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-centered 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.Upon completion of the course, the student will independently perform person-centered 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.

The course has five distinct modules to complete during a 20-week timeframe, which is detailed below. Teaching is based upon the student’s prior knowledge and critical reflection abilities and active engagement. Reflection is included as an educational method for developing empathy and ethical approach. 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 and also equality and sustainability are discussed in relation to the nursing process, and the nurse´s role.

The Grading system A-U clarifies the overall grade attained by individual students.

Grades that are used include: 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.

If students receive, an A/B grade for their nursing process assignment i.e. ‘Nursing knowledge’ in module 1, a distinction will be awarded for the whole course. In addition, all other examined course material must be awarded a ‘pass’ grade and all compulsory learning activities performed.

Students who fail the exam are given the opportunity to do two re-takes with the same course content and with the same requirements. The student also has the right to take the examination in the same course in the subsequent course according to the same rule. Examination and re-takes are carried out at the times specified in the course schedule.

The placement can be cancelled by the student or by the examiner. In cases where the student on his/her own initiative and without the consent of the examiner cancels the placement, the cancellation leads to the course being failed, and the student is offered to re-take the course the next time it is offered, unless the maximum number of examinations have already been done. If the cancellation is done in agreement with the examiner, it may either result in the student being offered an opportunity to supplement (the same or the following semester) or the course is failed, depending on the examiner's assessment in the individual case. Potential supplement can be done when a placement is available. If the student has demonstrated such incompetence during the training that clients, patients or users are at risk of being hurt, the examiner may, after consultation with the supervisor and department head, decide to fail the student prematurely. In the event that this occurs, the student can be offered a new placement only under the condition that the maximum number of examination opportunities has not already been exceeded and the student has completed a review of the necessary knowledge and skills for placement. The evaluation is conducted according to the individual plan that has been put in place for these occasions. The student has the right within one year after the cancellation to undergo two evaluations according to this plan.

Module 1 focuses on development of nursing skills in somatic care. This module includes a 256 hour clinical placement internship spread over eight weeks in somatic wards. Within these eight weeks, the Swedish students have clinical placements in the clinical education department (KUA) for 2 weeks. Both scientific and experience-based knowledge in nursing is strengthened and integrated with medical science, management and patient safety. Organ donation and dialysis care are discussed. Preventive, curative, stabilizing, supportive and palliative care provision is applied using patient-centered nursing processes. Prescribed medical treatment is performed with consent from 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.

Upon completion of module 1 students should be able to:

1. plan and independently exercise leadership skills and collaborate professionally within the team,

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

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

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

5. inform and educate patients, families, health care staff and act upon the information given,

6. demonstrate knowledge of pharmacology to, administer and provide information about medications in accordance with regional and national guidelines,

7. motivate and apply the use of the relevant national legislation,

8. reflect on professional self-awareness, empathy and own need for further knowledge, and

9. critically examine, analyze and apply research-based knowledge in relation to adverse events in care and outline necessary preventive measures.

This module includes lectures (intended learning outcome 3 and 9), mandatory clinical placement in Medical and Surgical care (intended learning outcomes 1-8). The module also includes a mandatory presentation of a scientific work during the clinical placement, as well as participation in group assignment focused on patient safety (intended learning outcome 9). Any absence from the presentation is compensated by a presentation at another occasion during the clinical placement. Any absence from participation in group assignment is compensated in consultation with the examiner by writing a supplementary assignment. Any absence from the clinical placement is compensated according to the information under the heading Examination Re-take above.

The module´s intended learning outcomes 1-8 are assessed through individual assessment of students' performance during the clinical placement in somatic care where knowledge and skills, as well as professional and ethical conduct, are assessed through the Assessment of Clinical Education (AssCE) form's criteria (8 credits). Only a pass or fail grade is awarded upon completion of students 8 week placement using the AssCE assessment (all applicable criteria in the AssCE form should be graded to a ‘good achievement’ level). Attendance for 256 hours is also necessary to attain the grade pass. The intended learning outcomes 2-6 are also assessed through an individual written exam, ‘Nursing knowledge’, where the focus of the assessment is on the student´s ability to apply the nursing process (4 credits). Intended learning outcome 7 is also examined through an individual exam, ‘Law related knowledge’ where the focus of the assessment is on the student's ability to justify application of relevant legislation (2 credits). Intended learning outcome 9 is assessed orally and in writing using patient cases. The assessment focuses on the student´s ability to critically examine, analyse and apply research-based knowledge relevant for specific measures in relation to adverse events in health care (2 credits). Specific assessment criteria are presented in the study guide.

This module is conducted in acute wards in pre-and hospital emergency care, intensive care, surgical and anaesthetic care settings. Theoretical introductions to nursing specialties are provided. This module includes 64 hours of placement day time or night time equivalent spread over a period of two weeks. During this clinical placement the student will be expected to observe vital signs, identify care priorities according to ABCDE-concept, communicate during short meetings and reflect on person centered care and ethical dilemmas in vulnerable situations for patients and relatives. 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 for violence and threats, are illustrated. Principles of injury diagnosis and prioritization of injuries are exemplified in hospital preparations for major incidents.

Upon completion of Module 2 the student should be able to

1. 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,

2. carry out nursing care and treatments under supervision with regard to both patient safety and an ethical perspective and to create a professional relationship with the patient focusing on the short meeting, and

3. reflect on person centered care during short meetings.

This module includes mandatory introduction in specialist acute departments within the hospital (intended learning outcomes 1-3). The module includes a compulsory seminar in emergency care (intended learning outcomes 1-3). Any absence from placement is compensated according to the information under the heading ‘Examination re-take’. Any absence from other mandatory tasks is compensated in consultation with the examiner by writing a supplementary assignment if the work format cannot be organized during the semester.

