Degree Programme in Emergency Care: PENHOK18

Descriptions

Degree programme in emergency care

DEGREE
Bachelor of Health Care

EXTENT OF THE STUDY PROGRAMME
240 credits, 4 years

STUDY OBJECTIVES
Emergency care builds on a holistic approach to and respect for human beings. The mission of emergency care is to address sudden changes in the population’s health, identify high-risk patients and treat them in accordance with the agreed guidelines. Emergency nurses help people in different life situations and environments, especially in sudden changes in health. The increasing complexity of health issues, technological developments in the health sector, economic factors, changes in the living environment, internationalisation and the service structure’s shift towards outpatient care require health sector employees to be capable of high-quality, comprehensive and multiprofessional cooperation.

Nursing helps people of all ages, in different life situations and environments, by providing personal contact assistance using digital appliances or by offering remote health care services. Nursing contributes to the achievement and formulation of society’s health policy objectives and to the advancement of sustainable development. In line with this social mission, the objective of the degree programme in emergency care is to educate professionals with a broad-ranging and profound competence in their field. They also know how to make effective and responsible use of information and communications technology in nursing. Moreover, they continue to develop their nursing expertise in their work. Nursing must answer health care needs regarding humane conditions and well-being.

The curriculum of the Degree Programme in Emergency Care is based on:

The targets and future prospects of Finnish health policies that emphasise health promotion and the importance of responding to the population’s health issues
Legislation on the practice of the profession and on universities of applied sciences
International agreements and recommendations, especially EU directive 2013/55/EU
The competence descriptions drawn up by the work group for health care education in universities of applied sciences (Terveysalan ammattikorkeakoulutus 2005) appointed by the Ministry of Education (www.minedu.fi/julkaisut/)
The European Qualifications Framework (EQF), level 6
The National Qualifications Framework (NQF) (www.minedu.fi/OPM), level 6
The publication Koulutuksella osaamista asiakaskeskeisiin ja moniammatillisiin palveluihin (“Education providing competence in customer-focused and multiprofessional services”, STM 2012) by the Ministry of Social Affairs and Health
The innovation competencies defined by Turku University of Applied Sciences for individual, interpersonal and networking skills
The innovation pedagogy, life-long learning and regional impact described in the strategy of Turku University of Applied Sciences
A Bachelor of Health Care in emergency nursing is a professional whose duties call for skills and knowledge in modern operating models and the ability to develop and reform operations based on research. Expertise in the field also includes insight into the social and economic issues at play, as well as the ability to build a modern service culture, engage in entrepreneurial activities, handle international duties, influence social issues and carry out life-long learning. Emergency nurses carry out independent expert work when treating patients and provide medical care in accordance with the treating physician’s instructions. Emergency care is collective and public by nature. Graduates from the programme are entitled to practice the profession of a nurse as a licensed health care professionals.

QUALIFICATIONS

Only a licensed professional, who has completed a degree in nursing, may work as an emergency nurse/nurse. The education of nurses is governed by the EU directive 2013/55/EU.After graduation, students may submit an application for the right to practice as a licensed health care professional to the National Supervisory Authority for Welfare and Health (Valvira). Typical professional titles include “public health nurse” and “nurse”.

The professional growth process proceeds according to the annual themes in the curriculum. In the course of their studies, students carry out self-assessments with respect to the degree programme’s competence goals. Professional growth is supported throughout the studies.

Table 1. General innovation competencies at Turku University of Applied Sciences

Description of field of competence

Individual innovation competencies

Capability of independent thought and decision-making
Ability to work in a persistent and goal-oriented manner
Capability of creative problem-solving and development of work procedures
Ability to assess and develop one’s competence and learning methods
Interpersonal innovation competencies

Ability to collaborate in multidisciplinary teams and work communities
Ability to take initiative and work responsibly, in accordance with the community’s objectives
Ability to carry out research and development projects by applying and combining knowledge and methods from different fields
Ability to follow ethical and socially responsible principles
Ability to carry out interactive and communicative tasks in the work environment
Networking innovation competencies

Ability to create and maintain professional contacts
Ability to work in networked environments
Capability of multiprofessional and multicultural cooperation
Capability of international communication and interaction

