Study plan - Bachelor of Nursing, Haugesund Campus

Learning outcomes

A candidate with completed qualifications should have the following total learning outcomes after completing a bachelor's degree in nursing at HVL:

 

Knowledge

The candidate

• possesses broad knowledge of central topics, theories and issues of nursing science
• has relevant knowledge in the fields of medicine, natural science and social science
• knows the history, tradition and special characteristics of nursing
• knows research and development that is relevant to nursing
• has sound knowledge of the welfare state, the frames pertaining to nursing, and the contributions of nursing to the health and welfare services

 

Skills

The candidate

• is capable of performing nursing services based on research, experience and professional judgement
• is capable of taking care of the patient's basic needs by observing, judging, planning, implementing, evaluating and documenting nursing
• is capable of identifying risk factors of individual or environmental character and of planning and implementing preventive and health promoting measures
• is capable of informing, instructing and guiding patients and their relatives
• is capable of furthering learning processes that contribute to the safety of patients and to trust and quality in the health service
• knows how to use relevant tools, techniques, procedures and communication forms;
• is a professional leader capable of change
• is capable of interacting multi-professionally to create a coordinated and comprehensive service offer

 

General competence

The candidate

• is capable of performing adequate and reliable nursing based on critical reflection and ethical awareness
• is capable of meeting patients and next of kin showing care, empathy and moral responsibility
• knows how to ensure the empowerment of the patient
• is capable of contributing to new thinking and innovation
• has the will and capability of life-long learning, knowledge-based work and of enhancing quality in nursing and health service
• is able to apply and present central theories, issues and solutions, in writing as well as orally
• is capable of contributing to highlighting nursing and ethical norms in the public debate on health policy

Content

According to the Norwegian "National Curriculum for Nurse Education" (2008):

"The aim of the nurse education is to educate workers qualified for professional nursing work in all segments of the health service, in and outside institutions. Nursing, care and treatment constitute the cornerstones of the nurse's competence. The nurse provides aid and continuous care of the ill based on how it is experienced to be ill, and knowledge of the cause, diagnostics and prognosis of each individual illness.

The nurses should also possess competence in terms of preventative and health promotional work, teaching and guidance, research and professional development, quality assurance, organisation and management. They should possess knowledge of health political priorities and legal frameworks for the practice of occupation.

The education should be based on ethical guidelines and promote a multicultural understanding of health and illness" (pp. 4 and 5).

Moreover, the National Curriculum states that Norwegian nurse educations should educate:

"reflective professionals who put each individual at the centre, and who are able to plan, organise and implement interventions in cooperation with users and other service providers...

independent and responsible, change- and patient oriented professionals, who demonstrate ability and will to keep a conscious and reflective attitude in practicing nursing" (pp. 1 and 5). "

After graduating the candidate should possess, according to the National Curriculum of 2008, both "action competence" and "action readiness":

"Action competence" pertains to areas in which the education is responsible for playing a part in making the worker act independently. The newly qualified nurse should possess "action competence" to take care of and perform tasks that are central to the profession. The competence is primarily directed at patients and next of kin, and taking care of basic functions in the field of nursing.

"Action readiness" pertains to areas in which the education plays a part in that the newly qualified nurses have knowledge on the field while still lacking necessary experience and more specialised training in order to act independently. Only after the employer has facilitated training and continuing and further education, can the newly qualified nurse be expected to take independent responsibility to look after areas that the education gives "action readiness" for (p. 5).

The study aims at forming and educating nurses with distinct professional nursing identity and competence that are strengthened and elaborated in interdisciplinary cooperation. The professional practice should be based on knowledge and understanding of the challenges and tasks in the welfare society as a whole. The programme of study is implemented in binding interaction between education and working life (White Paper 13, 2011/2012).

