programme in nursing - professionshøjskolen absalon · 2018. 3. 8. · part 2 the content of the...

University College Absalon /Bachelor’s Degree Programme in

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Bachelor’s Degree

Programme in

Nursing

University College Absalon /Nursing

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PART 1 FACTS ABOUT THE PROFESSIONAL BACHELOR’S DEGREE PROGRAMME

IN NURSING ............................................................................................................ 7

1.1 Curriculum ................................................................................................................... 7

1.2 Overview of the education ........................................................................................... 8

Distribution of ECTS credits per semester ......................................................................... 8

PART 2 THE CONTENT OF THE DEGREE PROGRAMME ................................................ 10

2.1 The degree programme within a developing health sector ........................................ 10

2.2 Teaching and working methods ................................................................................. 10

Talent programme on the diploma 15

PART 3 THE 7 SEMESTERS OF THE PROGRAMME ......................................................... 16

2nd semester – Clinical decision making in stable and complex care and treatment ........ 18

3rd semester - Situation-specific communication in interaction with patient and

citizens, relatives and professionals within and across sectors ............................... 20

4th semester - Clinical management of patient and citizen care ...................................... 22

5th semester - Health professional issues in the healthcare sector as a whole and

locally .................................................................................................................... 24

6th semester - Independent nursing practice and interprofessional cooperation............. 27

7th semester – The development of the nursing profession – nationally and

internationally ....................................................................................................... 30

PART 4 EXAMINATIONS IN GENERAL ............................................................................ 33

4.4 Make-up and re-examinations ................................................................................... 34

PART 5 GENERAL RULES ................................................................................................ 37

Appendix ......................................................................................................................... 40

Themes in the 1st - 4th semester of the programme ....................................................... 41

Themes in the 4th semester of the programme ............................................................... 41

Themes in the 5th-7th semester of the programme .......................................................... 41

Objectives for learning outcomes completed after the 7th semester ............................... 41

Total overview of the theoretical and clinical ECTS credits as well as .............................. 43


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interprofessional and elective elements .......................................................................... 43

Distribution of scientific areas in ECTS credits of the programme in the 1st- 4th

semester, including subjects with a scope of at least 5 ECTS credits ...................... 44

Distribution of scientific areas in ECTS credits of the programme in the 5th-7th

semester, including subjects with a scope of at least 5 ECTS credits ...................... 44

Number of ECTS credits for the programme themes in the 1st - 4th semester ................ 45

Themes in the 5th to 7th semester of the programme ..................................................... 45

Number of ECTS credits for the theoretical teaching and clinical training in the 1st -

4th semester.......................................................................................................... 45

Number of ECTS credits for the theoretical teaching and clinical training in the 5th –

7th semester .......................................................................................................... 45

Overview of the examinations in the programme ............................................................ 46


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PREFACE

Dear students

Welcome to the University College Absalon and the nursing study programme. Your education con-

tributes to a continuously good healthcare system for each individual as well as society as a whole.

At University College Absalon we focus particularly on three perspectives of the education of the

future healthcare professionals which together will ensure high quality degree programmes:

Professionalism – with an opportunity for immersion in the topic and active involvement

Presence – focus on the students and their learning and development

Knowledge – which contributes to the development and creation of new solutions

As a healthcare professional, you should be able to work with people of all ages, with different liv-

ing conditions, who need the efforts of healthcare professionals. As a healthcare professional, you

should also be able to seek, share and process new knowledge and translate it into new practice.

Just like you should also be able to communicate and cooperate with people from other profes-

sions, understand and act in different sectors, and succeed as a professional in both the public and

private sectors.

During the programme you will examine, experiment, reflect, explore and act actively in collabora-

tion with fellow students, teachers and practitioners. You will set objectives and reflect upon your

expectations and learning processes during the programme in relation to your future and job as a

professional, and when it becomes relevant, as an authority.

During the programme you will get challenging and relevant opportunities to learn which in return

create the framework for developing your professional knowledge as a professional bachelor of

nursing, including both general and a specialised knowledge. You will have to contribute actively in

order to fully benefit from the programme.

Our programmes are offered at the campuses, where we work together in order to create attractive

learning environments. As a student, you share the responsibility for your own and your fellow stu-

dents learning and wellbeing. At University College Absalon we therefore expect you to contribute

to a good and constructive study environment.


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We look forward to cooperating with you and your fellow students.

Yours faithfully

The administration of the nursing study programme at University College Absalon.


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PART 1

FACTS ABOUT THE PROFESSIONAL BACHELOR’S DEGREE

PROGRAMME IN NURSING

1.1 CURRICULUM 1. The objectives, duration and structure of the programme are established according to the

Ministerial Order on the Bachelor's Degree Programme of Nursing

Ministerial Order no. 804 of 17/06/2016

According to the ministerial order, the objective of the Bachelor’s Degree Programme of Nursing is:

“The purpose of the Bachelor’s Degree Programme in Nursing is to qualify grad-

uates to independently provide nursing care for and with patients and citizens of

all ages. The graduate is able to work independently with complex and develop-

ment-oriented situations in nursing and intervene based on evidence-based and

research-based practice in all parts of the health system, taking into account so-

cial, scientific and technological development and the public’s need for nursing

and care as well as health promotion and illness prevention. The graduate is able

independently to provide clinical management and clinical decision-making in

interaction with patients, citizens and relatives on nursing care, as well as take

part in interprofessional and intersectoral interaction at individual, group and

society level, both nationally and internationally. They are also able to work

with the profession's values, theories, concepts and methods, and integrate

knowledge from health sciences, natural sciences, social sciences and humani-

ties, and are also competent to take part in research and development work.

The graduate possesses the competences to participate in theoretical and clini-

cal continuing and further education study programmes”.


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1.2 OVERVIEW OF THE EDUCATION

The programme covers a total of 210 ECTS credits1 of which 90 ECTS credits are clinical training

and the programme is divided into 7 semesters of six months each corresponding to 30 ECTS cred-

its. The table below shows the seven semesters of the programme consisting of clinical training,

electives as well as interprofessional courses.

DISTRIBUTION OF ECTS CREDITS PER SEMESTER

Semester Theme Number of ECTS credits

Clinical training

Interprofessional elements

Elective elements

1st semester Observation and as-sessment of the pa-tient’s and the citi-zen’s health chal-

lenges and the links with illnesses

30 6

2nd semester Clinical decision-mak-ing in stable and com-

plex care and treat-ment

30 15

3rd semester Situation-specific communication in in-

teraction with patient and citizen, relatives and professionals

within and across sec-tors

30 12 5 5

4th semester Clinical management of patient and citizen

care

30 12 5 5

5th semester Health professional issues in the healthcare sector as a

whole and locally

30 10 10

6th semester Independent nursing and interprofessional cooperation

30 30

Semester start autumn: Beginning of September

Semester start spring: beginning of February


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7th semester The development of the nursing profes-sion – nationally and internationally

30 5 10

In total 210 ECTS 90 ECTS 20 ECTS 20 ECTS


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PART 2 THE CONTENT OF THE DEGREE PROGRAMME

2.1 THE DEGREE PROGRAMME WITHIN A DEVELOPING HEALTH SECTOR

The healthcare sector is undergoing rapid change: increased knowledge, a changed age distribu-

tion, a generally high level of knowledge among the population, new management and organisa-

tional forms, and rapid technological development means that the student is entering a challenging

working life, full of opportunities. This requires solid core competencies and generic competencies

that make the student capable of entering, understanding and contributing to the solutions that

the development requires. The programme focuses on areas such as:

Welfare technology: Welfare technology is the common term for technologies involved in wel-

fare services and health solutions. Technology and the understanding of technology is an inte-

grated part of the programme. The students will be working with different technologies in or-

der to learn how to use and assess technology. The students will also be able to join projects

about the development of health and welfare technological solutions in collaboration with both

practices and enterprises.