The following formal qualifications of nurses responsible for general care defined in the Directive 2013/55/EU have been taken into account in the degree programme:

a) The competence to independently diagnose the nursing care required using current theoretical and clinical knowledge and to plan, organise and implement nursing care when treating patients

b) The competence to work effectively with other actors in the health sector, including participation in the practical training of health personnel

c) The competence to encourage individuals, families and groups towards healthy lifestyles and self-care

d) The competence to independently initiate life-preserving immediate measures and to carry out measures in crises and disaster situations

e) The competence to independently give advice to, instruct and support persons needing care and their attachment figures

f) The competence to independently assure the quality of, and to evaluate, nursing care

g) The competence to comprehensively communicate professionally and to cooperate with members of other professions in the health sector

h) The competence to analyse the care quality to improve one’s own professional practice as a nurse responsible for general care

Competence areas of emergency nurses (Bachelor of Health Care)

Medical care competence

An emergency nurse has the competence required for a nursing degree, which meets the requirements that the European Parliament and the Council of the European Union have set for the recognition of professional qualifications of nursing degrees. The formal qualifications of nurses responsible for general care defined in Directive 2013/55/EU have been taken into account in the degree programme.
Emergency care competence in out-of-hospital environments

An emergency nurse has been verified to hold independent, advanced-level emergency care competence in out-of-hospital environments, which includes evaluating the patient’s condition, planning and implementing treatment, as well as evaluating the impact of treatment.
Competence in emergency care technology

An emergency nurse knows how to safely use the examination and treatment equipment needed in emergency care and to independently interpret the information it provides.
An emergency nurse knows how to use the VIRVE authority network and terminals, as well as other electronic data transfer and communications equipment for emergency care, and knows how to use speech groups in routine contexts.
Competence in emergency-care medicine, pharmacology and pharmacotherapy

An emergency nurse knows where to find medically reliable information and knows how to safely apply the latest medical and pharmacological information for advanced-level emergency care.
An emergency nurse can independently provide pharmacotherapy in out-of-hospital environments.
Competence related to the emergency care system and collaboration with the authorities

An emergency nurse is familiar with the structure of the emergency care system and operations, the procedures of collaborating authorities, as well as with his or her role and duties in relation to other authorities.
An emergency nurse knows how to use the communication and information transfer equipment used in out-of-hospital environments.
Management competence in emergency care

An emergency nurse is able to take responsibility for the administration of emergency care in an out-of-hospital environment and to coordinate and oversee emergency care units under his or her responsibility.
Annual themes in emergency nurse education

1. Expert in the fundamentals of nursing

The student will learn the basic information and skills required of a bachelor of health care in nursing and emergency care that are needed in studies and in working life. The student will establish a foundation for his or her professional identity as an emergency nurse.


2. Expert in the different fields of basic-level emergency care and nursing

The student will learn the basics of the different fields of nursing and emergency care and become proficient in nursing and emergency care practice. The student will continue to grow professionally and his or her professional identity will become clearer.

3. Expert in special issues regarding emergency care and nursing

The student will learn about and become proficient in special questions related to emergency and acute care and will be introduced to the basics of emergency and acute care development. The student’s professional identity will strengthen, and the student will become more dedicated to the profession.


4. Expert in advanced-level emergency care

The student will gain a more profound insight into acute and emergency care and its development.

The student will have found his or her professional identity as a nurse and emergency nurse and will be able to develop as a professional.

The degree programme in emergency care has a scope of 240 credits and includes a degree in nursing. On average, one credit corresponds to 27 hours of student learning. The degree programme offers 60 credits of studies over the academic year: around 35 credits in the spring and around 25 credits in the autumn.

The studies comprise:

Basic studies, 24 cr
Professional studies,111 credits
Practical training, 75 credits
Bachelor’s thesis, 15 cr
Elective studies,15 cr
The studies consist of basic and professional studies, a Bachelor’s thesis and the related maturity test, elective studies, as well as practical training to promote professional skills.

The objective of basic studies (30 cr) is for students to develop their communication and international competence, adopt an evidence-based exploratory work approach as a student and nursing professional, as well as acquire the language skills referred to in the government decree 352/2003.

The objective of professional studies (105 cr) is for students to internalise the principles of ethically high-quality procedures and the promotion of health. Students will learn to respond to the health problems of different age groups and become acquainted with the key issues and applications of the profession, as well as their scientific foundation, so that they are capable of working independently in expert duties and development work or as an entrepreneur in the field (352/2003). Professional studies build on nursing knowledge, which students can link to the core knowledge from other disciplines essential to their profession.

