Outline FOR TrainING DEVICE
Description of the device
1.Brief presentation of institution (general)
KlaipedaState College – higher educational institution has three faculties: Faculty of Social Sciences, Faculty of Health Sciences and Faculty of Technologies. They provide 36 higher college study programmes of various fields in social sciences, biomedicine, technology and physics. The study programme of General Practice Nursing is provided at the Faculty of Health Sciences. The College has the following organisational structure: Self-government bodies, management, centralised divisions supporting academic, economic and other functions, four faculties and departments. The structure of the College permits a more rational distribution of resources, rights, duties and responsibility for implementing activities to reach common goals.
The Faculty of Health Sciences of Klaipeda State College in response to the new challenges of the higher education system continuously develops its organizational and management structure. The administration of the Faculty and the distribution of responsibilities ensure the quality of the studies. The units of the faculty plan their activities and regularly review results.
It is reflected in the yearly activity plans and reports, as well as in the self-assessment reports of the faculty, its departments and other units. The College has a Library, an IT centre, a department of International and External Relations, a department of Applied Researches, and an Adult teaching centre, all of which are responsible for the mission, aims and objectives of the College.
Training of nurses in the Faculty of Health Sciences in Klaipeda State College is based on old traditions. Since 1934 this institution has been training nurses for the western region of Lithuania. Changes in the science and training of nurses during the last decades assure nursing study integration into European Higher Education Space.
Nursing Department implements General practice Nursing study program and is responsible for theoretical and practical training of specialists. To successfully implement General Practice Nursing study program the Department of Health has gathered a group of young and competent lecturers and practicians, who are creating environment advantageous for studying and helping students to acquire all skills necessary for future professional activities. Modern material basis is being created for implementation of these goals, including auditoriums and rooms with modern video-audio and demonstration equipment needed for studies of this specialty.
Long term relations with foreign partners are developed and cultivated in the field of nursing science and research. This makes General Practice Nursing study program exceptional.
General Practice Nursing study program is one of six sudy programs realized in Faculty of Health Sciences of Klaipeda State College. There are 300 students in General Practice Nursing program and 32 teachers.
The aims of General Practice Nursing study program are related to the fundamental aims and objectives of KlaipedaCollege. Study Program is developed according to the current level of contemporary science and technology, to the needs of Lithuania and its regions as well as to the common space of the European Higher Education. Science of Nursing is developed and the status of Nurse Profession in Lithuania is improved by cooperation with foreign partners, other Institutions of Higher Education, with the Organization of Lithuanian Nursing Professionals (LSSO), social partners. Such relationships help to organize International Academic Conferences and Seminars, to develop applied research.
The aim of the program is to train a specialist in General Practice Nursing who, in the context of the changing society, lead high professional competence, moral and ethical values, and will creatively applies the theoretical knowledge and skills into professional practice.
The purpose of the program is to prepare general practice nurses working independently or in teams of healthcare specialists in all levels of healthcare institutions, and other establishments providing healthcare services to various age groups, families and communities. Having the qualification of a general practice nurse, graduate is competent to evaluate needs of a patient, to indicate patient's abilities of self care, to organize and implement nursing, teach patients to care of their health, socialize and work in team, develop applied research work in nursing, prepare patients for laboratory examination, and provide qualified treatment. Nurses knows the rules of national health policy, main legal regulations and documents regulating healthcare and nursing in the country, basic principles of nursing management, rules of occupational safety, will be able to work responsibly, thoroughly, independently, and organize their work well, communicate effectively with colleagues and patients.
2.Global presentation of the device. Official name of the device; brief description, contents, number of hours and ECTS, yearly schedule, participants and target groups
Course title and amount of credits:Community nursing – 3 ECTS.
This course is implemented during the second year (3rd semester) of the Professional Bachelor’s Degree in Nursing.
Aim of course:
to provide community nursing knowledge, skills and abilities for general practice nurse. The students are introduced with basic documents related to health care organization and nurse’s role in the individual and public health care. The students are able to assess and identify community health and nursing problems. They analyze roles of nurses in the process of assessment and identification of community health problems. Students are able to understand the importance of teamwork in community health care, to analyze various situations of assessment health and nursing problems in the community and are able to create the strategies for solving community health problems. In completion the course, the students will be able to nurse community and apply their theoretical knowledge to practice.
The planning of course varies according to the nursing programme schedule of the institute. Courses are given during one semester. No clinical practice is planned for this course.
3.Context: workplacements, courses and activities related to the training device
During the course students are prepared to provide healthcare to the community. This course is theoretical, but after that course students have five weeks practice at the primary health care institutions and have a possibility to implement the theory to the practice.
