offered a new practice only under the condition that the maximum number of examinations has not already been reached, and that the student has shown necessary knowledge and skills according the individual plan drawn on these occasions. The student has the right, within one year after the interruption to undergo two trials according to the student’s individual plan.

This module includes a 256 hour internship spread over eight weeks on somatic wards. Both scientific and experience-based knowledge in nursing is strengthened and integrated with medical science, management and patient safety. The preventive, curative, stabilized, supportive and palliative care is strengthened using a patient-centred nursing process approach to patients with different levels of complex illness including the seriously ill and dying. Prescribed medical treatment is performed on these patients; nursing care is documented and conducted in accordance with applicable regulations and policies. The student manages and distributes work to the care team through inter-professional collaboration which is applied and extended in the clinical education department (KUA) for 2 weeks (only Scandinavian students).

Upon completion of the module students should be able to:

1. communicate empathically within the health care team to assist in care provision for patients, provide support and inform relatives in line with patient consent guidelines,

2. exercise leadership skills and collaborate professionally within the team

3. apply, critical analyse and independently document the nursing process applying experience-based and evidence based knowledge,

4. identify crucial aspects of the nursing process in conjunction with patient’s individual needs, and provide care and treatment from a person-centred, ethical and safety perspective,

5. apply relevant risk, quality and law related principles into nursing practice,

6. inform and educate patients, families, and staff concerning nursing care provision throughout the duration of care, ad follow up the information given,

7. calculate, prepare and administer pharmaceutical medications to patients in accordance with regional and national guidelines, and apply knowledge in pharmacology,

8. demonstrate professional self-awareness through critical reflection to improve care quality, and

9. prepare, execute and evaluate safety procedures, medical treatments, hygiene and aseptic techniques in accordance with current local and national guidelines.

Module one includes introduction and placement onto a somatic ward. In order to successfully fulfil learning outcomes 1-9; a series of complimentary interactive lectures are provided. Invasive technique training is offered to all students to optimize their clinical skills. Scandinavian students attend a two week internship in KUA (multi-disciplinary teaching ward) as well as a half day dialysis visit. For further details concerning any of the above, please refer to the corresponding study guide.

Learning outcomes 1 - 9 are examined thought assessment of student performance during clinical practice in either a medical or surgical ward in which knowledge, skills and analytical approaches are evaluated; based on Assessment of Clinical Education (AssCE) criteria (8 credits). Learning outcome 2 is examined through assessment of the student’s ability to reflect, apply theoretical concepts, and leadership performance using a specific marking rubric (0,5 credit). Learning outcome 3 and 4 is individually examined through assessment of the theoretical development of nursing journal using a specific marking rubric (4 credits). Learning outcome 5 focuses on regulations through completion of written individual examinations (2 credits). Learning outcome 9 is examined using critical analysis of one aspect of poor performance using a national auditing tool. This is accomplished as a group exercise; however individual contributions will be assessed, using a specific marking rubric (1,5 credits). Scores for all examinations is based on established criteria (See study guide).

This module is conducted in acute wards in pre-and hospital emergency care, intensive care, surgical and anesthetic care settings. Theoretical introductions to nursing specialties are provided. The module includes 64 hours of placement day time or night time equivalent spread over a period of two weeks. During this internship the student will be expected to observe vital signs, identify care priorities according to ABCDE communicate according to SBAR and reflect on ethical dilemmas. Students should also reflect on the role of the nurse in these areas. In disaster medicine both the medical and nursing oriented action preparedness, for different kinds of disasters is taught. Principles of community emergency organization from a national and international perspective, along with the importance of preparedness, violence and threats are illustrated. Principles of injury diagnosis and prioritization of injuries are exemplified as hospitals' preparedness for disaster alarms.

Upon completion of the module the student should be able to:

1. carry out associated nursing care and treatments in emergency situations in line with specific regional and national criteria

2. explain the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly; according to local and national guidelines

3. explain the principles of disaster medicine techniques

Module two includes introduction and placement in specialist acute departments within the hospital. In order to successfully fulfil learning outcomes 1-3; a series of complimentary lectures are provided. For further details please refer to the corresponding study guide.

In this module learning outcome 1 and 2 are individual assessed based on Assessment of clinical training in emergency care, which is designed for this course. Learning outcome 2 is assessed in a seminar there individual contributions are assessed using a specific marking rubric. Learning outcome 3 is assessed through an individual examination. Scores for all examinations is based on established criteria (See study guide).

