Health promotion and nursing in primary care, 7.5 credits

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1 Page 1 of 5 Course syllabus The Red Cross University College Diary no: 9/2013 Visiting address: Teknikringen Date: P.O. Box Stockholm Tel: Fax: Health promotion and nursing in primary care, 7.5 credits Course code: V1FHT5 Subject: Public health science Level: First cycle, GXX Grades: Fail (U) Pass (G) Programme affiliation: The course is part of the Nursing programme semester 5, 180 credits Approval The course syllabus was approved by Högskolenämnden [Board of Higher Education] at Red Cross University College on 7 January The syllabus goes into effect starting spring semester Revised in accordance with the decision of the pedagogy committee on June 12, Applies as of autumn semester Prerequisites The student must have passed all modules from semesters 1, 2 and 3 and must have passed at least 15 credits from semester 4, including all clinical training placements. Course description In the course, health-promotion work and preventive measures are examined in more detail and are applied to the population of the local community. In addition, understanding of primary care resources is expanded by initiating and performing health promotion and preventative work for both individual and groups of patients. The course begins with one week of theory (1.5 credits) followed by clinical training placement in outpatient care (6.0 credits). Instruction is in Swedish and/or English. Objectives Upon completion of the module, the student should be able to: Knowledge and understanding: 1. explain factors which promote health and prevent ill health in the population of the local community based on a description of the area

2 Page 2 of 5 2. relate to current control documentation designed at the national and local level with relevance for primary care Skills and abilities: 3. assess the patient's needs, resources and ability to perform self-care in relation to lifestyle habits 4. independently plan, apply and document a health education endeavour 5. prepare, motivate and support patients and their loved ones in health promotion and preventive measures via home care 6. collaborate with other professionals so patients achieve improved health and rehabilitation Ability to evaluate and approach: 7. reflect over public health ethics and the connection between structural differences, inequality in public health and health-related lifestyle habits 8. critically review his/her ability to establish confirming care meetings with patients and their loved ones within the sphere of primary care. Content Family-focused care Public health work Gender Home care Health-promoting dialogues Area description Primary care Control documents Violence in close relationships Instruction forms The following instruction forms are used in the module: lectures, seminars and clinical training placement. Examination Student performance in the course will be assessed as follows: Seminar: a case seminar (0.5 credits), objectives 2, 3, 5 and 6. Possible grades: fail, pass. Examination: individual take-home examination given at a seminar (1 credit), covering objectives 1-8. Possible grades: fail, pass. Clinical training placement: (6.0 credits), objectives 2, 3, 4, 5, 6 and 8.Possible grades: fail, pass. To pass the course, the student must receive a passing grade on the examination, a passing grade on the examination seminar and a passing grade for the clinical training placement. Refer to the study guide for grading criteria. Any student who fails examination will be permitted to resit examination four (4) times. Anyone who fails examination twice has the right to request a different examiner.

3 Page 3 of 5 Any student who fails the placement aspect of a course will be offered one (1) new opportunity within the framework of the course. If a student quits the clinical training placement early on his/her own initiative, the student will fail the course. In such cases, the student is offered a new clinical training session the next time the course is offered, provided that he/she has not already reached the maximum number of examination opportunities (maximum 2). If an examiner determines that a decision regarding a grade is obviously incorrect because new circumstances have come to light or for any other reason, the decision shall be changed provided it does not lower the grade. The examiner can stop a student's clinical training or the like with immediate effect if the student demonstrates such serious inadequacies in knowledge, skills or approach that patient safety or patient confidence in the healthcare system is jeopardised. If clinical training is stopped in such a manner, it means that the student has failed the element in question and one clinical training opportunity is used up. In such cases, an individual action plan is drafted, indicating which activities and knowledge checks are required before the student is given a new clinical training opportunity for the course in question.

4 Page 4 of 5 Course literature Health promotion and nursing in primary care, 7.5 credits The course literature was approved by Högskolenämnden [Board of Higher Education] on 7 January The literature goes into effect starting spring semester The revision as per programme coordinator on 18 March 2014 applies starting retroactively spring semester Mandatory literature Drevenhorn, E.(Red) 2010 Hemsjukvård. Lund: Studentlitteratur, 199 s ISBN Güler, E., Eşer, I., Khorshid, L., & Yücel, S. (2012). Nursing diagnoses in elderly residents of a nursing home: a case in Turkey. Nursing Outlook, 60(1), doi: /j.outlook Heather Herdman,T. (red).(2013) NANDA international Omvårdnadsdiagnoser definitioner och klassifikation Lund: Studentlitteratur, 628 p. ISBN For exchange students: NANDA international Nursing diagnoses: definitions & classification Philadelphia ISBN Lindstrand A, Bergström S, Rosling H, Rubenson B, Stenson B, & Tylleskär T. (2006). Global health: An introductory textbook. Lund: Studentlitteratur, p , Lunney, M. (2010). Use of critical thinking in the diagnostic process. International Journal of Nursing Terminologies And Classifications: The Official Journal of NANDA International, 21(2), doi: /j x x Ponser, S., Faresjö, T., Mogensen, E. (2009). Framtidens vård kräver interprofessionellt samarbete. Läkartidningen 106(13) Raadu, G. (Red.). (Senaste upplagan) Författningshandbok för personal inom hälso- och sjukvård. Stockholm: Liber Scriven, A.(2013). Ewles& Simnett Hälsoarbete. (3:e uppl). Lund: Studentlitteratur, s , , (students studying abroad p , ). ISBN For exchange students: Scriven, A.(2010). Promotion for health, A Practical Guide (6 th ed.) p Elsiever Ltd. ISBN: Socialstyrelsen. (2011) Nationella riktlinjer för sjukdomsförebyggande metoder Tobaksbruk, riskbruk av alkohol, otillräcklig fysisk aktivitet och ohälsosamma matvanor stöd för styrning och ledning. Socialstyrelsen, 126 p. From For exchanges students: National Board of Health and Welfare (2013). Disease Prevention in the Swedish Healthcare System: Health situation, national guidelines and implementation ISBN Socialstyrelsen. (2013) Folkhälsan i Sverige. Årsrapport Stockholm: Socialstyrelsen, ss 92. From Socialstyrelsen.(2013) Öppna jämförelser jämlik vård From

5 Page 5 of 5 Reference literature Holm Ivarsson, B. (red) (2013). Motiverande samtal och behandling vid övervikt och fetma vuxna, ungdomar och barn. Stockholm: Gothia Fortbildning AB. ISBN Magnusson, M., Blennow, M., Hagelin, E., Sundelin, C.(2009) Barnhälsovård att främja barns hälsa. (kap 1,4, 5-7) Stockholm: Liber AB. ISBN Rostila, M., Toivanen, S.(red).(2012). Den orättvisa hälsan- om socioekonomiska skillnader i hälsa och livslängd (kap 11) s Stockholm: Liber AB. Staaf, A., Wendel, L., Zanderin, L.(2012). Hälso- och sjukvårdsrätt en introduktion för professionsutbildningar Malmö: Liber AB. ISBN