In this module intended learning outcomes 1 and 3 are individually assessed at a seminar where the focus of the assessment relates to the student's ability to account for relevant clinical judgement and care of patients with various acute conditions. Intended learning outcome 2 is examined through an individual assessment of the student´s performance in the clinical placement in emergency care where knowledge, skills and ethical conduct are in focus. The assessment is based on Assessment of clinical training in emergency care. Grades for all examinations are 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 safe care in the patient’s own home and continuity of the patient care chain are highlighted. The module includes 64 hours of clinical placement in home care, spread over 2 weeks. During the placement, 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 will be applied. The student must reflect on the importance of nurses' empathic communication and attitude when carrying out care in the patient's own home. Patient influence and kindred interaction is emphasized.

Upon completion of Module 3 the student should be able to:

1. explain palliative care and safe home care with focus on pain relief and demonstrate patient centered care relative to physical, mental, social and spiritual needs,

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

3. critically analyze one's own professional attitude when caring for patients in their own homes.

Module three includes mandatory introduction to safe home care and, mandatory clinical placement in home care and mandatory lectures integrated with workshops focusing on palliative care and communication to apply an empathic professional attitude (learning outcomes 1-3). Any absence from this placement is compensated according to the information under the heading ‘Examination re-take’. Any absence from other mandatory work formats must be compensated in consultation with the examiner by writing a supplementary assignment if the work format cannot be organized during the semester.

Intended learning outcomes 1 and 3 are assessed through an individual written assignment regarding the student's ability to report on palliative and safe care with focus on pain relief. Taking, physical, mental, social and spiritual and patient centered needs into consideration. Intended learning outcome 2 is examined through an individual assessment of the student´s performance in the placement of home care where skills and ethical conduct are assessed based on Assessment of clinical training in municipal home care. Grades for all examinations are based on established criteria (See study guide).

The module includes a specialization in the theory and practice of the group supervision. Didactics is discussed as well as pedagogical aspects important for supervision in nursing and compulsory clinical supervision continues

Upon completion of Module 4 the student should be able to:

1. apply and evaluate supervision both individually and in groups.

The module includes lectures and compulsory group supervision in nursing. Any absence from other mandatory work formats must be compensated in consultation with the examiner by writing a supplementary assignment if the work format cannot be organized during the semester.

The intended learning outcome is assessed through a written individual home-based examination where the focus of the assessment is on the student's ability to reflect on the application and evaluation of supervision both individually and in groups.

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

Upon completion of module 5 students should be able to:

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

In order to successfully fulfil the intended learning outcome above a series of complimentary drug calculation interactive lectures are provided.

The intended learning outcome in this module is assessed by an individual written exam where the focus of the assessment is on the student's ability to perform drug calculations. To pass, all calculations must be accurate and all steps taken to calculate your final answer must be included.

Duff B, (2013) Creating a culture of safety by coaching clinicians to competence, Nurse Education Today, 33, 1108-1111.

Odell M, (2011) Human Factors and Patient Safety: Changing Roles in Critical Care. Australian Critical Care, 24, 215 – 217.

Smeltzer S, Bare B, Hinkle J, Cheever K, (2018)

Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. (14th Edition). Philadelphia, Wolters Kluwer, Chapter 3, 27-47.

Young Johnson J, (2010) Handbook for Brunner and Suddarth’s Textbook of Medical Surgical Nursing, (12th Edition), Philadelphia, Lippincott.

Tärnqvist J, Dahlén E, Norberg G, Magnusson C, Herlitz J, Strömsöe A, Axelsson C, Andersson Hagiwara M, (2017) On-Scene and the Final Assessments and Their Interrelationship Among Patients Who Use the EMS on Multiple Occasions. Prehospital Disaster Medicine, 32(5), 528-535.

Akerman E, Granberg-Axéll A, Ersson A, Fridlund B, Bergbom I, (2010) Use and practice of patient diaries in Swedish intensive care units: a national survey. Nursing Critical Care, 15(1), 26-33.

Åkerman E Åkerman E, Ersson A, Fridlund B, Samuelson K, (2013) Preferred content and usefulness of a photo diary as described by ICU patients-a mixed method analysis. Australian Critical Care, 26(1), 29-35.

Häggström M, Asplund K, Kristiansen L, (2012) How can nurses facilitate patient’s transitions from intensive care? A grounded theory of nursing. Intensive Critical Care Nursing, 28(4), 224-233.

Smith G, Osgood V, & Crane V, (2002) ALERT - a multi-professional training course in the care of the acutely ill adult patient. Resuscitation 52(3) 281-286.

Chapman S, (2012) Cancer pain Part 1, causes and classification. Nursing Standard, 26(47), 42- 46.

Chapman S, (2012) Cancer pain Part 2, assessment and management. Nursing Standard, 26(48), 44 – 49.

Mercer S, Reynolds W, (2002) Empathy and quality of care. British Journal of General Practice, 52, Supplement, 9-12.

Yardley I, Yardley S, Williams H, Carson-Stevens A, Donaldson L, (2018) Patient safety in palliative care: A mixed methods study of reports to a national database of serious incidents. Palliative Medicine 32(8), 1353–1362.

Bifarin O, Stonehouse D, (2017) Clinical Supervision: an important part of every nurse’s practice. British Journal of Nursing, Professional Issues, 26(6), 331 -335.

Carper B A, (1978) Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1, 13 – 24.

Press. Drug calculations for nurses online. Taylor and Frances Group. Online version.

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

The teacher in charge of the course is responsible for collating at least two course evaluations from participating students. The first will be conducted mid-semester 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.

All student 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 a course is no longer offered or has undergone major changes, students will be 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.