4.Targeted Competences and LOs
a)Final competences and/or LOs intended results evaluated using this device
Final competences and/orLOsintended results evaluated using this deviceof the program are as follows:
-Demonstrate knowledge of natural, biomedical and social science based on advanced practice within individual, family and community nursing.
-Plan nursing effectively solving patient‘s health care and nursing problems.
-Organize and motivate learning process for individuals, groups, community and colleagues.
-Collaborate with colleagues and other members of health care team on purpose to increase health and well being for individual, family and community.
-Organize activities for individuals and teams on purpose to increase and implement high quality nursing, oriented for a person.
b)Specific competences and/or LOs as stated by teacher in charge
Specific competencies and/or LOs as stated by teacher in chargeare:
-Analyze cultural, economical, political, environmental factors which influence the health of community members
-Analyze community nursing problems using nursing theories and models
-Understand the meaning of community nursing planning
-Prepare the strategic project for solving the problems of community nursing
-Analyze health education differences working with individual, family and community
-Characterize devises used for motivation of community members health promotion
-Analyze the principles of successful health care team work in the community
-Ground the needs of collaboration with other institution solving the community nursing problems
-Recognize the exceptionality of primary health care in health care system
-Ground the principles of primary health care in nursing context
c)Prerequisites
Before starting the course “Community Nursing” students have complete these subjects: Professional Ethics, Philosophy, Psychology, Family Nursing and Genetics, Environmental Health, Basics of Nursing.
5.Methods udsed in the training device
5.1. Select teaching method(s) from the teaching methods list (cf. Met_Com_20101130_Concept_MethodesEnseignement_EN)
Selected teaching methods are as follows:
1. Lectures:
The teacher uses PPT presentations to catch the students’ attention. Slides contents are either texts or visual media (pictures, schemas, etc…).
2. Case studies
To illustrate case studies, the teacher uses situations already experienced by students in their daily life.
3. Preparation of the project
Students prepare the project for community problems solving. They have to describe the own communityaccording to presented criteria. The students have possibility to compare these situations with the theoretical elements taught.
4. Group work during practical hours in classrooms. Exchanges of knowledgeamong students are made through the sharing of experiences.
5.2.Describe the stages of progression (planning, DURATION)
Courses are organized using the following progression:
- understanding the concept of community, and community nursing, types of communities;
- description of community health;
- identification of community health problems;
- planning and solving the community problems.
Students have 10 hours of theoretical lectures, 20 hours of practical hours, where they are working in the groups, analyzing different real life situations, identifying the community health problems and planning the activities for solving those problems.
42 hours are foreseen for independent students work and they have possibility for individual consultations with teacher. All this process is organized by stages of progression starting from introduction to the course and combining theories with real life situation, where they have possibility to implement the theoretical knowledge to practical situationsby analysis of key literature resources.
5.3. Educational resources (MATERIAL, lectures notes, ICT, bibliography references, …)
The teacher has prepared teaching material for main concepts of Primary Health Care, Community Nursing, and Community Nursing process. PPT is used for presentations of main theoretical material. All this presentations are available to students on MOODLE platform. Multi Media and videos are used to present the real life situations.
The teacher refersthe latest and newest list of references and the link to the course of MOODLE. Scientific articles about the community health problems are analyzed together with students in the lectures time.
5.4. Place of teaching/learning and spatial layout
The course is given at the auditoriumsand classrooms which are foreseen in the schedule and implies no alternation between places (labs/work placements,…)
5.5. Other partners involved
No interventions of other partners are planned
5.6. Activities and instructions for learners
Students are presented by learning outcomes and course evaluation criterions and forms in the beginning of this course. Students are actively involved in learning process. They can ask questions, discuss and choose the forms of evaluation. Written instruction is given for all assignments, which students have to fulfil (project et al.).
5.7.Products expected from learners
Learners are expected to complete written assignment, project and to pass final exam.
Expected products are as follows:
- Written assignment – students choose one aim from WHO European Strategy “Health for All XXI” and describe the community nurses role in the process of implementation of this aim.
- Project product – students describe the community (where he/she lives) and prepare the project “Identification, Analysis of Community Health Problems and Preparation of Strategic Plan for its Solving”.
- Passed final exam – students have to solve situation with questions, oriented to the course.
5.8. Interactions generated with other learners, teachers, etc., and with the environment
Students are working together in the groups when they have practical works in the auditoriums and classrooms. They generate interactions between each other and among other members of the group.Students present interaction with environment when they collect the data about community where they live. They have to describe the community according to indicated criteria. Students have to visit the community health care centre and other institutions (school, kindergarten et al.) at the community.There are some interactions with others teachers: for example, with teachers, who lecture Hygiene, Microbiology, Sociology etc.