The Norwegian "National Curriculum for Nurse Education" (2008): Rammeplan for sykepleierutdanning

Continuous assessment:

According to the "Regulations for Suitability Assessment" 2006, some changes made in 2016, a suitability assessment of all students shall continuously take place throughout the programme and it should be included in an overall assessment of the student's academic and personal qualifications in order to work as a teacher or as a health or social services personnel. A student who poses a potential hazard for kindergarten children and students or patients, clients and users' life, physical and mental health, rights and safety, are not suitable for the profession.

If there is reasonable doubt as to whether a student is suitable, there shall be made a separate assessment of suitability.http://www.lovdata.no/for/sf/kd/xd-20060630-0859.htmlhttp://www.lovdata.no/for/sf/kd/xd-20060630-0859.html

http://www.lovdata.no/for/sf/kd/xd-20060630-0859.html

 

Profiling:

The professional priority area of the Faculty of Health Education is:

"Caring science focusing on public health work, interaction and person-centered care to patients in a long-term perspective."

The focus reflects that elderly patients, chronically ill and long-term patients are the most central patient groups for the specialist as well as municipal health service in our region. The municipalities are increasingly allocated greater responsibility for patient groups with highly complex illnesses and complicated needs, who require continuous follow-up over time. In order to meet competence requirements in relation to new demands in the Coordination Reform we have chosen to focus on public health work, interaction and person-centered care (user's perspective).

The education has a distinct pedagogical profile and is characterised by student-active learning, close follow-up on students, use of digital tools, student participation and testing of new forms of learning and assessment.

Basic Values:

The nurse education is based on a humanistic and holistic view of human life in which nursing is founded on compassion, care and respect for the basic human rights.

The International Council of Nurses's (ICN) ethical code for nursing expresses it as following:

"Nurses have four fundamental responsibilities: to promote health, to prevent illness, to restore health and to alleviate suffering. The need for nursing is universal. Inherent in nursing is a respect for human rights, including cultural rights, the right to life and choice, to dignity and to be treated with respect. Nursing care is respectful of and unrestricted by considerations of age, colour, creed, culture, disability or illness, gender, sexual orientation, nationality, politics, race or social status. Nurses render health services to the individual, the family and the community and co-ordinate their services with those of related groups" (The ICN Code of Ethics for Nurses, 2012).

Views on Nursing

Nursing is a service directed at various target groups and is implemented in all segments of the health service. Nursing encompasses functions of different nature and the nurse has an independent responsibility for the nursing service. The nurse education at HVL campus Stord and Haugesund is based on ICN's definition of nursing: "Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled and dying people. Advocacy, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles" (The ICN Definition 2005).

Platform of Knowledge

Nursing is a scientific, independent branch of science. Nursing science has developed several nursing theories. Collectively they describe the nursing function and basic concepts such as humanity, health, nursing and environments. Nursing theories can be divided into the following main groups: theories of development, interaction, systems, needs and care. At HVL campus Stord and Haugesund various nursing theories are utilised, depending on which phenomena that are in focus and will be shed light on. Nursing also draws knowledge from other branches of science such as natural science, the humanities and social science. The professional nurse utilises knowledge and insight from various forms of knowledge:

• theoretical scientific knowledge
• knowledge of skills (experience-based knowledge, craftmanship and art)
• knowledge of confidentiality (practical professional judgement, correct judgemental power, wisdom)

 

In the nurse's professional vocation these forms of knowledge are equally significant and complementary.

Practice

 The intention with practical training consists in making the student integrate the different forms of knowledge and acquire "action competence" and "action readiness". The newly qualified nurse should be able to reason professionally for concrete nursing measures in clinical patient situations as well as implementing and evaluating the measures. The candidate should be able to analyse professional nursing challenges, reflect on possible connections and consequences in relation to various solution alternatives. The student should reflect on the role of the nurse and his or her function in a social context. In order to acheive this competence the practical training studies must be equipped with content, framework and learning outcome that accommodate this.