Quality and knowledge-based information: Along with the increasing demand for evidence-

based knowledge and documentation, the healthcare professionals must be able to work with

knowledge-based information and documentation across systems, the sector and citizens, as

well as organisational units in a broad sense. Therefore, the student will learn how knowledge

is obtained, developed and included in daily solutions. The student will also have the oppor-

tunity to be a part of research and innovation activities which are connected directly to the

teaching, as well as research and development activities that go beyond the classroom, and

therefore require special skills from the student.

Interprofessional solutions: Cooperation within and across the healthcare system is the founda-

tion for a well-functioning and coherent healthcare system. The individual patient, relatives

and collaboration partners, should meet a functioning and coherent healthcare system, which

requires a professionally cooperating health system. Through the interprofessional elements

and interdisciplinary study activities the student will be able to develop competencies to under-

stand, participate in and contribute to creating coherence in the health system.

The patient / citizen as a partner: The student should be able to understand both the demands

and the changes that the healthcare system is subject to. In this case, the citizens/pa-

tients changed and much more active role is central. Thus, the efforts of the healthcare profes-

sional should mobilise the patient’s resources and actively involve him/her in the relevant treat-

ment and decisions on this treatment. This requires understanding and respect for the different

approaches and resources in relation to the patients / citizens, and it requires that the student

in cooperation with others is able to create relevant interpretations and solutions from the per-

spective of a healthcare professional.

2.2 TEACHING AND WORKING METHODS The teaching is organised to ensure the professional and educational progression which is reflected

in the objectives for the learning outcomes of the semesters. The programme therefore uses many


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different teaching and working methods including e.g. classroom teaching, teamwork, case and

project work, practical teaching, experiments, lectures, various forms of digital learning, exercises,

simulation, innovation activities and study visits. The learning activities in the programme are or-

ganised so that the teaching methods support the professional content and the competencies that

the student will develop. The methods are therefore determined by the way they support the stu-

dents’ learning processes – in relation to the variation and progression of the programme, coopera-

tion and autonomy.

The teaching and working methods are described in the study activity model. For each semester

the study activities are described in a plan for the programme which the student can access on Uni-

versity College Absalon’s own digital platform before the programme starts. The teaching and

working methods are evaluated in connection with each semester.


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The study activity model

The professional bachelor’s degree programmes,m and the nursing study programme, are particu-

larly known for their varied teaching methods. The teaching takes place at the educational institu-

tion and at authentic places of professional practice. During the programme the student is con-

nected to one or more work places (clinical training sites) within the health sector. During the clini-

cal training the student cooperates with competent and experienced healthcare professionals.

The study programme is organised in close collaboration with the educational institution and the

clinical training site. This ensures that the clinical training constitutes an integrated part of the

whole programme and vice versa so that the student’s education both at the educational institution

and at the clinical training site becomes a coherent programme.

Different learning spaces

During the entire programme there will be focus on how the education is used in practice, and how

the elements that can be observed and practiced can also be justified and interpreted and thereby

form the basis for developing processes and new practice.

The student will learn from participating in concrete task solutions and from the reflections that are

carried out in actual cooperation situations with the clinical teacher. The theoretical part of the

programme ensures a systematic understanding and concept development which is necessary in

• Individual preparation for the classroom teaching, internship and exam

• Study groups

• Literature search

• Debate events

• Individual follow-up on teamwork

• Student counselling

• Common classes

• Project and group work

• Preparation for the teaching, internship and examination initiated by the teacher

• Working with e-learning elements

• Internship

• Teaching with a teacher present.

• Guidance, practices, feedback, introductions, etc.

• Internship/clinical training, guidance during internship

• Examination, tests

Category 1

Participation of: Teacher and students

Initiated by: Teachers

Category 2

Participation of: students

Initiated by: teachers

Category 3

Participation of students

Initiated by students

Category 4


Initiated by students


Participation of: Students

Initiated by: Students

Initiated by: Teachers


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order for the learning to be used in other contexts. The student will also be involved in the develop-

ment and documentation of knowledge e.g. in connection with the bachelor project.

During the programme the student will be taught in different spaces. In the different spaces there

are special frameworks, roles and perspectives to make sure that the student will have the best op-

portunities to achieve the knowledge and develop the skills and competencies defined in the objec-

tives for the learning outcomes of the programme. The individual learning spaces give the student

an opportunity for immersion and repetition to make sure the learning is not superficial. The differ-

ent learning spaces are functioning simultaneously in a dynamic interplay and allow the student to

put things into perspective, understand and think beyond the understandings and horizons that

characterises the individual learning spaces.

The interplay between the different learning spaces is crucial to the student’s development of a

professional identity. The study activities are therefore organised focusing on how the link between

the learning spaces is ensured inorder to support the student’s ability to use his or her knowledge

and work systematically with reflection concerning their own professional development.

Clinical training

The clinical training constitutes 90 ECTS credits of the programme’s 210 ECTS credits. The clinical

training takes place at approved clinical training sites and is organised as an integrated part of the

whole programme so that the student’s knowledge acquisition, experience and learning at the edu-

cational institution and the clinical training site supplement each other.

The clinical training should therefore, together with the programme’s theoretical parts, strengthen

the student’s learning and contribute to the fulfilment of the objectives for the learning outcomes

of the programme.

University College Absalon is responsible for creating the necessary number of study places at the

clinical training sites in the region of Zealand.

The criteria for being approved as a clinical training site are the following:

The clinical training site provides the resources for training, guidance and cooperation with

University College Absalon.

The clinical training site provides training by clinical teachers with pedagogic qualifications cor-

responding to 1/6 of a diploma programme.

The clinical training site provides the settings and the conditions that ensure study activities

supporting the student’s opportunity to participate in authentic nursing practice and thereby

gain an insight into his or her own professional culture.

The clinical training site organises the clinical training that ensures that the student has the op-

portunity to achieve the learning relevant for the semester in question and that the student is

supported in relation to decision making and the ability to take action.

The clinical training should therefore, together with the programme’s theoretical parts,

strengthen the student’s learning and contribute to the fulfilment of the objectives for the

learning outcomes of the programme.

