Interprofessional and Professional Competence, 3 credits

Admission to semester 6:
All courses from semester 1-4
Semester 5 Passed assessment from clinical placement 9 credits in (1SJ022).

Students who have failed the clinical placement due to deficiencies in knowledge, skills or attitudes serious enough to jeopardise patient security or patients' trust in healthcare can qualify for a new clinical placement only when an individual action plan has been completed.

The general aim of the course is that students learn to integrate their knowledge of medicine, public health, social sciences and nursing in professional collaboration with other professions and within their own, in order to engage in high quality patient care and to ensure patient safety.

Learning outcomes
Part 1: Interprofessional skills
Part 2: Professional skills

Part 1: Interprofessional skills
Skills and abilities
On completion of the course, students should be able to:

• analyse and meet patient needs and evaluate patient treatment, nursing care and rehabilitation in collaboration with an interprofessional team, in keeping with person-centered care and healthcare ethics.

Values and perspectives
On completion of the course, students should be able to:

• reflect on and explain the importance of their own skills and those of other professions for patient safety, and demonstrate the ability to communicate and work together with patients, patients' families, and other professions

Part 2: Professional skills
Skills and abilities
On completion of the course, students should be able to:

• demonstrate professional skills and an ability to integrate and apply the knowledge required for a Degree of Bachelor of Science in Nursing according to the Higher Education Ordinance.

Component 1 includes:

Interprofessional placement at a clinical training centren(KUA/KUM)

Component 2 includes:

• Clinical examination of professional skills on a simulated patient at a clinical training centre
• Written digital examination of professional skills, based on a patient case

The working methods of the course are designed to support the student's self-directed and collaborative learning and to train a scientific approach, by active knowledge acquisition, problem-solving and critical reflection.

The teaching is based on a problem-oriented and collaborative approach to learning in which assignments provide opportunities for students to take active responsibility for their learning. The working methods that are used are: interprofessional teamwork, client care team work, collaborative nursing care planning, rounds, documentation, reflection and individual nursing based on the perspective of the nurse.

The placement includes 40 hours/week (full-time studies) of which about 32 hours/week are in a clinical setting. The clinical placement can take place on days, evenings, nights and weekends, as well as on bank holidays. Students are not allowed to decrease the length of the clinical placement.

Attendance at all clinical training centre sessions is compulsory. Clinical training centre assignments may include day, evening, night, weekend and even holiday shifts. The client care team has responsibility for all activities during its shifts, with professional supervision If a student misses a shift, compensation is decided in consultation with the course examiner.

Part 1:
During placement at a clinical training centre the student is assessed individually on: interprofessional cooperation, independence within the scope of nursing, ability to document, ability to communicate with both patients and families, ability to communicate with team members, and ability to integrate theory and practice. The professional supervisor and/or clinical lecturer provide the basis for the assessment according to established evaluation criteria for the clinical placement. If a student is at risk of failing the responsible university teacher should establish a written action plan for the rest of the placement, in consultation with the placement supervisor and the student, no later than at the half-time assessment.

Part 2:
Professional skills are assessed through an individual two-part examination. Part 1 consists of a caring for a simulated patient at a clinical training centre, carried out in pairs, with individual assessment Part 2 consists of a written integrated computer-based exam.

Students who do not pass the regular examination are entitled to re-sit the examination on five more occasions. A student who has not achieved a passing grade after taking the examination three times can take parts of the course or the whole course again Being able to retake all or parts of the course is subject to availability If the student has failed six examinations/tests, no additional examination is given.

Submission of a blank exam is counted as examination. In case a student is registered for an examination but does not attend, this is not regarded as an examination.

Late submissions of examinations are not accepted. Students who have not submitted their examination on time are required to then take another examination.

The examiner may with immediate effect interrupt a student's clinical rotation, or the equivalent, if the student demonstrates such serious deficiencies in knowledge, skills or attitudes that patient safety or patient confidence in healthcare is at risk. If a clinical placement is interrupted in this way the student is deemed to have failed that element and to have used up one clinical placement opportunity. In such cases, an individual action plan should be set up stating which activities and tests are required before the student is qualified for a new clinical placement on the course. A failed clinical placement can be repeated only once.

If there are special grounds, or a need for adaptation for a student with a disability, the examiner may decide to deviate from the syllabus's regulations on the examination form, the number of examination opportunities, the possibility of supplementation or exemptions from the compulsory section/s of the course etc. Content and learning outcomes as well as the level of expected knowledge, skills and attitudes may not be changed, removed or reduced.

If the course has ceased, changed considerably in content, or substantially changed its reading list, the student may take three additional tests (excluding regular test) on the earlier contents or the previous literature for up to one year after the course changes have been made.

Course evaluation takes place according to the guidelines that are established by the Committee for education at first cycle level and second cycle.