Course: Clinical reasoning and arguing propaedeutic level 1 theory credits: 20

The course begins with an introduction to the nursing profession. Key themes include: the nursing code of practice, the nursing philosophy, the nursing professional profile, relevant legislation and regulations, and collaboration with other disciplines. The aim is for students to understand what nursing entails, how the nursing profession differs from other disciplines, and what this means for their own development as nurses.

Students then develop clinical reasoning skills to underpin the nursing process for a fictional care recipient. Particular emphasis is placed on encouraging and strengthening self-management among care recipients and their loved ones.

Students work with methodologies and classifications such as NANDA-1 and the Omaha system, learning to use these to establish nursing diagnoses, goals and interventions through data collection. Care plans are drawn up in collaboration with the teaching team, underpinned by theories, classifications, protocols, standards and legislation. The course focuses on evidence-based practice (EBP) to underpin nursing interventions, including the evaluation of scientific literature.

Communication skills are taught through simulated conversations, with an emphasis on person-centred communication, person- and family-centred care, and the use of ICT. Various models and basic skills are provided for this purpose. Students learn to communicate at different levels, such as the content and relational levels, and are able to assess the impact of their own communication.

In the learning group, students explore – drawing on the principles of person-centred care and their own vision of nursing – how end-of-life care aligns with the wishes and needs of the care recipient and what this requires of the nurse.

During the sessions, students gain insight into their own learning process and the steps they need to take to achieve the learning outcome. This is achieved, amongst other things, through giving and receiving feedback.

Topics covered:

• Perceptions of hospital care and community care
• Code of practice, professional profile, vision on nursing
• Nursing care process and classifications (clinical reasoning)
• Self-management
• E-health
• Person-centred and family care
• Various communication scenarios such as taking a medical history, evaluation, delivering bad news, and professional resilience
• Electronic client records
• Legislation
• Interprofessional practice

Competence Mastery Level 1 (CBN, 2022)

The first level involves a moderately complex context in which the focus is on the methodical application of knowledge and skills in accordance with guidelines and protocols in varying but similar situations. The nature of the task is structured, with known methods being applied.

The student learns to manage their own learning (self-direction) in terms of planning, motivation and reflection. Reflection is aimed at knowledge and understanding, with a focus on innovation.

Supervision in this regard is geared towards increasing self-direction.

Assessment:

In this course, the student’s competences are assessed on the basis of specific learning outcomes. For each learning outcome, indicators are provided against which assessment is carried out.

Assessment consists of a portfolio assessment and an assignment. Feedback is provided on the individual pieces of evidence for the portfolio or the assignment. The portfolio assessment and the assignment are assessed using a rubric with a mark and must be passed.

The final mark for this course is the average of these two assessments, with the portfolio accounting for two-thirds (2/3) and the assignment for one-third (1/3).

• TEST 01 – BVZ – N1 – Nursing Process
• TEST 02 – BVZ – N1 – Nursing Communication

Care plan

Group project

Together with the learning team, the nursing process is described for a fictitious care recipient and translated into a care plan. Appropriate classifications are used for this purpose.

The care plan addresses the care recipient’s support network.

Topic:clinical lesson on appropriate care

Group project

Students, working in learning teams, deliver a clinical lesson on appropriate care for a care recipient in the final (palliative) phase of their life and the role of the nurse in this context.

The format of this clinical lesson is flexible.

Oral account of the nursing process

Individual assignment

The student gives an oral account of the nursing process, demonstrating an understanding of the choices made within the care plan(s) and substantiating these with the methodologies learnt. The student substantiates this account in a written self-assessment. In addition, the student briefly explains her vision of nursing practice and how this is reflected in her choices and working methods.

Evidence-Based Practice

Group assignment

Students, together with their learning team, produce and present a poster which, amongst other things, explains the steps of the EBP process and makes a recommendation for a fictional care recipient.

Professional (care) consultation

Individual assignment

The student conducts a professional care consultation with a simulation patient, applying basic communication skills. The student substantiates the communication skills used in a written self-assessment.