Besides national legislation, the competence requirements in nursing are regulated by EU Directive (2013\/55\/EU). According to the directive, the education of nurses responsible for general nursing care in the member states of the European Union consists of 180 credits. In Finland, the required number of credits is 210. <\/p>\n
The requirements for competences and contents of education are based on the principle: once written, not repeated. This means, for example, that when one of the competence requirements in the Professional and Ethical Competence category is the ability to work in compliance with nursing care values, principles and ethical codes and with the current legislation governing health care services, the same requirements apply to all activities in the Clinical Nursing category as well, although not mentioned separately. <\/p>\n
The competence requirements in some of the competence categories emphasize knowledge of other fields, for example, legislation. The requirement for the ability to encounter a patient with terminal condition, for example, has been recorded under Palliative Care category, although the ability to encounter a patient is, at the same time, a part of patient-centred approach. Likewise, pain management has been included as one of the subjects in the Palliative Care category, although pain management is a subject of its own with its competence requirements and contents.
\nEach competence requirement has been recorded under the most relevant competence category. For example, promotion of sexual health is included in the Clinical Nursing category (instead of Promotion of Health category), as the Promotion of Health category does not include other specific subjects either, and as promotion of health is a part of clinical nursing of all age, client and patient groups as well.
\nThe competence requirements were first published in January 2019, and they were open for commenting until 30 August 2019. Based on the comments, some amendments and additions were made to the competence requirements. <\/p>\n
The competence requirements will be used as a basis for planning the curriculum. <\/p>\n
A national examination for nurses (180 ECTS credits) will be introduced gradually as from the beginning of 2021. The project will define the assignment of weight value to questions in each of the competence categories in the national examination. <\/p>\n
These competence requirements have been established in collaboration with EduPal and Sote Peda 24\/7, both leader projects of the Ministry of Education and Culture. <\/p>\n
Reference to the competence requirements and contents
\nUniversities of Applied Sciences and other educational actors may publish these competence requirements and contents on their websites by adding a link to this page of Savonia to their publications.
\nIn accordance with good practice, the qualification requirements and contents may be quoted to the required extent provided that the reference is cited. The internet address of the website must be visible in all re-publications as: https:\/\/blogi.savonia.fi\/ylesharviointi\/2019\/01\/31\/yleissairaanhoitajan-180-op-osaamisvaatimuslauseet-ja-sisallot-julkaistu\/ <\/p>\n
COMPETENCE REQUIREMENTS AND THEIR CONTENTS <\/p>\n
The competency requirements have been divided into the following sub-areas: 1)Professialisim and ethics, 2) Client-centred care, 3) Communication and multi-professionalism, 4) Health promotion, 5) Leadership and professional co-operation skills of the employee, 6) Information technology and documentation , 7) Guidance and education competence and supporting self-care, 8) Clinical nursing, 9) Evidence-based practice, utilization of research knowledge and decision-making, 10) Entrepreneurship and development , 11) Quality management, 12) Service system of health care and social welfare services, 13) Patient and client safety <\/p>\n
Professialisim and ethics<\/p>\n
1) Functions in accordance with the values, ethical guidelines and principles of nursing care, and evaluates their implementation in daily nursing care.
\n\u2022\tPhilosophy of nursing care
\n\u2022\tValues, principles and ethical guidelines
\n\u2022\tAutonomy and the right to self-determination
\n\u2022\tHuman dignity and human rights
\n\u2022\tIdentification and processing of ethical issues <\/p>\n
2) Complies with current legislation and information guidance in their work.
\n\u2022\tUp-to-date legislation governing health care services
\n\u2022\tNormative, resource and information guidance governing health care services <\/p>\n
3) Has adopted the professional identity of a nurse and committed to the principles of a service profession.
\n\u2022\tProfession of a nurse and its special features
\n\u2022\tPrinciples of service profession <\/p>\n
4) Demonstrates ability to function in the role of an expert in nursing care and to accept responsibility for their actions.
\n\u2022\tExpertise in nursing care
\n\u2022\tResponsibility and accountability in nursing care
\n\u2022\tRecognition of the limits of their personal competence and those of professional groups. <\/p>\n
5) Demonstrates ability to assess and develop their own skills.
\n\u2022\tSelf-assessment, development and marketing of their personal competence <\/p>\n
6) Demonstrates ability to intervene in unprofessional conduct.
\n\u2022\tCode of ethics for professionals in health care and social welfare services
\n\u2022\tCollegiality in nursing care <\/p>\n
7) Recognizes their limits in coping, seeks support and uses different forms of support available.
\n\u2022\tPromoting wellbeing at work <\/p>\n
8) Demonstrates knowledge of career opportunities for nurses.
