Guided Practice in Paediatric, Adolescent and Family Nursing (10 op)

Arviointiasteikko

H-5

Tavoitteet

Guided Practice in Pediatric, Adolescent and Family Nursing 10 ECTS
Competence Goals:
The student can apply health promoting, resource based and evidence-based working methods in the various operational environments of family nursing. S/he can define, plan, implement and evaluate nursing of children and adolescents of various ages and nursing care of families.
S/he is able to apply nursing interventions and procedures in the nursing work of children, adolescents and families. The student is able to work as a member of a team in practical multi-professional family nursing. The student can execute safe medical care and s/he is familiar with and acts according to the fundamental legislation in pediatric and family nursing and in the nursing care of women. Student is familiar with the potentials and alternatives that the third sector organizations offer for the nursing work and health promotion of children, adolescents and families. Student can evaluate growth and development of nursing expertise and of his/her own professional competence during the guided clinical practice in different environments.

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GUIDED PRACTICE competences - evaluation
Grades: Passed/Failed
Methods:Self-assessment, clinical supervisors’ assessment, peer assessment by dialogic discussion
Competences:
Learning process of the student
Attainment of the student’s self-set competence goals, purposefulness, self-directedness, information/data retrieval, and justifying the action taken.
Self- and peer-assessment in the learning process, and feedback from the supervisors.
Ethical competence
Compliance with confidentiality, secrecy and privacy protection policies, and legislative issues, acting according to the values and principles of professional ethics, compliance with safety regulations at work, taking responsibility for own action, therapeutic attitude towards the client/patient/family/cooperation and study networks. Responsibility for own professional development.
Co-operation and communication competence
Ability to start and maintain professional communication at work: patient and client relationships, employee skills, collegiality, team-work skills, pair work skills, multi-professional work skills, co-operation with care and service units/institutions, organisations and networks. Co-operation and interaction is focused on the main objective/mission of the unit.
Mentoring and Counseling Competence
Ability to mentor and counsel different patients/clients, their next-of-kin and groups. Supports and guides the client in self-care and management of personal health problems and concerns. Health promotion competence.
Decision-making competence
Nursing process, reporting, information provision and documentation, coordination. Self-leadership competence, awareness, autonomy, positive outlook, creativity, responsibility.
Clinical competence in nursing
Identification of the biopsychosocial needs and problems of the patient/client/close network. Holistic evaluation of the patient. Planning, implementation and evaluation of the nursing interventions. Use of methods and tools in nursing. Functioning in care relationship. Examination- and nursing procedures. Ergonomy. Aseptics. Fluid therapy and pharmacotherapy.
Criteria for the grade “Fail” of Guided practice:
Student can fail the guided clinical practice based on the assessment criteria of professional, co-operational or development competencies. Guided practice can be assessed as a “Fail” based on a single criterium in the context of the following competencies:
Professional competence
- neglect of ethical principles, regulations, legislation,

- endangering patient safety,

- insufficient knowledge and skills in nursing

Co-operation competence
- drawbacks in co-operation competence

- non-commitment in care relationships

- non-collegiality in action

- essential deficiency in professional interaction

Development and developing competence
- lack of motivation and self-initiative

- lack of purposefulness

- unplanned training/guided practice

- drawbacks in self-assessment and reflection

- drawbacks in working life (employment) skills