Study Guide

Descriptions

A nurse (Bachelor of Nursing) is an expert in nursing whose task in society is to closely support individuals, families and communities in order to define, reach and maintain their health and to support them in encountering a sick, disabled and dying person. They work independently as nursing experts in cooperation with different professional groups, implementing and developing nursing and their profession on the basis of research data and other evidence. They have capabilities for entrepreneurship, international tasks, societal influence and lifelong learning as members of the information society. Working in the profession requires strong ethical, critical and professional thinking and decision-making skills. The nurse is responsible for the implementation of the health policy objectives of society and for promoting sustainable development.

The learning plan for the degree programme in nursing is based on:
- The objectives and prospects promoting Finland's health policy and response to the health problems of the population
- Legislation on practising the profession and legislation on universities of applied sciences
- In particular, EU Directives 2005/36 and 2013/55/EC
- The European Qualifications Framework (EQF) Level 6 and the National Qualifications Framework (NQF) Level 6
- National requirements for nurse’s core competence
- The strategy of Turku University of Applied Sciences and other instructions and rules of the University of Applied Sciences, such as innovation pedagogy and innovation competences
- Development recommendations for education in the social and health care sector of the Finnish Education Evaluation Centre (FINEEC) (2021)
- Recommendation of the The Rectors’ Conference of Finnish Universities of Applied Sciences (Arene) on common competences for Bachelor's degrees

Competence tracks, specialisations and qualifications
The education of nurses is determined by EU Directives 2005/36 and 2013/55/EC. Only qualified and licensed professionals can work as nurses. After completing the degree, the student can apply for professional practice rights from the National Supervisory Authority for Welfare and Health (Valvira). After graduation, the student can work in health centres, hospitals, other care institutions, medical centres, social welfare and health care organisations and as an independent entrepreneur. The most common occupational title is a nurse.

The studies consist of the following:
Core competence 180 ETCS
• Language and Communication Studies in Nursing 9 ETCS
• Scientific Basics for the Developing Social and Health Sector and Care Work 10 ETCS
• Customer Encounters and Basics of Care Work in Working Life 20 ETCS
• Multidisciplinary Promotion of Health and Supporting and Guiding Customer's Self-Care 20 ETCS
• Nursing Supporting Participation and Well-Being through the Customer’s Life 13 ETCS
• Care, Information Management and Decision-Making for Patients Suffering from Noncommunicable Diseases 10 ETCS
• Renewing Digital Social and Health Services and Management of Care 8 ETCS
• Clinical practice 90 ETCS, of which the thesis is 15 ETCS


Advanced Competence 30 ETCS
Continuous Professional Development
• optional specialisation studies 15 ETCS
• Elective Studies 15 ETCS
The objective of the studies is that the student develops their communication and internationality competence, adopts an evidence-based investigative approach to work as a student and an expert in nursing, and acquires the language skills referred to in the Decree (A 1120/2014).

In addition, the student understands the principles of ethically high-quality, research-based operating methods and promotion of health. They develop to respond to health problems of people of different ages and learn about the key problems, applications and scientific foundations of professional task areas so that they are able to work independently and as entrepreneurs in their field. The knowledge base of the studies comes from nursing science, to which the student links the knowledge base of other fields of science that are central to the profession.

Competence-promoting traineeship (90 ETCS), the length and content of which are based on the requirements of EU directives, is an integral part of nursing education studies. Students advance the achievement of their study objectives by completing a clinical practice in different nursing and operating environments defined in EU directives, such as:
- acute care
- maternity care
- nursing of children, young people and families
- long-term medical care
- medical surgical nursing
- mental health and psychiatric nursing
- nursing of persons with disabilities
- nursing of older people
- outpatient health care
- palliative nursing

The clinical practice is guided by a teacher at the University of Applied Sciences and supervised by professional nursing staff. This takes place in units with a sufficient number of professional staff and appropriate equipment for patient care. The institution providing the nursing degree is responsible for coordinating theoretical and clinical teaching throughout the clinical practice. Versatile social and health care sector environments are used as training environments.

A thesis (15 ETCS) is part of the clinical practice. In it, the student demonstrates their ability to work independently and use research-based information. The theses are linked to the research group and business activities of the University of Applied Sciences. The maturity test is a demonstration on the field of the thesis that shows the student’s familiarity with the field and proficiency in Finnish or other language of education.
The student can select 15 credits from the continuous professional development courses available at the time. The purpose of these courses is to advance students’ competence and provide an opportunity to specialise in an area of competence that interests the student. Specialisation studies are offered on digital services, management, acute and intensive care, medical surgical care, perioperative nursing, geriatric nursing, mental health and psychiatric nursing, nursing of children, young people and families, and palliative nursing, among others. Some of these specialisation studies may not always be offered; instead, the offer and options depend on, for example, the interest and choices of the students and the possibilities of the university of applied sciences to offer options.
With the help of elective studies (15 cr), the student deepens and expands their professional competence in nursing on the area of their choice.

Feedback system
Students participate in the planning of teaching and its implementation in different working groups. Students assess their learning and give feedback on the planning and implementation of teaching for each course, more extensively every academic year and in the final stages of the degree programme. Student feedback is taken into account in the development of education.
Career opportunities and further studies

The Bachelor's degree in nursing offers diverse national and international career opportunities. The degree provides the opportunity for further studies in a Master's degree programme at a university of applied sciences and a Master's degree at Finnish and foreign universities. The student's career development will be supported during the studies.

Objective

LEARNING OUTCOMES
The learning outcomes of nursing education are based on a jointly defined European Union directive, national laws and nationally agreed competence areas.