The clinical training site ensures that the student’s motivation and learning is supported

through a mutually binding agreement concerning the contents and personal objectives for the


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learning outcome of the programme. The agreement is also used as a foundation for the as-

sessment of the fulfilment of the mandatory attendance. Attendance during the clinical train-

ing is mandatory. The attendance is controlled by the clinical teacher. The student’s attend-

ance during the internship corresponds to an average of 30 hours a week. At the beginning of

the clinical training the clinical teacher and the student agree upon the attendance of specific

activities and the concrete number of working hours. The clinical teacher attests that the stu-

dent has fulfilled the attendance requirement. This attestation is a prerequisite for sitting the

exam at the end of the semester in question.

The clinical training site is responsible for determining how the student’s evaluations of the

clinical training are integrated in a continued quality enhancement process. Furthermore, qual-

ity assurance of the clinical training, including international clinical training sites, will be per-

formed according to University College Absalon’s quality policy for internship. This is published

at University College Absalon’s website.

2.3 Study activity and mandatory participation and attendance

In the nursing study programme the student is obliged to be actively studying and participating in

all the activities of the programme that appear in the study activity model and educational plans.

For some study activities, mandatory participation is specified as mandatory attendance. Manda-

tory attendance is defined as the student’s obligation to be present during the programme activi-

ties which require attendance.

In the nursing study programme there is attendance for the clinical training corresponding to a

scope of 30 hours a week on average. At the beginning of the clinical training, the clinical teacher

and the student agree upon the attendance for the activities. Documented attendance is a prereq-

uisite for the student to sit the exams related to the objectives for the learning outcomes of the

clinical training.

Failure to comply with the mandatory participation and attendance

If the student does not comply with the mandatory participation and / or attendance this will be

registered as a used examination attempt unless the student is able to document an illness or in

other ways obtain a dispensation.

The rules for assessment of the study activity

The student is considered to show study activity as long as the mandatory participation and attend-

ance for the program is fulfilled.

If the student does not pass at least one examination during the programme in a consecutive pe-

riod of at least one year, the student is excluded from the programme according to the rules in the

admission order.

2.4 Talent programmes

University College Absalon organises special talent programmes concurrent with the normal pro-

gramme. The talent programmes are in accordance with the objectives of the programme.


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The purpose of offering the talent programme is to support particularly talented and motivated

students so that these students are offered challenges that correspond to their prerequisites and

potential.

The planned talent programmes must not be an obstacle to the student's mandatory participation

and attendance in relation to the ordinary learning activities.

Admission to the talent programmes

The admission to the talent programmes is governed by the criteria that are linked to the respec-

tive activities. The student is informed about this in connection with the implementation of these.

The decision as to who will be offered participation in a specific talent programme depends on the

objectives and professional criteria that correspond to the purpose of the talent programme.

It is a prerequisite for the talent programme that the student participating follows and completes

the nursing study programme within the stipulated time.

TALENT PROGRAMME ON THE DIPLOMA

When a talent programme starts, you will be informed how it will appear on the diploma.

In accordance with the ministerial order on talent programmes, this will appear in one of the

following ways:

1. Distinction on the diploma. This requires a high professional level and fulfilment of certain spe-

cific criteria

2. Recognition of extracurricular activities on the diploma. This concerns the completion of spe-

cific professional activities e.g. participation in international conferences.

3. Talent programme with extra ECTS credits on the diploma. This concerns the completion of

extra programmes that give more ECTS credits than the nominal rating of the programme that

the student is signed up for.


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PART 3 THE 7 SEMESTERS OF THE PROGRAMME The following section describes each semester in terms of:

Distribution of subject areas and ECTS in the semester

Objectives for learning outcomes1

Exams in the semester

1st semester – Observation and assessment of the patient’s and the citizen’s

health challenges and the links with illnesses

The semester focuses on observation and assessment of the patient’s and the citizen’s health chal-

lenges and the links with illnesses within the field of nursing.

The purpose of the study activities is to provide the student with knowledge and skills to systemize

knowledge and to identify and collect data as well as to evaluate, plan and perform nursing inter-

ventions in cooperation with the patient and citizens.

Distribution of subject areas and ECTS in the 1st semester

Subject areas Subject Number of ECTS credits

Health science subjects Nursing

Research

Methodology

Theory of science

Philosophy of science

Public health

Pathology

Ergonomics

22

Natural science subjects Anatomy / physiology 6

Human science subjects Pedagogy

Communication

Psychology

Ethics

2

Social science subjects 0

In total 30

1 The objectives for learning outcomes have been graduated for progression purposes cf. the SOLO taxonomy


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The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 1st semester

Teaching method Interprofessional elements Elective elements Number of ECTS credits

Theoretical teaching 24

Clinical training 6

In total 30

Mål for læringsudbytte på 1. semester

Knowledge

Is able to describe and explain the nursing profession's relevance and history

Is able to describe and explain selected parts of the nursing profession's knowledge forms and foundation

Is able to explain and combine knowledge of selected parts of the human anatomy and physiology

Is able to reflect on health challenges and the links with illnesses within the nursing profession

Skills

Is able to analyse, evaluate and justify nursing in cooperation with a patient or citizen facing health challenges

Is able to use the basic elements in the theory of science and research methods in relation to research and development work within the nursing profession

Competencies

Is able to identify and intervene in relation to individual issues within nursing

Is able to work in cooperation with the patient and citizen

Is able to identify and collect data as well as systemize knowledge including selected research methods in the context of

Nursing

Is able to use selected transfer techniques and aids taking the patient's and citizen's resources into consideration

Is able to use selected transfer techniques and aids taking the patient's and citizen's resources into consideration

Examinations

The semester examination in the 1st semester is organised as an internal, written and individual ex-

amination. The examination is theoretical and reflects the objective for learning outcomes for the

entire semester corresponding to 30 ECTS credits.

The assessment will be individual and carried out in accordance with the 7-point grading scale with

the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no.

114 of 03/02/2015).

Attendance during the clinical training is a prerequisite for the student to sit the examination.


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2nd semester – Clinical decision making in stable and complex care

and treatment

The semester focuses on clinical decision making within nursing in cooperation with the patient,

citizen and relatives based on knowledge from practice, development and research.

The purpose of the study activities is to provide the student with the knowledge and skills to set

targets, intervene, evaluate and adjust interventions in stable and complex care and treatment.

Distribution of subject areas and ECTS in the 2nd semester



Research methodology

Pharmacology

Pathology

23

Natural science subjects Anatomy / physiology

Biochemistry

Microbiology

7

Human science subjects 0

Social science subjects 0

In total 30

The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 2nd semester



Clinical training 15

In total 30

Objectives for learning outcomes in the 2nd semester

Knowledge

Is able to explain and reflect on the values, theories, concepts and methods of nursing

Is able to explain illness prevention, health promotion, rehabilitation and palliation

Is able to explain and combine knowledge of selected parts of the human anatomy, physiology, biochemistry and

Microbiology

Is able to explain and combine knowledge of selected parts of pathology and general pharmacology

Skills

Is able to use, assess and justify clinical decision-making with focus on evidence-based applied nursing


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Is able to use and organize nursing interventions in stable, complex care and patient care pathways, including medicine ad-ministration

Is able to make clinical decisions in interaction with the patient, citizens and relatives

Competencies

Is able to demonstrate the use of methods and standards for quality assurance and patient safety

Is able to identify nursing needs, set targets, intervene, evaluate and adjust nursing in stable and complex care and treatment packages

Is able to search for, assess and interpret empirical evidence, theory and research methods in relation to stable and complex care and treatment packages

Is able to structure and organize own learning processes and developmental needs

Examinations

The semester examination in the 2nd semester is organized as an external, oral and individual ex-

amination. The examination is theoretical and reflects the objective for learning outcomes for the

entire semester corresponding to 30 ECTS credits.