This module has a palliative and theoretical introduction to nursing in home care. Teaching focuses on communication, municipal home care organization, cooperation between the county and municipality as well collaboration between social services and health care. The value of relatives, local support networks and the importance of continuity of the patient care chain are highlighted. The module includes 64 hours of placement in home care spread over 2 weeks. In the internship, the student should together with the supervising nurse, perform nursing care and prescribe medication in the patient's home according to their skills. Identification of risks to the patient, the delegation process and coordinated care planning is applied. The student reflects on the importance of nurses' empathic attitude when carrying out care in the patient's own home. Patient Influence and kindred interaction is emphasized.

Upon completion of the module the student should be able to:

1. carry out associated nursing care and treatments in patients' homes and reflect on the specific role of the nurse to secure professional - patient relationships in a home care context

2. apply a phenomenological empathic attitude when communicating with patients

Module three includes introduction and placement in community care. In order to successfully fulfil both learning outcomes; a series of complimentary lectures are provided.

Learning outcome 1 is individual assessed based on Assessment of clinical training in municipal home care, which is designed for this course. Learning outcome 2 is assessed through an individual assignment marked using a specific marking rubric along with attendance to two developmental role-play seminars. Scores for all examinations is based on established criteria (See study guide).

Reflection upon theoretical and applied knowledge, in relation to nursing practice and professionalism, is taught through facilitated peer group discussions.

Upon completion of the module the student should be able to:

1. reflect upon theoretical and applied knowledge in nursing practice

Module four includes continued development of nursing professionalism through a series of interactive clinical supervision sessions.

Learning outcome 1 is assessed by a written individual examination. Scores for all examinations is based on established criteria (See study guide).

The module includes theoretical exercises, and consists of current calculations, preparation and administration of drug prescriptions.

Upon completion of the module student should be able to:

1. apply drug calculations in relation to unit conversion, dilution calculations, infusion rates, percentages and infusion preparation of concentrated additives

Module five includes guidance to achieve the learning objective for this module. For further details please refer to the corresponding study guide.

Learning outcome 1 is assessed through the completion of an individual mathematical test paper which reflects situations encountered by nurses during clinical placement. 100% correct answers will equal a pass.

Assessment and following up the performance.

Upon completion of this module students should be able to:

1. integrate theory into clinical situations and relate these to professionalism

The examination is designed in two parts; an individual written test consisting of two patient cases that reflect realistic care settings, and an individual practical test. The written examination consists of questions related to patient cases (0.5 credits) as well as issues related to drug calculation (0.5 credits). The practical exam (1 credit) implemented in clinical practice is performed when all other modules and examinations in the nursing program is performed and approved. The grade is based on established criteria based on the exam objectives for nursing (see study guide).

The course is divided into six modules:

Upon completion of the module students should be able to:

1. communicate effectively within the health care team to assist in care provision for patients, provide support and inform relatives in line with patient consent guidelines

2. participate in professional teamwork and exercise leadership skills

3. develop a nursing journal using the nursing process and apply knowledge of patho-physiology, pharmacology, critical thinking and reflection

4. independently apply crucial aspects of the nursing process in conjunction with patient’s individual needs relating to prevention, curative, stabilization or palliative care delivery according to current regional and national guidelines

5. apply relevant principles and laws related to professional nursing

6. inform and educate patients, families, (in accordance with patient consent guidelines) and staff concerning nursing care provision throughout the duration of care

7. safely calculate, prepare and administer pharmaceutical medications to patients in accordance with regional and national guidelines

8. prepare and execute prescribed medical treatments, hygiene and aseptic techniques in accordance with current local and national guidelines

Upon completion of the module the student should be able to:

1. carry out associated nursing care and treatments in emergency situations in line with specific regional and national criteria

2. explain the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly; according to local and national guidelines

3. explain the principles of disaster medicine techniques

Upon completion of the module the student should be able to:

1. carry out associated nursing care and treatments in patients' homes and reflect on the specific role of the nurse to secure professional - patient relationships in a home care context

2. apply a phenomenological empathic attitude when communicating with patients

Upon completion of the module the student should be able to:

1. reflect upon theoretical and applied knowledge in nursing practice

Upon completion of the module student should be able to:

1. apply drug calculations in relation to unit conversion, dilution calculations, infusion rates, percentages and infusion preparation of concentrated additives

This module students should be able to:

1. integrate theory into clinical situations and relate these to professionalism.

