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Philosophy of Care and Process Model
Study Course Description
Course Description Statuss:Approved
Course Description Version:11.00
Study Course Accepted:12.12.2023 13:38:14
| Study Course Information | |||||||||
| Course Code: | MDAK_324 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Lelde Atvara | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Nursing and Obstetric Care | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, mdak rsu[pnkts]lv, +371 67061568 | ||||||||
| 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 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Propaedeutic, anatomy, communication psychology and communication skills, philosophy and medical ethics. | ||||||||
| Objective: | To provide the opportunity of acquiring knowledge of the process model to ensure the planning and implementation of evidence-based patient care in a multicultural environment. To develop the ability to critically assess the clinical situation, identify and articulate care problems in conformity with patient needs, identify care goals and priorities, plan care, describe care solutions, and educate the patient. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The nursing profession and its identity. Professional activity of nurses. Philosophical questions in care in the past and at present. | Lectures | 1.00 | auditorium | |||||
| 2 | Care model and its role. Care plan as a documentary form of care process. Communication and the nurse-patient cooperation in care process. Patient education. | Lectures | 1.00 | auditorium | |||||
| 3 | Data collection (methods, evaluation of the data) and the patient assessment. Different levels of care, their division and application. | Lectures | 1.00 | auditorium | |||||
| 4 | International Classification for Nursing Practice (ICNP) with NANDA. Basic principles for identifying and formulating problems in care. Multidisciplinary approach. | Lectures | 1.00 | auditorium | |||||
| 5 | Concept and theory of transcultural care. | Lectures | 1.00 | auditorium | |||||
| 6 | Patient assessment, identification of care problems (NANDA) in the care process. Planning and completing care activities in the care process. Observing the continuity of the patient care in the care process and preparing a care plan. | Classes | 1.00 | auditorium | |||||
| 7 | Identification and formulation of care problems for patients with oxygen deficiency. Identification and formulation of care problems for patients with fluid volume disorders. | Classes | 1.00 | other | |||||
| 8 | Identification and formulation of care problems for patients with food intake disorders. Identification and formulation of care problems for patients with intestinal discharge disorders. | Classes | 1.00 | other | |||||
| 9 | Identification and formulation of care problems for patients with self-care disorders. Identifying and formulating care problems for patients with immobility. | Classes | 1.00 | other | |||||
| 10 | Identification and formulation of care problems for patients with urinary dysfunction. Identification and formulation of care problems for patients with skin lesions. | Classes | 1.00 | other | |||||
| 11 | Identification and formulation of care problems for patients with acute pain and chronic pain. | Classes | 1.00 | other | |||||
| 12 | Identification and formulation of care problems for patients with motor and musculoskeletal disorders, rest and sleep disorders. | Classes | 1.00 | other | |||||
| 13 | Care for people with disabilities, using the necessary means, ensuring a safe working environment and moving the patient in accordance with the principles of ergonomics. | Classes | 1.00 | other | |||||
| 14 | Identification and formulation of care problems for patients with neurological disorders. Identification and formulation of care problems for abused patients. | Classes | 1.00 | other | |||||
| 15 | Cultural diversity in care. | Classes | 1.00 | auditorium | |||||
| 16 | Practical aspects of transcultural care. Intercultural communication in a multicultural environment. | Classes | 1.00 | other | |||||
| Assessment | |||||||||
| Unaided Work: | During the course of study, students perform 4 situation tasks regarding the topics of lessons, evaluating the task of clinical situations, identifying and formulating care problems, determining care objectives and priorities, planning care, describing care problem solutions and planning patient education – 1 task - identifying and articulating care problems in patients with self-care disorder and immobile patients. 2 task - Identification and formulation of care problems for patients with reception and discharge disorders. 3 task - Identification and formulation of care problems for patients with rest and sleep disorders. 4 task - identifying and articulating care problems in patient care in multicultural environments Each task of the situation represents 20% of the cumulative final assessment, with a total of 80%. Simulations on the topic of lessons - identifying and formulating care problems for patients with oxygen supply disorders - make up 15% of cumulative final assessment. