Guided Practice in Mental Health and Substance Abuse Nursing (10op)

Osaamistavoitteet

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Guided Practice in Mental Health and Substance Abuse Nursing 10 ECTS
Competence Goals:
Student is able to explain the most common disorders related to mental health and substance abuse. S/he knows the related principles of nursing, the best practices and service systems in different working environments. Student understands holistic nursing care and support by participating in the nursing process. Student is able to analyse and recognise the elements of positive mental health in the behaviour of a person. S/he can explain how mental health is constructed and developed in the different phases of the life of a human being. Student is able to describe the effects of the initial phase of a disorder on setting of the objectives of nursing care. Student fosters his/her competence in psychiatric nursing and its interventions on the level of an individual and the society (early intervention, prophylactic, therapeutic, empowering and rehabilitative nursing work). Student develops his/her interview and communication skills further. S/he gets more working tools and learns how to use them. Student perceives the nature of psychiatric nurse – patient relationship and its dynamics in the healing process of a human mind. Student knows how to use professional, therapeutic communication as a tool to promote the mental health and coping of a client/patient and his family. Student works as a member of a team in choosing different interventions and in implementing them in the care of individuals, families and communities. S/he knows how to communicate in a professional and collegial manner. Student develops and grows in the role of a nurse and is able to use his/her personality as a tool in psychiatric work counseling and s/he asks for support also from the work community.
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Sisältö

The most usual mental health problems in care

Arviointikriteerit, tyydyttävä (1)

GUIDED PRACTICE competences - evaluation
Grades: Passed/Failed
Methods:Self-assessment, clinical supervisors’ assessment, peer assessment by dialogic discussion
Competences:
Learning process of the student
Attainment of the student’s self-set competence goals, purposefulness, self-directedness, information/data retrieval, and justifying the action taken.
Self- and peer-assessment in the learning process, and feedback from the supervisors.
Ethical competence
Compliance with confidentiality, secrecy and privacy protection policies, and legislative issues, acting according to the values and principles of professional ethics, compliance with safety regulations at work, taking responsibility for own action, therapeutic attitude towards the client/patient/family/cooperation and study networks. Responsibility for own professional development.
Co-operation and communication competence
Ability to start and maintain professional communication at work: patient and client relationships, employee skills, collegiality, team-work skills, pair work skills, multi-professional work skills, co-operation with care and service units/institutions, organisations and networks. Co-operation and interaction is focused on the main objective/mission of the unit.
Mentoring and Counseling Competence
Ability to mentor and counsel different patients/clients, their next-of-kin and groups. Supports and guides the client in self-care and management of personal health problems and concerns. Health promotion competence.
Decision-making competence
Nursing process, reporting, information provision and documentation, coordination. Self-leadership competence, awareness, autonomy, positive outlook, creativity, responsibility.
Clinical competence in nursing
Identification of the biopsychosocial needs and problems of the patient/client/close network. Holistic evaluation of the patient. Planning, implementation and evaluation of the nursing interventions. Use of methods and tools in nursing. Functioning in care relationship. Examination- and nursing procedures. Ergonomy. Aseptics. Fluid therapy and pharmacotherapy.
Criteria for the grade “Fail” of Guided practice:
Student can fail the guided clinical practice based on the assessment criteria of professional, co-operational or development competencies. Guided practice can be assessed as a “Fail” based on a single criterium in the context of the following competencies:
Professional competence
- neglect of ethical principles, regulations, legislation,

- endangering patient safety,

- insufficient knowledge and skills in nursing
Co-operation competence
- drawbacks in co-operation competence

- non-commitment in care relationships

- non-collegiality in action

- essential deficiency in professional interaction
Development and developing competence
- lack of motivation and self-initiative

- lack of purposefulness

- unplanned training/guided practice

- drawbacks in self-assessment and reflection

- drawbacks in working life (employment) skills