 

The student is assessed according to expected learning outcome for each individual area of practical training; nursing home with a focus on basic needs, home nursing care, medicine, surgery, mental health work and nursing home/institution with focus on long-term ill patients. For assessment of professional nursing development a research-based form (AssCE) is utilised together with level descriptions (1-3) for practical training 1-6. Descriptions of learning outcomes for each type of practical training can be found in the 6 different course plans for practical training. All 6 of them are obligatory and have separate examination codes. There are separate rules for turnout and attendance during practical training (cf. curriculum for practical training studies). The student must be prepared to carry out practical training in the district (on locations appointed by HVL) and comply with the rota of his or her contact - both day, evening and night. The student should invest 30 hours on practical training on average per week, equally distributed over the weeks of practical training. During practical training the student is not free to work in full weeks. It is also expected that the student invests at least 10 hours on theory and obligatory work per week.

Medical testing:

All new first-year undergraduates in nursing must deliver a copy of the vaccination certificate to the student administration. It should demonstrate that BCG vaccine is taken. This must be handed in as soon as possible and before students go into practice studies.

Students must also complete a declaration form for tuberculosis and MRSA before practice. See more information here: Info about BCG and MRSA (Norwegian)

Teaching

Information about the Study:

The study encompasses 180 credits and corresponds to a 3 year long full-time study. The study corresponds to "General plan for nurse education" of 2008. The credits are distributed between 90 credits for theoretical studies (60 weeks) and 90 credits for practical studies (60 weeks). The studies pertaining to practical training consist of 10 weeks practical training-oriented studies at the university college and 50 weeks practical training in the health service in close contact with patients and next of kin. The practical training encompasses skills training and simulation in the practice section, practical training preparation and reflection on practical training. Practical training in the health service is distributed between 48 weeks in supervised practical training and 2 weeks observational training or excursions.

At HVL campus Stord and Haugesund it is expected that a full-time student commits to at least 40 hours productive working hours per week on average on his or her studies. Some students will need to use more time.

The education results in a bachelor's degree in nursing, enabling the graduate to apply for authorisation as a nurse according to health personnel legislation. (https://lovdata.no/dokument/NL/lov/1999-07-02-64)

 

 Theoretical Studies at the University College

The study is divided into several courses. The duration of a course is one semester or a limited number of weeks. Each course consists of different subjects and subject areas. Excursions, practical observational training and practical training-oriented studies (skills training and simulation at the university college and practical training preparation/reflection) are inegral to the courses. The starting point of the course arrangement consits in nursing being the core subject and that reserach-based knowledge from nursing science, medical and natural scientific subjects, the humanities and social science are integrated within the competence of nursing. The integration will contribute in enabling the student to understand, employ and acknowledge the need for all types of knowledge in practising nursing. Simultaneously the progression is maintained by increasing the complexity in the study assignements during the education.

 

Practical Studies in the Health Service

In the first academic year, compulsory days with introduction to practical training and 8 weeks supervised practical training in a nursing home, focusing on basic nursing (practical training 1) are included. In the third semester a practical training project lasting one week will be implemented within health promotional/preventative work. In 2nd and 3d academic year the education arranges five weeks of supervised practical training, each containing 8 weeks (practical training 2-6). The students are divided into five groups and distributed to the following fields for training: medicine, surgery, mental health care, home nursing care and nursing homes/institutions with focus on long-term ill patients.

 

The students must be prepared to comply with the current guidelines for use of workwear at the respective practical training locations.

 

Subject Matter Content

The general plan distinguishes between four chief areas for subject matter content within the nurse education:

1. The professional and scientific foundation of nursing (33 credits)

2. Nursing and the vocational basis (72 credits)

3. Medical and natural science subjects (45 credits)

4. Social science subjects (30 credits)

 

The education has chosen to distribute credits for the subject areas in the general plan equally between theoretical and practical studies, which leaves 90 credits for theoretical and 90 credits for practical studies. Since 10 weeks (15 credits) studies of practical training (skills training, practical training preparation and reflection) and 2 weeks (3 credits) observational- / practical training are integrated with 60 weeks (90 credits) theoretical studies, these studies constitute 108 credits in total. Equally, the 6 periods with supervised practical training constitute 72 credits in total (48 weeks). Please consult document with Study Model (link)

 

The education emphasises forms of work characterised by dialogue, binding cooperation and student activity. The description of learning outcomes for each course is normative for choice of methods and activities. An important principle consits in making sure the learning activities are organised and implemented in such a manner that the student acquire an overview of and continuous feedback on his own study situation.