114 of 03/02/2015).



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3rd semester - Situation-specific communication in interaction with

patient and citizens, relatives and professionals within and across

sectors

The semester focuses on situation-specific communication, guidance and advice in interaction with

patients, citizens and relatives in nursing and interprofessional practice. There is also focus on the

administration of medicine.

The purpose of the study activities is to provide the student with the knowledge, skills and compe-

tencies to understand individual, social and cultural conditions influence on patients’ and citizens’

experiences and reactions in connection with healthcare challenges as well as the links with ill-

nesses.

Distribution of subject areas and ECTS in the 3rd semester




Public health

Pharmacology

Pathology

Nutrition and dietetics

21

Natural science subjects Anatomy / physiology

Biochemistry

3

Human science subjects Education

Communication

Psychology

Ethics

Religion

5

Social science subjects Organisation / management

Law

1

In total 30

The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 3rd semester


Theoretical teaching 2 3 18

Clinical training 3 2 12

In total 30


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Objectives for learning outcomes in the 3rd semester

Knowledge

Is able to describe the organization of the healthcare system, patient and citizen care pathways, interprofessional and inter-sectoral collaboration

Is able to explain and combine knowledge of patients' and citizens' experiences and reactions in connection with healthcare challenges as well as the links with illnesses

Is able to explain and reflect on the human anatomy, physiology, biochemistry and microbiology as well as pathology and pharmacology

Is able to explain and reflect on knowledge of targeted pedagogical and communicative interventions in direct and digital context involving the patient, citizen and relatives and with respect for diversity

Skills

Is able to apply situation-specific communication in interaction with patients, citizens and relatives with focus on evidence-based applied nursing

Is able to use technology relevant to the profession in nursing, care and treatment

Is able to use, evaluate and organize nursing interventions including medicine administration as well as prescribe medicine within a delegated framework

Is able to use nursing interventions in stable, acute and complex care and treatment packages, as well as in illness prevention and rehabilitation packages, including nutrition

Competencies

Is able to master interprofessional and intersectoral collaboration in a range of types of citizen and patient care pathways and contexts

Is able to identify and organize nursing, taking human differences into consideration in relation to being a patient – including with regards to individual, social, cultural, religious, international, ethical and existential perspectives

Is able to communicate and guide regarding illness prevention and health promotion in and across sectors, including involv-ing the patient, citizen and relatives and with respect for diversity

Examinations

The semester examination in the 3rd semester is organized as two internal examinations. The as-

sessment will be individual and carried out in accordance with the 7-point grading scale with the

pass mark 02 ( cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no.

114 of 03/02/2015). Attendance during the clinical training is a prerequisite for the student to sit the

exam.

1. Examination A: Theoretical, written and individual examination that reflects the whole semes-

ter’s objectives for learning outcomes corresponding to 28 ECTS credits.

2. Examination B: Theoretical, written and individual examination in the administration of medi-

cine including the medication process and medicine calculation that reflects the objective for

the learning outcomes regarding the student’s ability to use, evaluate and organise nursing in-

terventions, including medicine administration, as well as to prescribe medicine within a dele-

gated framework corresponding to 2 ECTS credits.


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4th semester - Clinical management of patient and citizen care The semester focuses on the clinical management of patient and citizen care across the healthcare

system’s professions, institutions and sectors.

The study activities will be organized to provide the student with knowledge, skills and competen-

cies within clinical management in relation to care pathways based on the individual patient’s and

citizen’s life situation with healthcare challenges and the links with illnesses.

Distribution of subject areas and ECTS in the 4th semester




Pathology

Nutrition and dietetics

23

Natural science subjects Anatomy/physiology

Biochemistry

2

Human science subjects Ethics

Philosophy

1

Social science subjects Organisation/management

Law

4

In total 30

The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 4th semester


Theoretical teaching 3 2 18

Clinical training 2 3 12

In total 30


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Objectives for learning outcomes in the 4th semester

Knowledge

Possesses knowledge of and is able to reflect on forms of knowledge to systematically

observe, diagnose, communicate, assess, prioritize, manage, coordinate, evaluate,

document and adjust nursing for patients and citizens at individual, group and society level

Is able to explain and reflect on clinical management and own clinical decision-making

under prevailing framework conditions and areas of responsibility in the healthcare system

Is able to explain and reflect on the organization of the healthcare system, allocation of

responsibilities and ways in which the sectors interact on the basis of the legal framework,

ethical responsibility and social conditions

Is able to explain and reflect on illness prevention, health promotion, rehabilitation and

Palliation

Is able to explain and reflect on the profession's use of technology in care, treatment and

quality assurance

Skills

Is able to use nursing interventions in stable, acute and complex care and treatment paths, as well as in illness prevention and rehabilitation packages

Is able to use and organize the clinical management of the patient care pathways in collaboration

with fellow professionals taking quality assurance into consideration

Is able to use technology in the planning, execution and development of nursing and care

Is able to use and justify methods and described standards for quality assurance and

enhancement

Is able to use and assess relevant working methods both to search for, assess and interpret

empirical evidence, theory and research methods, and to participate in innovation,

development and research work

Competencies

Is able to participate in the use of technology related to the profession, including information

and communication technology

Is able to participate in and assume responsibility for quality assurance and enhancement

Is able to assess and disseminate knowledge about nursing interventions in stable, acute and

complex care and treatment situations, as well as in illness prevention and rehabilitation,

including nutrition

Is able to demonstrate responsibility, and keep up-to-date by identifying and understanding

his or her own learning processes and developmental needs

Examinations

The semester examination in the 4th semester is organized as an internal, oral and individual exam-

ination. The examination is theoretical and reflects the entire semester’s objectives for learning

outcomes corresponding to 30 ECTS credits. The assessment will be individual and carried out in

accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the

Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). Attendance during the clini-

cal training is a prerequisite for the student to sit the exam.


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5th semester - Health professional issues in the healthcare sector as a whole and locally The semester focuses on health professional issues in relation to particular challenges within the

healthcare system. Furthermore, the semester examines how innovation that involves patients and

citizens may promote citizen-focused solutions.

The purpose of the study activities is to provide the student with knowledge, skills and competen-

cies within research and quality enhancement, selected implementation methodologies as well as

the use and evaluation of technology.





