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Introduction Curriculum AGZ-VP
Introduction Curriculum AGZ-VP
Introduction Curriculum AGZ-VP
Nursing Curriculum
Informative meeting programme
General information
Views on competence-oriented education:
• Competences are central in the curriculum:
– All the knowledge, skills, personality traits and attitude as a
whole needed to function properly in a given professional
situation.
Professional education competences
•
Five roles:
•
Professional education competences
Role Activity Domain
Care worker Providing nursing care. (Nursing Process) Care
Professional Bearing responsibility for professional practise and further Profession
professional development.
Professional competence roles
Professional competence roles
•
Competence levels
Level A: Orientation
• Situations of low complexity (few variables)
• Acting in predictable, familiar situations
• Standardised methods
• Being supervised and/or aided (instructions)
• Collaboration is mostly mono-disciplinary
Level B: Mastering
• Situations of relative complexity (several variables)
• Acting in new situations
• Partially standardised methods
• Limited supervision/independent (coaching)
• Collaboration is both mono- and multi-disciplinary
Level C: Deepening, transfer
• Situations of high complexity (multitude of variables)
• Acting in unpredictable situations
• Mix of routine-based and non-standardised methods
• Independent (consultation)
• Collaboration is both multi- and interdisciplinary
•
Structure of Bachelor education
Programme parts of competence-oriented
education:
– Lectures
– Group meetings
– “Skills lab” (psychomotoric & interactive
skills)
– Study councilling
– Assessments and testing
– Project eduaction & theme days
– Professional practise education (40%)
Education specifications
4 education periods of around ten weeks
every year
Education periods are subdivided as follows:
– Week 1 - 7: education programme
– Week 8: resit week
– Week 9: exam week
– Week 10: projects, resits
Pre Major
Curriculum: pre major
•
• Period 1 Period 2 Period 3 Period 4
Year 1 OWE I OWE II OWE III OWE IV
Education Education Practice 1 Education
school school 40 days school
Skills Skills
OWE I:
•
Care for people undergoing surgery and people with (chronical)
• physical handicaps
OWE II:
Care for elderly with (chronical) physical handicaps and
people with psycho-geriatric issues
OWE IV:
Care for people with psychiatric issues and people with a mental
handicap
OWE V:
GVO and prevention in care for parents and children
OWE VII:
Effectively designing care for clients
Curriculum: skills, year 1
•
• Cross infections
Posture
Nourishment
Personal hygiene
Techniques of observation
Secretion
Medicine
Curriculum: skills, year 2
•
• Care for parents and children
Wound treatment
Infusion
Tracheostoma care
Neuro-revalidation
Curriculum: interactive (soft) skills
•
• Year 1:
Emphasis on conversation techniques
Emphasis on conversation types
Major and minor stages
Major/minor stage
• General healthcare
• Social- Home healthcare
• Mental healthcare
Major/minor stage
Deepening minors:
Major/minor stage
• Project management
• Research methods and techniques
• Studying abroad
University based- versus hospital based*
education
Practise is central & is the point of departure for education
Practise is central & is the point of departure for
education
•OWE 1:
The nurse in the capacity of care worker
•OWE 2:
The nurse in the capacity of director/designer
•OWE 3:
The nurse in the capacity of professional
•OWE 4:
The nurse in the capacity of coach
B.Programme parts
I. Learning groups
II.Lectures
• Psycho-motoric & interactive (soft) skills
• Methodological practise supervision
I. Study councilling
I.Learning groups
Team meeting A
Try to learn something about everything
and everything about something.
T. H. Huxley
9 central case histories: preliminary talk
The secret of success is to know something
nobody else knows.
Aristotle Onassis (1906-1975)
I.Learning groups
Team meeting B
9 central case histories: subsequent discussion
• Discussion of answers to learning questions
• Presenting and discussing articles
• Nurse methodology
• Clinical reasoning
• True/false questions
I.Learning groups
Team meeting C
Training based on:
• Nursing roles per period
• Deepening after pre major
• Assignments, exercises, interactive
II.Lectures
• Medicine lectures
• Psycho-motoric skills lectures
• Roles lectures
• Seminar
III.Psycho-motoric
• Lectures
• Skill lessons
III.Psycho-motoric Lectures + Skills
IV. Practise supervision
• Internship programme
• Internship progress
• Case history
• Themes
IV.Role of practise teacher
Teacher:
• Leads meetings
• Is practise teacher
• Is the student’s and work supervisor’s first
point of approach for practise matters
•
C.Testing
Written test:
Spervision
• Attendance
• Contribution & participation
• Reporting
• Application assignments from C-meetings
D.Work appointments
• Attendance obligation
• Effort and contribution
• Plagiarism
•
Professional practise
education
Subsequent pre major levels
Practical period Competences Level
Year
Year 1 1 1-4 Level A
Year 2 2& 3 1-4 Level B
5 - 12 Level A
Hospital based learning
§Views
§Roles & competences
§
§
§
§
Activities
§Formal conversations
§Reporting
§
§
§
§
Formal conversations
§Introductory talk
§Iterim evaluation
§Final evaluation
§
§
§
Reporting
Portfolio
§Appointment checklist
§Internship programme
§Logbook
§Reflection reports
§Assessment form
§
Internship programme elements
Introduction
§Personal data
§Learning style & expectations
§Strength/weakness analysis
§Appointments
Learning targets for competences 1 - 4, including:
§Initial situation
§Planned learningactivities
§Schedule
§Desired supervision
§
University based learning
§Meetings
§
§Attendance
§
§Assignments
§
2.
3.
Assessment
§Hospital based
§University based
1.
2.
3.