\n\u2022\tWorking as an expert The Action Model of Expertise (AME)
\n\u2022\tPlanning of competence and career development
\n\u2022\tCareer development opportunities <\/p>\n
9) Complies with occupational safety regulations
\n\u2022\tErgonomics in nursing care
\n\u2022\tPrevention of threatening and dangerous situations, and identification and management of risks
\n\u2022\tProper handling of sharps
\n\u2022\tRadiation safety <\/p>\n
Client-centred care <\/p>\n
1) Respects clients\/patients and encounters them as experts of and actors in their own lives.
\n\u2022\tHumane and respectful encounter
\n\u2022\tEnhancing participation of the client\/patient
\n\u2022\tSupporting inclusion of nearest ones
\n\u2022\tSupporting resources of the client<\/p>\n
2) Demonstrates ability to encounter vulnerable patient groups in nursing care.
\n\u2022\tVulnerable client groups
\n\u2022\tEquality, non-discrimination <\/p>\n
3) Demonstrates ability to encounter client\/patients from different cultures individually.
\n\u2022\tIndividual nursing care
\n\u2022\tCultural background in encounters and interaction with the client<\/p>\n
Communication and multi-professionalism <\/p>\n
1) Demonstrates knowledge of professional communication.
\n\u2022\tTarget-oriented and situation-specific communication
\n\u2022\tAssertiveness in communication <\/p>\n
2) Demonstrates knowledge of professional interaction in nursing care with client\/patients of different ages and backgrounds and their family members and loved ones.
\n\u2022\tCognitive and emotional communication skills
\n\u2022\tRespectful interaction with the client
\n\u2022\tConfidence-inspiring and empowering interaction
\n\u2022\tTouching as a part of interaction
\n\u2022\tCommunication with clients of different ages and backgrounds
\n\u2022\tInteraction with clients and their nearest ones for maintenance of patient safety
\n\u2022\tClient-centred interaction <\/p>\n
3) Demonstrates knowledge of independent communication and interaction in his or her native language, the second official language of Finland, and at least one foreign language.
\n\u2022\tFinnish, Swedish and a foreign language <\/p>\n
4) Understands his or her own responsibilities and those of other professionals in health care and social welfare services, as well as the significance of controlled and flexible division of duties in the client\u2019s \/patient\u2019s holistic care.
\n\u2022\tRoles and responsibilities of professionals in health care and social welfare services in different phases of the service chain
\n\u2022\tWork as an expert in nursing care <\/p>\n
5) Demonstrates good work community skills when working in multidisciplinary teams, environments and networks.
\n\u2022\tEmotional intelligence in interaction
\n\u2022\tCooperation in teams and multidisciplinary environments<\/p>\n
Health promotion<\/p>\n
1) Demonstrates ability to apply current research data and other information from the field of health promotion to their work with client\/patients.
\n\u2022\tPrinciples of health and disease
\n\u2022\tPublic health, promotion of health and prevention of disease, primary health care
\n\u2022\tNormative, resource and information guidance in health promotion
\n\u2022\tEthics of health promotion <\/p>\n
2) Identifies risk factors of clients\/patients and provides early support to those in need.
\n\u2022\tConnection between life style and health
\n\u2022\tPrevention and early identification of risk behaviour connected with life style, prevention, and early identification of accident
\n risks.Directing support to those in need.
\n\u2022\tEvaluation of functional capacity
\n\u2022\tWellbeing analytics in the use of medical records and statistical data <\/p>\n
3) Plans and implements interventions promoting health and functional capacity of individuals and groups of clients\/patients in multidisciplinary collaboration.
\n\u2022\tEvidence-based promotion of health and functional capacity and rehabilitation
\n\u2022\tHealth-promoting education
\n\u2022\tEncouraging healthy lifestyle and self-care by supporting preventive behaviour models and commitment to care
\n\u2022\tCommunity health promotion
\n\u2022\tPrevention of common infectious diseases
\n\u2022\tVaccinations
\n\u2022\tMonitoring and evaluation of health promotion <\/p>\n
4) Recognizes existing and new threats to health and knows how to integrate them in the promotion of health of clients\/patients.
\n\u2022\tPredicting concerns in health and wellbeing
\n\u2022\tPotential of artificial intelligence in health promotion <\/p>\n
Leadership and professional co-operation skills of the employee<\/p>\n
1)\tDemonstrates ability to priorize the task flexibly
\n\u2022\tPrioritizing and organizing activities
\n\u2022\tSelf-management and situation management <\/p>\n
2) Motivates members of their working community and is able to give and receive feedback.
\n\u2022\tReceiving and giving feedback
\n\u2022\tLeadership in team work in work shift <\/p>\n
3) Demonstrates ability to work according to the principles of cost-efficiency, Sustainable development taking into account the environment
\n\u2022\tUse, recycling and disposal of materials
\n\u2022\tCost awareness and economic activity <\/p>\n
4) Demonstrates ability to guide fellow students and co-workers.