Pharmacology

Public health

15

Natural science subjects Health technology

Anatomy/physiology

Biology

4

Human science subjects Philosophy

Ethics

4

Social science subjects Organisation

Management

Sociology

Anthropology

7

In total 30




Clinical training 10 10

In total 30


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Knowledge

Is able to explain and reflect on the profession's use of health technology

Is able to combine knowledge of and reflect on ethical issues in the wider healthcare

system in relation to the use of health technology

Is able to reflect on ethical issues in relation to the interprofessional cooperation

Is able to explain and combine project method and project management

Is able to explain and reflect on selected methods and standards for quality assurance,

patient safety and quality enhancement in the healthcare sector as a whole

Is able to combine knowledge of and reflect on innovation as a method of

developing practice, and can describe selected implementation methodologies in

relation to specific target groups

Is able to explain the priorities for deploying nursing under the prevailing framework

conditions in the healthcare system

Skills

Is able to use, analyze and assess the use of health technologies in the planning, execution

and development of nursing, care and treatment

Is able to analyze and put nursing interventions into perspective in relation to

innovation and change in applied nursing

Is able to assess and use supervision and teaching of the patient and citizen, relatives,

Colleagues and prospective students

Is able to collaborate with the patient, citizen and relative to assess the care and

treatment pathway in collaboration with other professionals, taking quality assurance into

consideration

Competencies

Is able to independently manage the organization of, assessing, adjusting and

documenting of care and treatment in collaboration with the patient and citizen across

organizations and professions

Is able to independently intervene in relation to the patient’s, citizen’s and relatives’ coping

with health challenges with respect to prevention, health promotion, rehabilitation and

palliative care

Is able to independently intervene and handle communication in different contexts,

including respectful, dialogue-based and value-generating relationships with citizens,

patients, relatives and interprofessional partners

Is able to facilitate and use quality assurance and evaluation projects throughout the

healthcare system

EXAMINATIONS

The semester examination in the 5th semester is organized as an external, oral examination where

the students may choose to do the examination in a group or individually. The examination is theo-

retical and reflects the objective for learning outcomes for the entire semester corresponding to 30


26 /46

ECTS credits. The assessment will be individual and carried out in accordance with the 7-point grad-

ing scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of

assessment no. 114 of 03/02/2015).



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6th semester - Independent nursing practice and interprofessional cooperation The focus of the semester is complex nursing practice across organizations and professions in the

entire healthcare system, including research and development work.

The study activities are organized to provide the student with skills and competencies to inde-

pendently perform clinical management and ensure as well as develop quality of care and treat-

ment.




Pathology Pharmacology

Health technology


27

Natural science subjects Anatomy/physiology 1

Human science subjects Philosophy Ethics 1


Management

1

In total 30




Clinical training 30

In total 30


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Knowledge

Is able to combine knowledge of and reflect on patient’s and citizens' needs for nursing in interprofessional and intersectoral

collaboration

Is able to explain and reflect on ethical issues within the field of nursing in relation to cooperation with patients, citizens and

relatives

Is able to combine knowledge of methods and standards for quality assurance, patient safety and quality enhancement

Is able to reflect on, the theory of science, research methods and models for evaluation, quality assurance and quality

enhancement, as well as relating this knowledge to research and development work in professional practice

Is able to reflect on his or her own professional occupation

Skills

Is able to analyze and justify nursing interventions in stable, acute and complex care and treatment, as well as in prevention

and rehabilitation

Is able to apply, evaluate and disseminate knowledge about the administration of medicine and is able to prescribe medicine

within a delegation framework

Is able to assess, justify and put clinical management of patient care into perspective taking

quality assurance into account

Is able to evaluate and justify guidance and teaching of the patient and citizen, relatives,

colleagues and prospective students

Is able to evaluate, justify and disseminate knowledge about cultural, international and ethical

insights into care and treatment, based on current codes of conduct and legislation

Competencies

Is able to independently intervene, organize, assess, adjust and document in stable, acute and complex care and treatment in

collaboration with the patient and citizen across organisations and professions

Is able to independently assume responsibility for and work with clinical decision-making, in a delegated framework, prescribe

medicine in stable, acute and complex care and treatment situations, and involve the patient, relatives and other professionals

Is able to independently work with clinical management and assure and develop the quality that supports patient and citizen

experience of the healthcare service as a well-functioning whole in the patient's and the citizen's own home

Is able to play an empathetic, ethical and reflective part in nursing situations and patient/citizen situations characterised by

different cultural, professional, political, economic and social perspectives, as well as intervene within the frameworks of

current codes of conduct and legislation, nationally and internationally

Is able to independently take responsibility for and organize pedagogic interventions in supervision, teaching and the

dissemination of knowledge to patients, citizen, relatives and professionals

Examinations

The semester examination in the 6th semester is organised as an internal, oral and individual exam-

ination.

The examination is theoretical and reflects the entire semester’s objectives for learning outcomes

corresponding to 30 ECTS credits. The assessment will be individual and carried out in accordance

with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale

and Other Forms of assessment no. 114 of 03/02/2015).


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30 /46

7th semester – The development of the nursing profession – nationally and internationally The semester focuses on independent, professional and reflective nursing in the healthcare sector

as a whole. The students will be working systematically with development of selected parts of the

professional field.

The study activities will be organised to provide the student with knowledge, skills and competen-

cies to discuss nursing, the values and knowledge-based information in relation to the nursing pro-

fession’s societal, scientific and technological context, both nationally and internationally.





Public health

24

Natural science subjects Anatomy/physiology 2

Human science subjects Pedagogy

Communication

Ethics

2


Management

Law

2

In total 30

The distribution of theoretical and clinical training as well as interprofessional and elective study elements in ECTS credits in the 7th semester


Theoretical teaching 10 25

Clinical training 5

In total 30

The distribution of theoretical and clinical training as well as interprofessional and e


Knowledge

Is able to reflect on his or her own professional occupation as well as their profession's duties and responsibilities in the

healthcare sector as a whole


31 /46

Is able to combine knowledge of and reflect on relevant theory of science and research method for analysis of selected is-

sues in the professional practice

Is able to reflect on evaluation of selected professional efforts in the healthcare system

Skills

Is able to justify and discuss selected issues within the professional field with a clinical relevance and incorporation of the

professional working methods and study methods as well as practice-related development, trial and research and research-

based literature

Is able to use, assess and justify methods and described standards for quality assurance and quality enhancement, as well as

relating this knowledge to research and development work in professional practice

Is able to assess, justify and discuss his or her own professional occupation as well as the profession’s duties and responsibili-

ties in an organisational, administrative and social perspective and as a stakeholder in the healthcare sector as a whole

Is able to analyse and put relevant study and working methods into perspective, both to search for, assess and interpret em-

pirical evidence, theory and research methods, and to initiate and participate in innovation, development and research work

Competencies

Is able to independently identify, assess, discuss and put things into perspective based on a selected clinical issue and find-

ings in the context of nursing

Is able to work with and integrate national and international knowledge of practice, development and research in argumen-

tation about, and reflection on, nursing

Is able to discuss and reflect on the organisation, assessing, adjusting and documenting care and treatment pathways in

collaboration with the patient and citizen across organisations and professions in the healthcare sector as a whole

Is able to play an empathetic, ethical and reflective part in nursing situations and patient/citizen situations characterised by

different cultural, professional, political, economic and social perspectives, as well as discuss and intervene within the frame-

works of current codes of conduct and legislation, nationally and internationally

Examinations

The 7th semester will end with an external theoretical examination – the bachelor project. The ex-

amination is theoretical and reflects the objective for the learning outcomes for the entire semester

corresponding to 30 ECTS credits. The examination will be held as a combined written and oral ex-

amination where the bachelor project and the oral examination will be assessed equally. The bach-

elor project can be both mono- and interdisciplinary in groups of maximum 4 students.