The course consists of six modules which are designed to synthesize theoretical and clinical knowledge in focused areas. In so doing a range of organized teaching methods has been devised which work in tandem with the discipline of self-directed study.

1. Medical andSurgical care (adults and older people), 16 credits

Module one includes introduction and placement onto a somatic ward. In order to successfully fulfil learning outcomes 1-8; a series of complimentary interactive lectures are provided. Invasive technique training is offered to all students to optimize their clinical skills. Scandinavian students attend a two week internship in KUA (multi-disciplinary teaching ward) as well as a half day dialysis visit. For further details concerning any of the above, please refer to the corresponding study guide.

Module two includes introduction and placement in specialist acute departments within the hospital. In order to successfully fulfil learning outcomes 1-3; a series of complimentary lectures are provided. For further details please refer to the corresponding study guide.

Module three includes introduction and placement in community care. In order to successfully fulfil both learning outcomes; a series of complimentary lectures are provided. For further details please refer to the corresponding study guide.

Module four includes continued development of nursing professionalism through clinical

supervision that provides support to achieve the learning objective set for this module. For further details please refer to the corresponding study guide.

Module five includes guidance to achieve the learning objective for this module. For further details please refer to the corresponding study guide.

The Grading system A-U is used for full course and in module 1, for the nursing process and for the clinical practice. Grades that are used are pass with distinction (A, B), pass (C, D, E) and fail (U) as specified below:

A = Excellent – outstanding performance with only minor errors

B = Very good – above average standard but with some errors

C = Good – generally sound work with a number of notable errors

D = Satisfactory – fair but with significant shortcomings

E = Pass – performance meets the minimum criteria

U = Fail – considerable further work is required

The Malmö School of Nursing grading system is applied in module 1, for leadership, patient safety, and regulation, as well in module 2-6. In these modules the grades Pass (G) or Fail (U) are used.

Students are expected to draw extensively upon their work practice, independent studies and feedback from peers and colleagues to successfully complete course assessments. Much of the work based learning in these modules is incorporated into the variety of assessment activities, including formal assessment by qualified educators. Examinations will be conducted through combinations of individual examinations, seminars, and in clinical practice. To receive the grade pass with distinction (A, B) for the course in all this grades is required for in module 1.

The student is assessed using the following examinations: Learning outcomes 1 - 8 are examined thought assessment of student performance during clinical practice in either a medical or surgical ward in which knowledge, skills and analytical approaches are evaluated; based on Assessment of Clinical Education (AssCE) criteria (8 credits). The second learning outcome is examined through assessment of the student’s ability to reflect, apply theoretical concepts, and leadership performance using a specific marking rubric (0,5 credit). (NB: All marking rubrics referred to in this document are published on the course website from the outset of the course.) The third and fourth learning outcome is individually examined through assessment of the theoretical development of nursing journal using a specific marking rubric (4 credits). The assessment of the fifth and seventh learning outcome focuses on regulations through completion of written examinations (2 credits). The student’s awareness of patient safety is examined using critical analysis of one aspect of poor performance (related to any of the learning outcomes identified above) using a national auditing tool. This is accomplished as a group exercise; however individual contributions will be assessed, using a specific marking rubric (1,5 credits).

Assessment of the first learning outcome focuses on nursing care and treatments in emergency situations which are assessed and evaluated in clinical practice by an assigned clinical mentor. The assessment criteria are contained in the emergency care placement form designed for this course.

The second learning outcomes focuses on explanation of the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly which is accomplished as a group exercise; however individual contributions are assessed using a specific marking rubric. An interactive role play seminar, based on the aforementioned assignment is used to assess the student’s ability to prioritize care in accordance with ABCDE prioritization principle.

The student’s understanding of disaster medicine principles is assessed through an examination

The first learning outcomes focuses on completion of associated nursing care and treatments in patients' homes and reflection on their approach to obtain a professional patient relationship is assessed in clinical practice by an assigned clinical mentor. The assessment criteria are contained in the home care placement form designed for this course.

Assessment of the ability to apply a phenomenological empathic attitude in community based situations is executed through an individual assignment marked using a specific marking rubric along with attendance to two developmental role-play seminars.

Integration of theory into clinical situations and the connection to professional nursing is assessed in a written examination with peer feedback.

Application of drug calculations are assessed through the completion of an individual mathematical test paper which reflects situations encountered by nurses during clinical placement. 100% correct answers will equal a pass.