6.Select assessment/evaluation INSTRUMENTS FROM the assessment/evaluation INSTRUMENTS LIST (cf. Met_Com_20101129_Concept_InstrumentlEvaluation_EN)
Before starting the course students are acquainted with assessment forms and final evaluation of the course.During the course students have to present the group work, autonomous works: project et al. The presentation of project is evaluated by students self-assessments, teachers self-assessments and they got feedback from opponent of other students.
The final examination is a written exam, which consists from situation (case study) about community health problems and special oriented open questions. Students are introduced about examination form and learning outcomes which they have to demonstrate and assessment criteria. The task for examination is prepared by teacher with the right answers and described assessment evaluation criteria. It helps teacher to made right evaluation according to foreseen assessment criteria. The students have possibility be acquaintedwith this document after the exam.
analysis
1.Exhaustivity criterion
The types of knowledge needed to reach learning outcomes are taken into account. All LOs are defined. Each type of knowledge is specifically put in connection with the LOs to which it is linked. For example, during the learning of community nursing planning students prepare the strategic project for solving community health care problems.
Teaching/learning methods used are appropriate to the indented LOs.
There are prepared assessment/evaluation criteria for assessing achieved specific LOs. Not all instruments are exhaustive (comprehensive).
2.Integration criterion
Interdisciplinary approach is taken into account. Knowledge from Professional ethics, Philosophy, Psychology, Family Nursing and Genetics, Environmental Health, Basics of Nursing are integrated to the course content. Teachers are working together when analyzing the interdisciplinary links in order to avoid redundancy but the meetings are not systematic.
Some of teaching/learning methods are interdisciplinary: project, case study, group works where students analyze real life situations and suggest the ways to solve the problems. Lack collaboration among teacher concerning interdisciplinary relations is found.
The assessment/evaluation instruments help to evaluate integrated knowledge and skills. Assessment/evaluation instruments are constructed separately. Teachers from different courses don’t participate in the construction of assessment/evaluation instruments.
3. Adequacy criterion
The knowledge to be developed by students corresponds to the all learning outcomes. Students have possibility to combine theoretical knowledge with practice and promote communication skills when collect the data from own community.
Content of course is based on various sciences/reference frameworks relevant to profession and every year is up date according to new documents and references. Cases for study and real life situations are prepared in detail, they are meaningfully and systematically renewed.
Real life situations are created from real practice in community (teacher has long practice experience working in the community). Methods which are used are appropriate and help students to achieve learning outcomes. Teaching/learning methods help to prepare for the final assessment. The chosenmethods correspond the taxonomy level of the learning outcomes.
Assessment/evaluation instruments are appropriate to the learning outcomes, competences, taxonomic level and content. The criteria are in line with the values of the institution and the profession. Assessment/evaluation criteria are explained and presented in description of the course.
4.Cooperation criterion
All courses which are prescribed to one learning outcome complement one to another; they shared the same concepts and use common language. The teachers are working together to find the same learning outcomes and to accommodate interdisciplinary links.
There is lack of collaboration between teachers in the selection and development of teaching/learning methods and assessment/evaluation methods. Teachers discussed the assessment/evaluation methods in common meetings but not for concrete programme or course.
Students’ feedback is sought on teaching/learning methods and assessment/evaluation methods.
5.Progress criterion
Prerequisites for this course are clearly identified. Previously acquired knowledge serves as a basis for new knowledge. The real life situations which are used in the course become increasingly complex. Content is organized as a learning spiral.
Teaching/learning methods promote the evolution of students’ representations and on-the-job attitudes (project and real life situations).
Assessment/evaluation instruments follow taxonomy and prepared students for final evaluation. Cumulative assessment is used for evaluation of students’ achievements.
6.Competence-orientation criterion
Course is based on real life professional situations. Knowledge acquired throughpractices are identified. The teacher refers to the theories and theoretical models in which evidence based data has been identified.
Students have to describe the community (where they live). In order to fulfill this task, students have to visit the community, health care centre and other institutions and collect the different data from health care professionals and others.
Integrated situations which students analyze in the lectures are close to the real professional situations. Teacher discusses with the students the links between the courses and learning outcomes. Reflective approach is used in choosing the teaching/learning methods.
Assessment/evaluation framework promotes the development of professional identity. When students present the strategic project for solving community health problem they self evaluate the project, have evaluation from opponent (peer) and from teacher. Discussions help to see the connection with real situation. The situation for final exam is from real practice too.
May 2011