The examination will be assessed in accordance with the 7-point grading scale and with the partici-

pation of an external examiner. Together with the other examinations of the programme, the ex-

amination should document the programmes objectives for the learning outcomes. In the assess-

ment, the academic content is in focus, but there is also emphasis on the examinee’s communica-

tion abilities and spelling, however, the greater emphasis is on the academic content.




114 of 03/02/2015). The bachelor project may be assessed when the student has passed all the other

examinations of the programme.


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PART 4 EXAMINATIONS IN GENERAL Examinations in the nursing study programme are held in accordance with the rules in the Ministe-

rial Order on Tests and Exams and the examination rules of University College Absalon.

4.1 Examination rules

University College Absalon has prepared a set of examination rules that cover all the programmes

within the institution. These rules are published at University College Absalon's website.

4.2 Registration for examinations

When the student starts a semester, he or she is automatically registered for examination(s) in that

semester. It is not possible to unregister for the examination.

Failure to participate in examination(s) within the fixed time frame will be considered as a used ex-

amination attempt. However, this only applies if the failure to participate is not due to illness that

can be documented.

4.3 Special examination terms

If the student has a disability, health condition or language issues that make it impossible to com-

plete the examination on general terms, the student can apply for special examination terms.

Health conditions could e.g. include:

Physical or mental impairment

Pregnancy

Language issues could e.g. include:

Dyslexia

A different mother tongue than Danish

The condition for granting special examination terms is that the examination level and the require-

ments for fulfilment of the objectives are not influenced by the special examination terms. This

means that the special examination terms will only compensate the student for the impairment /

health conditions.

See more details on the special support (SPS), documentation and application on

University College Absalon’s digital platform.


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4.4 MAKE-UP AND RE-EXAMINATIONS

Make-up examinations

If the student has failed to complete an examination due to an illness, University College Absalon

should hold a make-up examination as soon as possible after the examination.

The illness must be documented by a doctor's note. University College Absalon must receive the

doctor’s note no later than five weekdays after the examination has been held. If the student be-

comes acutely ill during an examination, the student must document that he or she was ill on the

examination day.

If the student does not document the illness in accordance with the above rules, the student has

used one examination attempt.

Read more about notification of illness and student counselling on University College Absalon’s

digital platform.

Re-examinations

If the first examination attempt is not passed, a re-examination will be held. The student will auto-

matically be registered for the re-examination, and the second examination attempt will be used.

As a general rule, re-examinations should be held as soon as possible cf. the overview of the exami-

nations in the programme. You can read more about this on University College Absalon’s digital

platform.

4.5 Cheating, plagiarism and disturbing behaviour during the

examinations

Cheating and plagiarism

In written examinations, University College Absalon makes sure that the student confirms by sign-

ing, e.g. digitally, that his or her assignment is completed without improper means.

The student is subject to the general principles about academic integrity and plagiarism. If these

principles are violated, it is considered as cheating. Attempts to cheat and involvement in other stu-

dents’ cheating in examinations will be treated in the same way as actual cheating.

It is not allowed to seek or offer other students improper help for an assignment by using improper

means.

Cheating in oral examinations will end the examination, and the student will be expelled from the

examination. Thereby, the student will have used one examination attempt.


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Under aggravated circumstances, the student may be expelled from the institution for a shorter or

longer period of time. Before this, the student will be called in for a meeting.

If the student is expelled from University College Absalon, the student will be excluded from the

programme during the period in question.

Disturbing behaviour

If the student shows disturbing behaviour during an examination, the student may be expelled

from the ongoing examination.

A dismissal will cancel any obtained grade for that examination, and the student will have used one

examination attempt.

4.6 Examination complaints and appeals options

Complaints option

The student can complain about a held examination – e.g. about the following:

Basis for the examination

Examination procedure

Assessment

The deadline for complaints is 2 weeks after the assessment of the examination has been pub-

lished. The complaint should be in writing and include a reason. The complaint may be rejected if it

does not include a reason or if the reason is insufficient.

The decision from University College Absalon will be in writing and with a reason. The

decision could be:

An offer of reassessment. However, this is not an option in oral examinations

An offer of a re-examination

To reject the student’s complaint

The complaint should state which of the above items the complaint is about. The complaint should

be in writing and include a reason. There are no other specific requirements as to the form of the

complaint. The complaint should be submitted to [email protected]

If the student is granted an offer of reassessment or re-examination, the student submitting the

complaint should accept the offer of reassessment or re-examination no later than 2 weeks after

receiving the decision. Otherwise the offer will be cancelled.


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Appeals option

The student may appeal University College Absalon’s decision about study-related matters to an

appeal board set up by University College Absalon.

The appeal should be in writing and include a reason and be submitted no later than 2 weeks after

the announcement of a decision from University College Absalon.

Read more about complaints and appeals on University College Absalon’s digital platform.


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PART 5 GENERAL RULES 5.1 Credit transfer

University College Absalon grants credit transfer to students for completed educational elements

including clinical training that can be equated with the corresponding elements in the programme.

Credit transfer in clinical training, mandatory and elective programme elements are granted after a

professional assessment that determines whether the completed education, employment, etc. in

terms of content and level may be equated with one or more elements in the programme.

If the student has completed the second study year at a different educational institution within the

same programme, the student will be granted credit transfer for the first two study years in con-

nection with the transfer without any individual assessment.

See the curriculum’s section on internationalisation for information about credit transfer for study

abroad.

An application for credit transfer, which is not covered by the rules for mandatory credit transfer,

should be submitted to the educational institution no later than 8 weeks before the start of the pro-

gramme element for which the student is applying for credit transfer. The application should be

submitted to [email protected]

The application form is available on University College Absalon’s digital platform.

5.2 Internationalisation

The Bachelor’s Degree Programme in Nursing contains international study elements that will give

the student the opportunity to enhance his or her professional, international and intercultural com-

petencies in order to work professionally in a globalised world.

The international study elements are integrated in the programme through the teaching where the

student will learn about international trends and research. Furthermore, the student can also gain

international perspectives through activities such as study visits from foreign students, virtual

learning activities with foreign students as well as lectures from guest lecturers.

Students in the programme will also have the opportunity to study abroad and/or to do the clinical

training abroad during the programme which, in particular, will give the students the prerequisites

to develop intercultural and international competencies and give them the opportunity to seek spe-

cific international knowledge, gain the experience of a lifetime and develop new social networks.