Students will be assessed using the following formulae and methodologies:

1. Integration of theory into clinical situations and relation of these to professionalism will be assessed in two distinct parts, although both parts are considered as a continuous assessment.

Part I: includes the successful completion of a written paper based on patient cases (1 credit)

Part II: includes the successful completion of a patient-specific practical examination (1 credit). The written examination consists of two patient cases that reflect realistic care settings that a nurse may encounter. (See study guide for further information.)

Students who fail in theoretical examinations have two further opportunities to re-sit with the same content and requirement. Thereafter students have the opportunity to re-sit in the following course according to the same rule. Examinations and retakes are scheduled throughout the course timetable.

The clinical practice can be interrupted by the student or by the examiner. In cases where students take the initiative and without the consent of the examiner interrupts clinical practice, it leads to a fail (U). The student is offered to retake the course, unless the maximum numbers of examinations not already has been reached. If the interruption agreed upon the examiner, one opportunity to complement in the same or in the next semester, or it is considered as failed (U). The decision will be based on the individual case. Students who have failed their clinical practice will get the opportunity of one (1) retake corresponding in length and content to the failed placement subject to availability of clinical placements, clinical teachers, and preceptors. If the student has demonstrated such a lack of skill that may harm patients and clients, the examiner in consultation with the preceptor, and the head of the Department of Care Science may decide to reject and remove the student from the placement prematurely. When this occurs, the student is offered a new practice only under the condition that the maximum number of examinations has not already been reached, and that the student has shown necessary knowledge and skills according the individual plan drawn on these occasions. The student has the right, within one year after the interruption to undergo two trials which will be completed following a tailored study plan.

Gould B (2011). Pathophysiology for the Health Professions. (Fourth Edition), Toronto, Canada Saunders Elsevier. 650 p

Marquis B, Huston C (2013). Leadership Roles and Management Functions in Nursing. Theory and Application. Eighth Edition. Lippincott Williams and Wilkins. 150 p

Smeltzer S, Bare B, Hinkle J, Cheever K (2010). Brunner & Suddarth’s Textbook

of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins. Nursing Process Overview. 30 p

Young Johnson J (2010). Handbook for Brunner and Suddarth’s Textbook of Medical Surgical Nursing. (12th Edition), Lippincott. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Approx. 658 p

Smeltzer S, Bare B, Hinkle J, Cheever K (2010). Brunner & Suddarth’s Textbook

of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins.

Emergency Nursing. 50 p

Intraoperative Nursing Management. 40 p

Preoperative Nursing Management. 20 p

Postoperative Nursing Management. 30 p

Terrorism, Mass Casualty and Disaster Nursing. 30 p

Brazier D (1993) Empathy, occasional paper. Amida Trust. 1 – 9

www.amidatrust.com/article_empathy.html.

Englander M, (2014). Empathy Training from a Phenomenological Perspective.

Journal of Phenomenological Psychology 45 p 5-26.

Smeltzer S, Bare B, Hinkle J, Cheever K (2010). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins. approx. 30 p

Carper B A (1978). Fundamental patterns of knowing in nursing. Jones & Bartlett Learning. ANS, 1 (1): 13 – 24 Reprinted with permission from and copyright 1978 Aspen Publications, Inc.

Please note: Additional reference material may be added during the course (maximum 100 pages).

Lapham R & Agar H (2009) Drug Calculations for Nurses. Step by Step Approach 3rd Edition. Hodder Arnold an Hachette UK Company E-book. …

http://file.zums.ac.ir/ebook/145-Drug20Calculations20for%20Nurses%20A%20Step%20by%20Step20Approach,%203rd%20Edition-Robert%20Lapham%20Heather%20Agar-.pdf

The teacher/examiner in charge of the course is responsible for completing at least two course evaluations. The first will be conducted mid-term with feedback to students as soon as possible. The second evaluation will be collated upon completion of the course. Both will be published on the school website along with the actions to be taken to improve future courses resulting from this feedback.

In addition, individual seminar evaluations must be completed, in writing, prior to departure from each educational event. All course evaluations will be summarized and presented on the learning platform as the course progresses. All evaluation summaries will be collated in the form of a course report at the end of the course and a series of relevant timely actions generated. Outcomes from these documents will be made available on the follow-on course web page.

If the course ceases or goes through major re-structure, students retain the right to two retake examinations based on the original course content.