Introduction to

Nursing Curriculum
Informative meeting programme

• General Nursing Bachelor information

• Pre Major
• Major and minor stages
• General Nursing Major
• Professional practise design



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.


• Education is offered on a competence-oriented basis, i.e.:

– Profession-oriented;
– Development-oriented;
– Knowledge as a tool.
•
• Designing education in close affiliation with the field of practise
•
• Competence-oriented training and testing: testing knowledge, skills,
personality traits and attitude integrally.
– Therefore: assessments during the entire period of training.

Views on competence-oriented education


Professional education competences

•

Five roles:


• Nurse / Care worker

• Director
• Designer
• Coach
• Professional


•
 Professional education competences
Role Activity Domain
Care worker Providing nursing care. (Nursing Process) Care

Director Assuring continuity of nursing care and organising a cohesive Care

care package.

Designer Designing and implementing innovation suggestions. Care organisation

Coach Coaching trainees, breaking in co-workers, intervision and Care organisation

tutorage.

 
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

• Propedeuse (first year): common programme

• Post-propedeuse:
– Common programme (one year)
– major (one year)
– minors (2 × ½ year)


Education specifications


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

Year 2 OWE V OWE VI OWE VII OWE VIII

Education Practice 2 Education Practice 3
school 40 days school 40 days

Evidenc Based Practice line

Study councilling
 Year 1
Setting: Setting: Setting:
Hospital Home care Professional practise Mental Health Care
Hospital Nursing home education C1-C2-C3-C4-C5
C1-C2-C3-C4-C5 C1-C2-C3-C4-C5
Care demanders with a Care demanders with a C1-C2-C3-C4 18+
somatic disorder 18+ chronical somatic disorder
65+ Preparation & processing:
C9 &C10
Coaching
Medicine Medicine Medicine

Line of methodology Line of methodology Line of methodology

Skills Skills Skills

Evidence Based Practice Evidence Based Practice Evidence Based Practice

(C11&12) (C11&12) (C11&12)

Study development Study development Study development Study development

Preparation for BPV

 Year 2
Setting: Setting:
Intramural, Transmural and Professional practise Intramural en extramural Professional practise
Extramural education Care demanders with a education
0-18 years chronical somatic disorder
18+
C1-C2-C3-C4-C5 C1 - C5
C6-C7-C8
C1 - C5 Role of designer C1 - C5

Medicine Preparation & processing: Medicine Preparation & processing:

C9 &C10 C9 &C10
Line of methodology Coaching Line of methodology Coaching

Obligatory assignments Obligatory assignments

Skills Skills

Evidence Based Practice Evidence Based Practice

(C11&12) (C11&12) Study development

Study development Study development Study development

 Curriculum: Pre Major

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

Prevention of bed rest complications

Secretion

Vital Functions and reanimation

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

MAJORS (3rd YEAR, C level):



• General healthcare
• Social- Home healthcare
• Mental healthcare
Major/minor stage


Deepening minors:
Major/minor stage

Broadening minors, e.g.:



• Project management
• Research methods and techniques
• Studying abroad
University based- versus hospital based*
education


Practise is central & is the point of departure for education


Division of practise days and lecture days in this major:



• On average 1 lecture day per week

• On average 1 day of autonomous study per week
• On average 3 days of traineeship per week
•
•
•
*Hospital based is an internship in an Intramural, Transmural or


Extramural Learning Unit

•
University based- versus hospital based
education


Practise is central & is the point of departure for
education


4 education periods of 10 weeks each.



• Practise period 1 consists of education periods 1

and 2
• Practise period 2 consists of education periods 3
consists of education periods 4
•

Binnenschools leren

A.Central roles per period

B.Programme parts
C.University based testing
D.Appointments
A.Central roles per period

Education Period 1 Period 2 Period 3 Period 4

period
Central role Nursing Care 
Director 
Care worker 
Director
Process 
Designer 
Professional 
Coach
A.Central roles per period

•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

• Around 10-12 meetings per year

• Group consists of around 7 students
•
Points of discourse:


• 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

Credits Period 1 Period 2 Period 3 Period 4

University Test I Test II Test III Test IV

based 5 credits 5 credits 5 credits 5 credits

Supervision Supervision Supervision Supervision

1 credit 1 credit 1 credit 1 credit

Hospital part 1 part 2

based 18 credits 18 credits
C.Testing

Written test:


• 120 true/false questions

•
Obligatory material:


• Obligatory literature (books & articles)

• Lectures
• Psycho-motoric skills
• Excursions
C.Testing

Spervision


Assignment of credits based on:



• 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


§Discussion of the internship programme




§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.