When studying abroad or doing the clinical training abroad the student should apply for pre-ap-

proval of the specific study activity abroad. If the study abroad is pre-approved, the student is obli-

gated to document the completed programme elements of the approved study abroad after com-

pleting the programme. According to the pre-approval, the programme element is considered

completed if it is passed in accordance with the applicable rules within the area.


38 /46

The programme is part of local agreements and mobility programmes with foreign programmes –

these appear on the website. At University College Absalon's website you can read more about in-

ternationalisation via study abroad or clinical training/internship.

Furthermore, it is possible to complete subjects or clinical training where the students themselves

apply for a programme or clinical training in an institution that must be approved and assessed in

terms of credit transfer by the international coordinator of the programme.

5.3 Requirements for written assignments and projects

In University College Absalon’s health-related Professional Bachelor Degree Programmes there are

common guidelines and requirements for the formalities for written assignments and projects in-

cluding the use of a reference system.

Any other requirements will be stated specifically in the examination description.

5.4 Reading of texts in foreign languages

The teaching will be primarily in Danish.

The programme will include reading of texts in English and Nordic languages. Understanding the

texts is a prerequisite for completing the programme.

5.5 Transfer to University College Absalon

Transfer to the nursing study programme from the same programme in a different Danish educa-

tional institution can only take place when the student has passed examinations corresponding to

the 1st study year of the nursing study programme.

A transfer depends on available study places in the specific level of the nursing study programme

that the student is to be enrolled in.

Passed programme elements are credited in accordance with similar programme elements in other

educational institutions that offer the programme.

5.6 Exemption

Exemptions can be made from the rules in the common and specific part of this curriculum, which

are established by the nursing study programme at University College Absalon, or nationally in co-

operation with all the providers of the nursing study programme.

5.7 Commencement and transitional arrangement

Commencement

This curriculum entered into force on September 1st 2016. Previously established curriculums for

the nursing study programme are repealed cf. the section about transitional arrangements.


39 /46

Transitional arrangement

Students who are enrolled in the nursing study programme as per September 1st 2017 will be trans-

ferred to and complete the programme in accordance with this curriculum. Students who have not

yet completed the final semester (the 7th semester) will, however, be exempted from this.

Legal basis

This curriculum is established with legal basis in:

The Danish Ministerial Order concerning the Act on Academy Profession Degree Programmes

and Professional Bachelor Programmes no. 1147 of 23/10/2014.

The Danish Ministerial Order on Academy Profession Degree Programmes and Professional

Bachelor Programmes no. 1521 of 16/12/2013.

The Danish Ministerial Order on the Bachelor's Degree Programme of Nursing no.

804 of 17/06/2016.

The Danish Ministerial Order on Access to the Academy Profession Degree Programmes and

Professional Bachelor Programmes no. 85 of 26/01/2016.

The Danish Ministerial Order on Tests and Exams in Vocational Higher Education Pro-

grammes no. 1500 of 02/12/2016.

The Danish Ministerial Order on the Grading Scale and Other Forms of assessment in connec-

tion with programmes under the Danish Act on Academy Profession and Professional Bachelor

Programmes no. 114 of 03/02/2015.

The Danish Ministerial Order for talent initiatives in higher education under the Danish Act on

Academy Profession and Professional Bachelor Programmes no. 597 of 08/03/2015.

Particularly for the nursing study programme EU Directive

https://ufm.dk/lovstof/gaeldende-love-og-regler/uddannelser/professionsbacheloruddannelser

https://ufm.dk/lovstof/gaeldende-love-og-regler/uddannelser/professionsbacheloruddannelser


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Appendix Themes, theoretical teaching and clinical training, distribution of

scientific areas, objectives for learning outcomes and overview of

examinations


41 /46

Themes in the 1st - 4th semester of the programme

Theme number

Name and course of theme Number of ECTS credits

T1 Observation and assessment of the patient’s and the citizen’s health challenges and the links with illnesses

30

T2 Clinical decision-making in stable and complex care and treatment pathways 30

T3 Clinical management of patient and citizen care 30

T4 Situation-specific communication in interaction with patient and citizen, relatives and professionals within and across sectors

30

In total 120

Themes in the 4th semester of the programme

Theme number


S1 Observation and assessment of the patient’s and the citizen’s health challenges and the links with illnesses

30

S2 Clinical decision-making in stable and complex care and treatment pathways 30

S3 Clinical management of patient and citizen care 30

S4 Situation-specific communication in interaction with patient and citizen, relatives and professionals within and across sectors

30

In total 120

Themes in the 5th-7th semester of the programme

Theme number


T1 Health professional issues in the healthcare sector as a whole and locally 30

T2 Independent nursing and interprofessional cooperation 30

T3 The development of the nursing profession – nationally and internationally 30

In total 90

Objectives for learning outcomes completed after the 7th semester

Objectives for learning outcomes in terms of knowledge

1) possesses knowledge of, and is able to reflect on, human anatomy, physiology and pathophysiology, and possesses knowledge of, and is able to reflect on, pharmacology and the administration and prescription of medicine within a dele-gated framework


42 /46

2) possesses knowledge of and is able to reflect on forms of knowledge to systematically observe, diagnose, communi-cate, assess, prioritise, manage, coordinate, evaluate, document and adjust nursing care for patients and citizens at indi-vidual, group and national level

3) possesses knowledge of and is able to reflect on knowledge about individual, social, cultural, international and ethical conditions’ influence on people’s experiences and reactions in connection with healthcare challenges as well as the links

with illnesses

4) is able to understand and reflect on knowledge of targeted pedagogical and communicative interventions in direct and digital context involving the patient, citizen and relatives with respect for diversity

5) possesses knowledge of, and is able to reflect on, clinical management and decision making based on knowledge of practice, development and research in and across professions, sectors, institutions and the citizen’s/patient’s home

6) possesses knowledge of, and is able to reflect on, the organisation of the healthcare system, allocation of responsibili-ties and ways in which the sectors interact on the basis of the legal framework, ethical responsibility and social condi-tions

7) possesses knowledge of, and is able to reflect on, the values, theories, concepts and methods of nursing

8) possesses knowledge of, and is able to reflect on, illness prevention, health promotion, rehabilitation and palliation

9) possesses knowledge of, and is able to reflect on, the profession's use of technology in care, treatment and quality assurance

10) possesses knowledge of, and is able to understand and reflect on, targets set for citizens and patients, and is able to participate in interprofessional and intersectoral collaboration on care

11) is able to reflect on dilemmas and ethical issues within the field of nursing

12) possesses knowledge of, and is able to understand, innovation as a method to change practice, and is familiar with implementation methodologies in relation to specific target groups

13) possesses knowledge of, and is able to reflect on the application of, communication theories and methods, and un-derstand the communicative significance in relation to dialogue and forging relationships

14) possesses knowledge of methods and standards for quality assurance, patient safety and quality enhancement, and is able to reflect on their use

15) possesses knowledge of, and is able to reflect on, his or her own practice, as well as the profession’s duties and re-sponsibilities, in an organisational, administrative and social perspective and as part of the wider healthcare system

16) possesses knowledge of the priorities for deploying professional resources under the prevailing framework condi-tions in the healthcare system and

17) possesses knowledge of, and is able to reflect on, the theory of science, research methods and models for evaluation, quality assurance and quality enhancement, as well as relating this knowledge to research and development work in pro-

fessional practice.

