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Nursing History, Philosophy and Care Process
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:13.10.2020 09:27:37
| Study Course Information | |||||||||
| Course Code: | LF_447 | LQF level: | Level 5 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Lelde Atvara | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | RSU Liepāja Branch | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | |||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 32 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | History of the world, Latvia's history and natural science, propedeitics, general pathology, anatomy, pharmacology, interpersonal communication in health care. | ||||||||
| Objective: | To broad the general perspective on the development and philosophy of nursing science. To provide knowledge and understanding in the planning and implementation of evidence-based patient care, as well as in the development and structure of nursing theories. To develop the ability to identify and formulate care problems, taking into account the patient's needs related to health problems, define care objectives and priorities, to plan care of patient, to describe the resolution of problems and patient education, to draw up and defend the care plan. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to the history of medicine. The beginnings and development of the nursing profession until now. Medical symbols and emblems, the Hippocratic Oath. A health-care environment on a historical view. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 2 | Nursing philosophy in nursing practice. Terminology for the science of nursing. Application of theories. Basic human needs (Maslov). | Lectures | 1.00 | auditorium | |||||
| 3 | Structural model of theories, types of theories, care approaches. Theory and application of care in practice (V. Henderson, F. Naitingeila, D. Orema, D. Orlando, Parse theory, Mercer theory, Kolkab theory). | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Analysis and comparison of nursing theories and models. | Classes | 1.00 | auditorium | |||||
| 5 | Stages of the care process and their importance. A care plan as a documentary form of the care process. | Lectures | 2.00 | auditorium | |||||
| 6 | An overview and analysis of the tasks of the situation. Identification and formulation of care problems. Prioritisation. | Classes | 1.00 | auditorium | |||||
| 7 | Care of patients with with oxygen supply disorders. | Classes | 2.00 | auditorium | |||||
| 8 | Care of patients with fluid disorders in the body. Care in patients with acid-alkali, electrolyte disturbances in the body. | Classes | 2.00 | auditorium | |||||
| 9 | Care in patients with urinary excretion disorders. | Classes | 2.00 | auditorium | |||||
| 10 | Patient education, problem solving. | Lectures | 1.00 | auditorium | |||||
| 11 | Care of patients with acute and chronic pain. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 12 | Care of patients with malabsorption. Care of patients with intestinal discharge disorders. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 13 | Care of patients with movement and musculoskeletal disorders, rest and sleep disorders. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 14 | Care of patients with immobility. | Classes | 2.00 | auditorium | |||||
| 15 | Analysis of care plan. Overview of situations. | Lectures | 1.00 | auditorium | |||||
| 16 | Care of patients with self-care disorders. Types of self-care disorders, influencing factors, caring problems, caring activities, and education. | Classes | 2.00 | auditorium | |||||
| 17 | Care of patients with skin damage. | Classes | 1.00 | auditorium | |||||
| 18 | Provisional care plan and dynamics analysis. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Report and presentation on the history of healthcare and the philosophy of care; educating the patient. Regular testing activities during the course – interactive work, discussion and feedback on the subject of the previous lecture; addressing situations on the topic of the lesson; developing a care plan. | ||||||||
| Assessment Criteria: | Oral examination (evaluation criteria in 10-point-system): description of the clinical situation, with the formulation and prioritization of care problems, goal setting, care planning and solution description, patient education. In the exam, the evaluation is based on the criteria, which are graded from 0 to 2 points: 0 points – does not meet the requirements, 1 point – partially meets the requirements, 2 points – meets the requirements. The maximum score is 10 which corresponds to 10 points, 9 points to 9 points, 8 points to 8 points, etc. and the minimum score (positive) is 4 which corresponds to 4 points. Criteria: 1. Identification of care problems: 0 – does not raise care problems or raises them incorrectly, 1 – partially raises care problems, 2 – raises all possible care problems, justifies them. 2. Prioritize care problems: 0 – does not prioritize care problems, 1 – partially prioritizes care problems, 2 – prioritizes care problems. 3. Setting goals for solving care problems: 0 – does not set goals for solving problems or sets them incorrectly, 1 – partially sets goals for solving problems, 2 – sets goals that are aimed at solving care problems. 4. Reflecting care arrangements: 0 – Not reflecting care arrangements, 1 – Partially reflecting all care arrangements, partially matching goals, 2 – Reflecting all care arrangements and meeting goals. 5. Patient education: 0 – does not plan patient education or does it incorrectly, 1 – partially necessary measures in patient education planning, 2 – all necessary measures in patient education planning. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | On course completion the students will have basic knowledge about medical history, development of nursing theories, structure and application in care of patients, will have knowledge and insight about problems of patient care and individual care issues in different health disorder cases. | ||||||||
| Skills: | Students will be able to analyse and to evaluate clinical situations, to justify the urgent care problems and offer the solution. To develop ability to create a plan of patient care. | ||||||||
| Competencies: | On completion of the study course students will develop professional competence, will be able to assess the clinical situation, using a reasoned nursing theory and use appropriate care plan for the patient, relevant care action and patient education. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Nursing theorists and their work 2015. / [edited by] Martha Raile Alligood, Professor Emeritus, College of Nursing, East Carolina University, Greenville, North Carolina. 8 edition. xvii, | ||||||||
| 2 | Nursing Today transition and trends / [edtied by] JoAnn Zerwekh, Ashley Zerwekh Garneau. 7th ed. St. Louis : Elsevier Saunders, c2012. | ||||||||