Practical training (75 cr) is an integral part of emergency care studies. Students carry out part of their training in classroom and simulation exercises at their own institution. This will strengthen and develop their basic competence and enable them to continue their studies in various care and operating environments. During practical training, students systematically develop their understanding of and competence in care and treatment, working towards their objectives from course to course. Practical training is supervised by qualified staff and a teacher of the university of applied sciences. It is carried out under the supervision of qualified staff members in units equipped with a sufficient number of qualified nursing staff and appropriate equipment for patient care. The education institution providing emergency care education is responsible for integrating theoretical and clinical teaching throughout the studies. Practical training meets the requirement provided in the government decree 352/2003 regarding training that promotes professional competence. The student may apply for work carried out in an employment relationship to be recognised as the practical training defined in the curriculum, provided that the work corresponds with the degree programme pursued by the student.

In the Bachelor’s thesis (15 cr), students demonstrate their capacity for independent work and their ability to use research-based information with a critical perspective. Bachelor’s theses are linked to the activities of a research group. In the maturity test , written in the field of the Bachelor’s thesis, students demonstrate their competence in the field and their skills in the Finnish language or the language in which they received their secondary education.

Elective studies (15 cr) deepen and broaden the students’ professional nursing competence. They generally deal with topics in the field of advanced studies.

The studies are based on the innovation pedagogy adopted by Turku University of Applied Sciences, which emphasises multidisciplinary activities, research and development, flexible curricula, entrepreneurship in the service industry, as well as internationality. The innovation pedagogy is based on experimental learning, the sharing of information and competence and the combination of various perspectives. It aims at developing the innovation competencies of students. Since innovations are often created at the interface between areas of expertise, a multidisciplinary approach can support innovative activities. Studies in the degree programme are based on modules. A module refers to units with a scope larger than a single course or a field of competence that helps students deal with comprehensive materials. Students also complete entrepreneurial studies, which consist of lecture, online and simulation teaching, independent study and practical training.

Students pursuing a degree in emergency care complete their studies partly at the university of applied sciences and partly in different types of health care units and workplaces. Practical training is systematically integrated into other studies and is subject to assessment in authentic patient, customer and treatment contexts.

THESIS
In the Bachelor’s thesis (15 cr), students demonstrate their capacity for independent work and their ability to use research-based information with a critical perspective. Bachelor’s theses are written as part of job-oriented research projects.

INTERNATIONALIZATION
The goal of international activities is for students to broaden their world view, understand different cultures and learn to work in multicultural environments. International activities include taking courses taught in English, studying abroad, tutoring exchange students and participating in various seminars and projects. Separately agreed upon, studies abroad can be included in the degree completed in Finland without extending the duration of studies. The degree programme includes 15 credits of English-language studies that support internationalisation.

POSTGRADUATE STUDY OPPORTUNITIES
A Bachelor's degree opens the door to further education in the form of a Master’s degree or a second-cycle degree in a higher education institution.

Further information

EVALUATION AND FEEDBACK
Most of the studies have been organised into modules. To successfully complete a module, students must demonstrate the required competence. Teaching follows the principles of innovation pedagogy. This means the use of various teaching and learning methods, which are also linked to assessment and the provision of feedback. The degree programme leads to the qualifications of a nurse specified in the EU Directive 2013/55 The assessment of learning focuses on the development of and prerequisites for professional competence. The assessment guides and develops learning and addresses both the learning process and the learning results. Continuous assessment helps students set and assess their goals as well as identify their own strengths and areas of development through self- and peer evaluation. The assessment procedure is comprehensive and emphasises the mastery of core competencies. Subject to a separate agreement, students may choose their own individual way to demonstrate their competence. Assessment is carried out in situations as similar as possible to the real-life cases in which students need the competence. For supervised practical training to be approved, it must correspond with the scope defined in the curriculum, as well as progress towards and achieve the objectives. Students will build a personal competence portfolio from the very beginning of their studies. They can use the portfolio to demonstrate their own fields of expertise both during their studies and after completing the degree. The student’s adherence to the ISP will be monitored throughout their studies, and the ISP will be updated along the way in development discussions with the tutor teacher and based on a self-assessment of innovation competencies. Students are responsible for their study progress and for seeking guidance, if required.

Assessment is carried out against the assessment criteria derived from the course objectives. Under certain conditions, students can have prior studies completed at other Finnish or international higher education institutions or other educational institutions recognised in their degree, provided that they are equivalent to the competence goals defined for the degree programme. Prior studies, work experience and other demonstrations of competence in health care may be recognised and used to substitute first-term studies. Students may also apply for the recognition of equivalent competence acquired in another way (e.g., work experience). The student’s competence will be assessed based on certificates or other proof. Students have the obligation to provide proof of their studies and competence.

Students participate in the planning of teaching and its implementation in different working groups. They assess their learning and provide feedback on the planning and implementation of teaching regarding individual modules, semesters and, towards the end of their studies, the entire degree programme. Student feedback is taken into account when developing education.