Competence requirements of a nurse responsible for general care according to the EU Directive 2013/55
a) competence to independently determine the necessary treatment using up-to-date theoretical and clinical information as well as plan, organise and implement treatment measures in connection to treating patients
b) competence to efficiently work together with other healthcare professionals, including participation in practical training of nursing staff
c) competence to encourage persons, families and groups to lead a healthy lifestyle and to treat themselves
d) competence to independently begin necessary rescue measures immediately as well as operate in a crisis or catastrophe
e) competence to independently advice, inform and support persons needing care and their family and friends
f) competence to independently ensure the quality and assessment of care
g) competence to comprehensively communicate professionally and cooperate with other people working in the healthcare sector
h) competence to analyse the quality of care to improve their own work as a nurse in charge of general care
The competence areas of nursing education are professionalism; ethics and sustainable development; customer-orientation and multiculturalism; communication; multidisciplinarity and operating between various authorities; promoting health; digital services; self-management, team management and employee competence; information management; guidance and teaching competence and support of self-treatment; clinical, evidence-based nursing and decision-making (nursing process); entrepreneurship an development; assessment of the quality of nursing; guidance competence related to the service system of social welfare and health care; and patient and customer safety.
The innovation competences defined by Turku University of Applied Sciences and Arene's general competences are integrated with the competences of nursing education. Innovation competences consist of individual, community, and network level competences and cover the five dimensions of competence: creativity, teamwork, initiative, networking, and critical thinking. Nursing education includes basic knowledge and skills in sustainable social welfare and health care activities. In addition, the education supports the student's growth in ecologically, economically and socially sustainable activities.
The process of professional growth progresses in accordance with the learning plan. Professional growth is supported throughout the studies as the annual themes progress from the early stage, starting from a specialist in the basics of nursing to a specialist in different areas of care and the special issues of nursing, eventually leading to the role of a nursing expert. As the studies progress, the students assess their competence in relation to the learning outcomes of the degree programme. They learn to promote their own and their team's learning and competence development. Students search for information about their field and apply existing knowledge, research and development methods in the field.

Development

The studies are based on the cornerstones of innovation pedagogy at the Turku University of Applied Sciences, which are sustainable development, multidisciplinarity, RDI activities, flexible curricula, utilisation of digital learning methods, entrepreneurship and service activities, and internationality. The student is seen as an active, independent and responsible learner. The teacher creates conditions for learning, supports, encourages and guides, and gives feedback on the student's learning.

Nursing studies take place in higher education institutions and in health care and social welfare units. The studies are planned, implemented and evaluated in joint teams consisting of working life representatives, students and teachers. In working life oriented projects, such as RDI projects, it is possible to engage in multidisciplinary and professional co-operation between other professionals and companies representing different sectors.

The students have the opportunity to complete their studies throughout the year, including in the summer, but the main teaching takes place during the autumn and spring semester. Students complete entrepreneurship studies as part of their degree, in addition to which they can, if they wish, expand their entrepreneurial competence through electives.

The diverse learning methods include contact, online, project, virtual and simulation methods as well as practical training which are intended to activate the students. Students learn professional skills in multidisciplinary teams in basic and special situations related to care. Learning is supported by new versatile online learning environments and modern learning facilities and tools in the IoT campus in Salo, the ICT-City and Medisiina D simulation facilities in Turku, and in other Health Campus Turku environments. The University of Applied Sciences also has its own learning environment that provides services, the “Sun hyvä elämä” clinic. Turku University of Applied Sciences has many partners in which different forms of cooperation are implemented that enable the integration of RDI activities into learning.
The objective of study guidance and supporting learning is that the student progresses in their studies according to their learning plan. Learning nursing is a process and students are supported through tutoring implemented in different ways. The student is supported by a teacher tutor, teachers, a student counsellor and other teaching support persons. Tutoring is personal and group-specific.

Under guidance, the student draws up a personal study plan (PSP), which guides the schedule, content and method of the progress of the studies. Based on certain criteria, students can build their competence profiles with performances corresponding to their learning outcomes in other Finnish or foreign higher education institutions or other educational institutions. In addition, they may apply for accreditation on the basis of the corresponding level of competence acquired by other means. The student's competence is assessed on the basis of certificates or other evidence. Students are responsible for demonstrating their studies and competence.

The objective of internationality is that the students get a more open world view, learn to understand different cultures and are able to work in multicultural operating environments. Some forms of internationality are studying in foreign languages, internationalisation at the home institute (e.g. tutoring exchange students), participation in International Semester studies, studying abroad, traineeships abroad as well as various seminars and international research and development projects. Studying abroad is part of the degree completed in Finland as agreed separately and does not extend the studying time. The education includes 30 ETCS of studies in English.

Further information

The assessment of learning focuses on the development of nursing competence and the general skills needed in working life. The assessment guides and develops learning and focuses on the learning process and outcomes. Completing the qualification requires competence in accordance with the general working life skills and the specific learning outcomes of the nurse's education and the assessment criteria derived from them. The assessment criteria for each study unit are described in the course implementation plan. Different methods are used in the assessment. The grade for courses is given on the scale of 0-5 or as a pass/fail. The successful completion of the traineeship requires the achievement of the objectives as well as a level of participation as required in the learning plan's credits. In addition, the student receives oral or written feedback, which helps them get to know their strengths and development targets. Competence assessment takes place as close to the actual situation as possible.

Continuous evaluation supports the student in setting and achieving goals. In addition to the teacher and self-assessment, the evaluation may be done by other students as peer reviewers, supervisors and other partners in working life. There are implementations during the traineeship, in which automatic assessment is also used, for example, on Nonstop courses. The implementation of the personal study plan (PSP) is monitored and updated as the studies progress in development discussions with the teacher tutor on the basis of self-assessment of innovation competences. Students are responsible for the progress of their studies and, if they need it, for finding guidance.