Objectives for learning outcomes in terms of skills

1) apply, assess and disseminate knowledge about decision making based on various forms of knowledge in interaction with patients and citizens to systematically observe, diagnose, assess, prioritise, manage, coordinate, evaluate, docu-ment and adjust nursing care at individual, group and national level

2) apply, assess and disseminate knowledge about nursing interventions in stable, acute and complex courses of care and treatment, as well as in illness prevention, rehabilitation and palliative care

3) is able to use, assess and disseminate knowledge about the administration of medicine and be able to prescribe medi-cine within a framework for delegation

4) is able to use and assess clinical management of the patient and citizen and care and treatment packages

in cooperation with professionals and interprofessionally taking quality assurance into consideration

5) apply and assess supervision and teaching of the patient and citizen, relatives, colleagues and prospective students

6) is able to assess and disseminate knowledge about cultural, international and ethical insights into care and treatment based on current codes of conduct and legislation

7) is able to apply and assess situation-specific communication, guidance and advice in interaction with the patient and citizen in nursing and interprofessional practice

8) is able to master interprofessional and intersectoral collaboration in a range of types of citizen and patient care path-ways and contexts

9) is able to apply and assess knowledge about technologies in the planning and provision of care and treatment

10) apply, assess and justify methods and described standards for quality assurance and enhancement and


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11) master relevant study and working methods both to search for, assess and interpret empirical evidence, theory and research methods, and to initiate and participate in innovation, development and research work.

Objectives for learning outcomes in terms of competencies

1) Is able to independently manage with the organisation, assessing, adjusting and documenting care and treatment in collaboration with the patient and citizen across professions, sectors and institutions in the whole of the healthcare sys-tem

2) independently assume responsibility for, work with clinical decision-making, and, in a framework of delegation, pre-scribe medicine in stable, acute and complex care and treatment, as well as involve patients, relatives and other profes-

sionals

3) is able to play an empathetic, ethical and reflective part in nursing situations and patient/citizen situations character-ised by different cultural, professional, political, economic and social perspectives, as well as intervene within the frame-works of current codes of conduct and legislation nationally and internationally

4) is able to independently work with and support the patient, citizen and relative in coping with the individual's life situ-ation in care and treatment of health challenges and well as links between illnesses of rehabilitative, palliative, health

promotion and preventive character,

5) is able to independently work with clinical management and assure and develop the quality that supports patient- and citizen-experienced context in the healthcare system as a whole and in the patient's and the citizen's home

6) is able to work with and integrate national and international knowledge of practice, development and research in ar-gumentation about, and reflection on, nursing care.

7) independently work with technologies in the planning, provision and development of care and treatment,

8) independently take responsibility for, and apply, pedagogic interventions in supervision, teaching and the dissemina-tion of knowledge to patients, citizen, relatives and professionals

9) work, and independently communicate in a manner appropriate to the situation, in various contexts, including in equal, dialogue-based and value-generating relationships, with citizens, patients and interprofessional partners

10) cope with, and independently enter into and coordinate, interprofessional and intersectoral collaboration and, on the basis of a holistic perspective, support citizens and patients as key, active stakeholders in the individual care package

11) work with, and assume responsibility for, technology, including information and communications technology, rele-vant to the profession in the relevant context

12) work with and assume responsibility for quality assurance and enhancement

13) work with and assume responsibility for seeking out, assessing and interpreting empirical evidence, theory and re-search methods and participate in innovation, development, and

14) demonstrate personal professional responsibility and keep up-to-date by identifying and understanding their own learning processes and developmental needs.

Total overview of the theoretical and clinical ECTS credits as well as

interprofessional and elective elements

Semester Theoretical ECTS credits Clinical ECTS credits ECTS in total

Interprof. el-ements

Elective ele-ments

Interprof. elements

Elective ele-ments

1 24 0 0 6 0 0 30

2 15 0 0 15 0 0 30

3 18 2 3 12 3 2 30

4 18 3 2 12 2 3 30

5 20 0 0 10 10 0 30

6 0 0000 0 30 0 0 30

7 25 0 10 5 0 0 30

In total 168 14 42 6 210


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Distribution of scientific areas in ECTS credits of the programme in the 1st- 4th semester, including subjects with a scope of at least 5 ECTS credits

Subject areas Number of ECTS credits2

Health science subjects in total 89

Nursing 52

Pathology 10

Pharmacology 7

Research methodology 7

Public health 5

Natural science subjects in total 18

Anatomy/physiology/biochemistry 13 8

Microbiology 5

Human scientific contents in total 8

Pedagogy/communication /psychology 6

Social science subjects in total 5

Organisation/management/law 5

In total 120

Distribution of scientific areas in ECTS credits of the programme in the 5th-7th semester, including subjects with a scope of at least 5 ECTS credits

Subject areas Number of ECTS credits3

Health science subjects in total 66

Nursing 53

Research methodology 6

Natural science in total 7

Humanities in total 7

Social science in total 10

In total 90

2 The scientific areas should result in 120 ECTS credits in total but the individual subjects may not necessarily give this result.

3 The scientific areas should result in 90 ECTS credits in total but the individual subjects may not necessarily give this result.


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Number of ECTS credits for the programme themes in the 1st - 4th semester

Semesternumber


S1 Observation and assessment of the patient’s and the citizen’s health challenges and the links with illnesses

30

S2 Clinical decision-making in stable and complex care and treatment packages 30

S3 Clinical management of patient and citizen care 30

S4 Situation-specific communication in interaction with patient and citizen, relatives and professionals within and across sectors

30

In total 120

Themes in the 5th to 7th semester of the programme

Semesternumber


S5 Health professional issues in the healthcare sector as a whole 30

S6 Independent nursing 30

S7 The development of the nursing profession – nationally and internationally 30

In total 90

Number of ECTS credits for the theoretical teaching and clinical training in the 1st - 4th semester

Teaching Number of ECTS credits

Teoretical 75

Clinical 45

In total 120

Number of ECTS credits for the theoretical teaching and clinical training in the 5th – 7th semester

Teaching Number of ECTS credits

Theoretical 45

Clinical 45

In total 90


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Overview of the examinations in the programme The examinations in the programme will take place at the end of the semester cf. the ministerial

order for the programme.

Semester examination

Form and organisation

Evaluation

Assessment

Number of ECTS credits

1st semester Theoretical Written Individual Internal 7-point grading scale

30

2nd semester Theoretical Oral Individual External 7-point grading

scale

30

3rd semester a Theoretical Written Individual Internal 7-point grading scale

28

3rd semester b Theoretical Written Individual Internal 7-point grading

scale

2

4th semester Theoretical Individual Internal 7-point grading scale

30

5th semester Theoretical Oral Group /

individual

External 7-point grading

scale

30

6th semester Clinical Oral Individual Internal 7-point grading scale

30

7th semester Theoretical Com-bined

written and oral

Group (max 4

students)

External 7-point grading

scale

30


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