 

Integration

Ideally the students work with tasks that demand subject integration, but assignments and tests are also given to ensure the students develop adequate specialist knowledge and skills within defined areas. The way the study is arranged will enable the students to achieve progression in learning. The education starts with basic nursing knowledge and practical skills. As the study progresses demands are increased in terms of employing various professional perspectives in order to assess and act adequately in complex situations. The intention consists in helping the student to see that nursing presupposes various types of knowledge and the ability to combine these.

 

Working Methods:

In order to achieve expected learning outcomes the education emphasises working methods in which the students must:

• Ask questions and find answers by searching for and assessing research-based literature.
• Employ rules for academic writing in his or her professional line of arguement.
• Reflect on his or her own knowledge, attitudes and actions and give the reasons for these.
• Cooperate in groups in which dialogue and conflict management are challanged.
• Participate in obligatory seminars in which a member of staff presents his or her research in order to give the student insight into methodical work, analysis, assessment and argumentation.
• Employ ICT and other technical support material.

 

Compulsory Work/Assignment

The students must work with compulsory work throughout the study, either individually or in groups. The work may include written assignments, practical exercises, oral proposals, projects, clinical instruction, excursions, reports, obligatory presence etc. In addition, different types of tests will be implemented. The goal is a balance between tasks requiring the students to seek and acquire knowledge, tasks which involve the utilisation of results from research and development work, tasks focusing on reflection and experiences closely related to one's own life, and tasks requiring practical skills. Several courses encompasses compulsory work which has to be approved prior to taking an exam or enter practical training. Cf. survey in this form.

 

Students can opt for the obligatory medicament calculation test 3 times. Should the student fail to pass the compulsory assignment three times the student will miss the opportunity to enter practical training 2 and have his or her course of study delayed. The student will then lose the chance to go abroad for international practical training. The student will have the chance to take new tests (maximum 3) when his classmates enter practical training 2. Should the student fail to have his or her medicament calculation test approved during the following three attempts he or she will lose his or her admission to the bachelor's study in nursing. Not showing up for the test without valid medical certificate handed in before the time limit counts as one attempt.

 

Tutorials and reflection

Tutorials will be given during the learning process. The intention consists in inciting reflection and analytical thinking both in theoretical and practical studies, to help develop professional understanding, integration of various forms of knowledge and development of professional judgement in practical acts in close contact with patients. Reflection is used as a tool during the learning process. The goal is not reflection in itself, but wisdom in the specific situation. The material the student reflects on may vary according to the main focus of the task. The focus may pertain to questions of relational aspects, values and ethics, the pscychomotoric aspect, the affective aspect and the cognitive aspect - which also covers professional theory.

 

Group Process and Continuous Observation of Students

Group cooperation is central in utilising the potential for learning embedded in the dialogue in the social process. Participation in group cooperation is obligatory throughout the first academic year and during parts of the second and third year. Continuous observation of students is ensured in that all students at all times has a group tutor, practical training supervisor and/or designated contact.

 

Obligatory Participation and Self-Tuition

The study has several working methods that are obligatory:

 

- Tutorials in theoretical studies

- Supervised practical training

- Practical observational training

- Demonstrations

- Written work and digital assignments

- Oral proposal

- Project work

- Classmate response, both written, oral and digital

- Clinical instruction

- Skills training and simulation

- Group work

- Reflection notes

- Self-evalutation

- Seminars

 

Demonstrations, skills training, simulation and clinical supervised training require 90 % turnout.

 

Should the student be absent from the parts of the study that are obligatory, consequences will ensue. If possible, the student will receive supplementing assignments. If it is not possible, the student will not have the opportunity to sit for the examination. Consequently, the student must complete the part of the programme in question along with the next class. This may result in dealys in the study.

