|Search for study unit:||ECTS||1||2||3||4||1A||1S||2A||2S||3A||3S||4A||4S||1||2||3||4||1||2||3||4||5||1||2||3||4||5||1||2||3||4||5|
|Finnish Language and Communication||3|
|English Professional Skills, B2||3|
|Customer-Driven Social Welfare and Health Care||5|
|Nursing Philosophy and Evidence-Based Practice in the Nursing Profession||5|
Higher Education Studies and Working Life Skills
|Higher Education Studies and Working Life Skills 1||1|
|Higher Education Studies and Working Life Skills 2||1|
|Higher Education Studies and Working Life Skills 3||1|
|Higher Education Studies and Working Life Skills 4||1|
|Higher Education Studies and Working Life Skills 5||1|
Swedish Communication, B1
|Swedish for Working Life, Oral Communication (replacing compulsory Swedish)||1|
|Swedish for Working Life, Written Communication (replacing compulsory Swedish)||2|
|Research, Development and Innovation Competence||5|
Functions of the Human Organism and Principles of Patient Examination
|Foundations of the Human Organism and it's Functions||7|
|Foundations of Human Immunity, Nutrition and Microbiology||4|
Basics of Clinical Nursing
|Care Needs and Needs-Based Empowering Nursing||4|
Empowering Nursing of Internal Medicine and Surgical Patients
|Internal Medicine Nursing||6|
|Examinaton and Treatment Procedures for Internal Medicine Patients||5|
Mental Health and Empowering Nursing
|Mental Health Patient and Drug Abuse Patient Nursing||4|
|Oncology Nursing and Palliative Care||3|
|Reception Duties, Outpatient Care, Empowering Nursing of Elderly Patients||4|
Promotion of Sexual and Reproductive Health, Child and Family Nursing
|Promotion of Sexual and Reproductive Health, Child and Family Nursing||5|
|Child, Adolescent and Family Nursing||5|
Compulsory Field-Specific Studies for Emergency Care
|Basic Level Emergency Nursing||5|
|Emergency Care for Acute Illness||5|
|Emergency Care for Acute Injuries||5|
|Advanced Level Emergency Nursing||10|
|Specialisation in Emergency Care||5|
|Care of Acute Illness and Injuries in Hospitals||5|
|Intensive Care Nursing||5|
Optional Field-Specific Studies
(Select 10 ECTS)
|Advanced Studies in Gerontological Nursing||5|
|Acute, Emergency and Intensive Care Nursing||5|
|Advanced Studies in Nursing of Internal Medicine and Surgical Patients||5|
|Dermatological, Ophthalmic and Otologic Nursing||5|
|Special Questions in Mental Health and Psychiatric Nursing||5|
|Advanced Studies in Child, Adolescent and Family Nursing||5|
|Sexuality Across the Human Lifespan||5|
|Advanced Studies in Health Promotion||5|
|Preclinical Training in Patient Examination||2|
|Preclinical Training in Nursing Basics||4|
|Preclinical Training in Pharmacotherapy||2|
|Preclinical Training in Internal Medicine Nursing||1|
|Preclinical Training in Internal Medicine Nursing||1|
|Preclinical Training in Surgical Nursing||1|
|Preclinical Training in Perioperative Nursing||1|
|Preclinical Training in Mental Health and Substance Abuse Nursing||1|
|Training in Sexual and Reproductive Health and Women's Care||1|
|Preclinical Training in Child, Adolescent and Family Nursing||1|
|Basics of Emergency Care||5|
|Advanced Simulation of Emergency Care and Nursing||3|
Clinical Training in Nursing
|Basics of Nursing||5|
|Practical Training in Basic Level Emergency Care||8|
|Internal Medicine Nursing and Surgical Nursing 1||8|
|Internal Medicine Nursing and Surgical Nursing 2||8|
|Specialisation in Emergency Care and Nursing 1||5|
|Advanced Level Emergency Care||8|
|Specialisation in Emergency Care and Nursing 2||7|
|Development of Emergency Care and Nursing||8|
|Bachelor's Thesis Plan||7|
|Bachelor's Thesis Reporting and Maturity Test||8|
|ECTS credits per period / semester / academic year||93||59||59||14||46||47||30||29||28||31||14||0||23||23||23.5||23.5||15||15||11.3||11.3||11.3||17||17||10.7||10.7||10.7||9.5||9.5||0||0||0|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
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
• 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.
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 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
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
• 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
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.
STRUCTURE OF STUDIES AND STUDY CONTENTS
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,106 cr
• Practical training, 80 cr
• 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 (24 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 1029/2014.
The objective of professional studies (106 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. Professional studies build on nursing knowledge, which students can link to the core knowledge from other disciplines essential to their profession.
Practical training (80 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.
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.
Part-time education is planned and implemented in a way that the students are able to complete their studies while working at the same time. 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.
The principles of adult pedagogy are applied in the planning and implementation of the part-time studies. The students are seen as active learners who are motivated to self-development, ongoing continuous education and maintaining and developing their professional skills. The needs of the students completing their studies while working at the same time are taken into consideration by implementing the studies with the help of multiform methods. The studymethods vary from lecturing, internet-based network and simulation, independent studies and practical training. Contact teaching is approximately 4-6 days per month. Independent student work, interactive online studies and study guidance during the studies is significant. The Optima learning environment is an important channel of information and interaction, and it is taken into use at the start of the studies.
As part of the studies, students shall participate in various joint research and development projects of the University of Applied Sciences. In the different study modules, the research and development activities of the degree programme are realised as, for example, working-life-oriented final projects and project studies. Students also complete entrepreneurial studies, which consist of lecture, online and simulation teaching, independent study and practical training. Students pursuing a degree in nursing complete their studies partly at the university of applied sciences and partly in different types of health care units and workplaces.
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.
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.
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.