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | Assessment criteria for the situation task: 0 – 2 points: where 0 points – does not meet the requirements, 1 point – partly meets the requirements, 2 points – meets the requirements. The maximum score to be scored is 10, corresponding to 10 balls, and the minimum score to be scored (positive score) is 4, corresponding to 4 balls. Prioritize and prioritize care problems: 0 – does not raise care problems or raise them incorrectly and does not prioritise them; 1 – care problems are raised partly and partly prioritised; 2 – raises all possible care problems, justifies them and prioritises care problems. Setting targets for addressing care problems: 0 – do not set targets or misstate problems; 1 – the objectives for solving problems are set in part; 2 – sets targets geared towards addressing care problems. Planning of care activities: 0 – does not plan care measures; 1 – partly planning care measures, partly meeting the objectives set; 2 – Plan all care measures and meet the stated objectives. Addressing care problems: 0 – does not reflect planned care measures; 1 – partly reflects planned care measures; 2 – reflects all planned care measures. Patient Education: 0 – does not plan to educate the patient or performs it incorrectly, does not conform to the task of the situation; 1 – the measures necessary for the planning of educating the patient are included in part; 2 – the patient education planning includes all necessary measures according to the task of the situation. Participation of students in classes, representing 5% of the final assessment and performance of situational tasks and simulation lessons, representing 95%, is also assessed. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Upon completion of the study course, students will have acquired basic knowledge of philosophy of care, in-depth knowledge and understanding of patient care problems and care characteristics in patients with different health disorders and intercultural communication in the multicultural environment. | ||||||||
| Skills: | Upon completion of the study course, students will be able to identify and formulate care problems, justify the proposed care problems and their solution. They will have developed critical thinking for autonomous decision making in a multicultural environment with a diversity of patients in different situations. | ||||||||
| Competencies: | Upon completion of the study course, students will have developed professional competence in identifying and solving care problems, will be able to assess the clinical situation and apply a systematic approach to patient care, applying care philosophy, formulating care problems, planning care, describing care activities and patient education. | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Donning and doffing of disposable gloves | B1 - Basic level | |||||||
| 2 | High O2 concentration mask placement | B1 - Basic level | |||||||
| 3 | High O2 concentrations masks | B1 - Basic level | |||||||
| 4 | Hygienic Hand Disinfection | B1 - Basic level | |||||||
| 5 | Hygienic Hand Washing | B1 - Basic level | |||||||
| 6 | Low O2 concentration masks | B1 - Basic level | |||||||
| 7 | Monitoring | B1 - Basic level | |||||||
| 8 | Oxygen supply providing by nasal prongs | B1 - Basic level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Aprūpes diagnozes. Definīcijas un klasifikācija 2018-2020. 11. izdevums, Latvijas Māsu asociācija. | ||||||||
| 2 | Nurse's Pocket Guide: Diagnoses, Prioritized Interventions, and Rationales. 16th ed. F. A. Davis. Izdošanas datums: 2022; Izdevniecība: F. A. Davis Company Krisostomus | ||||||||
| 3 | Nursing Care Plans: Diagnoses, Interventions, and Outcomes. 10th ed. Meg Gulanick, Judith L. Myers. Izdošanas datums: 2021; Krisostomus | ||||||||
| 4 | Swearingen's All-in-One Nursing Care Planning Resource: Medical-Surgical, Pediatric, Maternity, and Psychiatric-Mental Health. 6th ed. Julie S. Snyder, Christine Sump. Izdošanas datums: 2023; Izdevniecība: Elsevier - Health Sciences Division. Krisostomus | ||||||||
| Additional Reading | |||||||||
| 1 | Howatson-Jones, Lioba. Reflective practice in nursing. 3rd ed. Los Angeles, Calif.: SAGE; Learning Matters, 2016. | ||||||||
| 2 | Kolčanovs, B., Zankovska-Odiņa, S., Zālītis, K. Atšķirīgs klients daudzveidīgā Latvijā. Latvijas Cilvēktiesību centrs, 2010. | ||||||||
| 3 | Purēns, V. Ētika: mācību grāmata. Rīga: RaKa, 2016. 165 lpp. Šifrs: 17(075.3)/ P 54 | ||||||||
| 4 | Johansson, Charity. Mobility in context: principles of patient care skills / Charity Johansson, Crystal Ramsey, Susan A. Chinworth. 3rd ed. Philadelphia, PA : F.A. Davis Company, 2022, xxxiv, 571 lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | Pain: Clinical Update | ||||||||
| 2 | https://nurseslabs.com/nursing-diagnosis/ | ||||||||
| 3 | http://www.nandanursingdiagnosislist.org/ | ||||||||