 

In addition, self-tuition and turnout for lectures are expected to meet a study investment of at least 40 hours per week. It is also expected that students has a PC and learn to utilise digital tools such as HVL's learning platform, ICT tools for nursing documentation, practical procedure tools (VAR) and library databases, digital exam programs, etc.

In the library pages there are curriculums and resource pages for health subjects, tips on writing an assignment and use of references. The students are expected to participate in instruction in connection with searching for literature in databases and utilising different sources correctly.

It is also expected that the students use HVL's web pages actively, and make themselves familiar with legislation, regulations and guidelines applicable for the study.

 

R&D base:

Developing analytical and critically reflective thinking together with the ability to make independent assessments are central goals for the students. In order to reach that goal the education is oriented towards research-based instruction. This entails that the instruction should reflect an emphasis on research when approaching problems and professional subjects. Member of staff doing research and development work (R&D) imparts their knowledge to the students, for instance theme of the research, utilisation of theory and research method. They will also tutor students working on bachelor assignments. If feasible, all instruction should be based on new research and the students should learn to search for new and relevant research literature on their own and use research-based knowledge in their work.

 

The students should learn scientific method and employ it both in assignments and in the bachelor thesis. They should reflect, assess and argue for choices based on research literature and/or systemised experiences. The student should also account for ethical reflections and considerations in assignments/projects. In order to obtain experience in relation to how nursing practice can be improved the tutorials in student groups should focus on the possibilities of improvement within the field of practical training. Additionally, the students should learn to search for and employ research to shed light on practical problems and contribute to improvement of practical training. A present method sees the student participating in development projects in defined periods of practical training.

Assessment

Forms of Assessment (forms of examination):

The forms of assessment serve two purposes. They give the students feedback on how they are doing in the subjects and thus make room for improvement, while at the same time conveying information about the learning outcome of the students.

 

Various forms of assessment will be employed in the education. Several courses include compulsory work, i.e. assignments that has no bearing on the grade, but which must be approved in order for the student to sit for an examination in the course.

 

The result of the exam will be entered on the diploma as passed/failed or with alphabetical grades, from A to F in which F is failure (cf. examination regulation and UHR's description of grades. In theoretical studies the students will receive continuous assessments in the form of feedback on compulsory work and results of passing tests.

 

Assessment of supervised practical training is carried out through dialogue between the student, a tutor from the university college and nurse(s) engaged in practical training with supervision responsibilities. The assessment result is documented in separate forms for midway and final assessment. Practical training is rated passed/failed. Additional information about practical training assessment can be found in the curriculum for practical studies.

 

Information about the assessment arrangements is shown in the course plans and semester plans and are presented to the students by the person with course responsibility/class coordinator at the beginning of the semester. Please consult HVL's examination regulation for further details.

The nursing study comprises progression requirements, i.e. a course or compulsory work in a semester must be approved or passed in order for the student to continue the study. A survey of conditions for being assessed and continuing the bachelor's study in nursing at HVL campus Stord and Haugesund can be downloaded as regular forms here.

Internationalization

Internationalisation:The nurse education attempts to stimulate the students to show interest for global health problems. Accordingly, students have the opportunity to study parts of the nursing programme abroad. It is important that the students acquire the necessary knowledge and skills needed to meet patients from different cultures. Therefore our programme of study contains subjects within the field of global health. Prior to leaving the country seminars are held to prepare the students for what they may come across. The programme of study complies with EEA directives for the nurse education, enabling the student to get familiar with the European labour market after completed studies. In the nurse education internationalisation will take place during the practical training studies in parts of or throughout the 5th semester. We have cooperation agreements in many countries. Practical training abroad is approved as part of the study at HVL campus Stord and Haugesund. The premises for entering international practical training are having followed standard study progression and passed all exams, including practical training 2 during spring in the 4th semester. Additionally, foreign students are welcome to do parts of their education at HVL. Read more about HVL campus Stord and Haugesund's exchange programme here. We offer lectures by guest lecturers from collaborating institutions and by personnel engaged in international cooperation.