\n\u2022\tGuidance
\n\u2022\tMentoring
\n\u2022\tStudent mentoring <\/p>\n
5) Demonstrates ability to develop and adapt their ways of working to changes in the health care and social welfare services.
\n\u2022\tLifelong learning
\n\u2022\tWork community skills
\n\u2003<\/p>\n
Information technology and documentation <\/p>\n
1) Complies with the requirements and regulations governing data protection and information security in health care and social welfare services relating to the creation, use, storage and disposal of data.
\n\u2022 Information security and data protection and related legislation
\n\u2022 EU\u2019s General Data Protection Regulation and Directive
\n\u2022 Data Protection Act
\n\u2022 Information security and data protection in different nursing environments of client\/patient
\n\u2022 Management of the process of health care and social welfare data produced of the client, from collection to sharing and utilizing <\/p>\n
2) Demonstrates knowledge of appropriate recording of the client\u2019s \/patient\u2019s nursing care process, and is capable of evaluating whether data recorded in the patient data repository is up-to-date, correct and of good quality.
\n\u2022 Nursing interventions and nursing care process
\n\u2022 Structural nursing care data
\n\u2022 Significance of producing real time data in a client contact
\n\u2022 Evaluation and application of produced data
\n\u2022 Evaluation of the quality and significance of data <\/p>\n
3) Documents the nursing care of client\/patient according to the nursing care process; assesses the client\u2019s\/patient\u2019s need for interventions (care) in accordance with the Finnish Care Classification (FinCC), plans and implements interventions using the Finnish Classification of Nursing Interventions (FiCNI), evaluates nursing outcomes using the Finnish Classification of Nursing Outcomes (FiCNO), as well as produces a summary of the nursing care.
\n\u2022 Client-centred decision-making, implementation and evaluation of nursing care
\n\u2022 Use of different categories in the classifications of nursing, and free text recording
\n\u2022 Finnish Care Classification (FinCC) – (FiCND, FiCNI, FiCNO) <\/p>\n
4) Demonstrates knowledge of information technology, electronic databases and reporting tools used in health care services.
\n\u2022 Client and patient data repositories, nursing process documentation and enterprise resource planning (ERP) systems
\n\u2022 Interactive communication channels for remote care of the patient and communication between the staff
\n\u2022 Wellbeing and health care technology devices needed in nursing
\n\u2022 Different reporting tools, their use and exploitation
\n\u2022 Personal Health Record Kanta PRH <\/p>\n
5) Complies with netiquette, regulations and practices regarding emails, and assumes the role of a health care professional in social media.
\n\u2022 Social media and network services from a professional\u2019s point of view
\n\u2022 Safe use of electronic data services in health care
\n\u2022 Data protection legislation <\/p>\n
Guidance and education competence and supporting self-care<\/p>\n
1) Assesses the needs, resources and responsibility of the client\/patient in planning guidance and self-care.
\n\u2022\tAssessment and support of patient\u2019s resources, and provision of assistance in their affairs
\n\u2022\tPatient-centred approach
\n\u2022\tIdentification of persons in need of multiple services <\/p>\n
2) Plans, implements and assesses individual and group guidance in cooperation with the patient\/client, and other professionals. <\/p>\n
\u2022\tRequirements for implementation of patient guidance
\n\u2022\tKnowledge-based, social and emotional guidance
\n\u2022\tSignificance of patient background in guidance
\n\u2022\tDigital guidance
\n\u2022\tImproving guidance competence <\/p>\n
3) Uses client\/patient-centred education and guidance methods. <\/p>\n
\u2022\tPatient-centred and diversified use of guidance methods; oral and written guidance, demonstration, telephone and audio-visual guidance, group guidance and individual guidance
\n\u2022\tGuidance of various patients<\/p>\n
4) Demonstrates ability to evaluate guidance outcomes together with the client \/patient, their nearest ones and health care professionals. <\/p>\n
\u2022\tImpact, quality and sufficiency of guidance <\/p>\n
5) Uses pedagogy and ethics in plans, implementation and evaluation of guidance supporting the client\u2019s \/patient\u2019s self-care. <\/p>\n
\u2022\tLegislation supporting guidance
\n\u2022\tCode of ethics in guidance
\n\u2022\tEvidence-based contents of client guidance
\n\u2022\tEvidence-based pedagogic methods in client guidance<\/p>\n
6) Encourages the client \/patient and their nearest ones commit to the care.<\/p>\n
\u2022\tPatient commitment to and inclusion in care
\n\u2022\tMotivating the patient for self-care and strengthening the feeling of being in control
\n\u2022\tGuidance of family members and friends in and into patient care
\n\u2022\tInteraction as a means of support of client self-care <\/p>\n
7) Demonstrates knowledge of the clinical pathway of the client\/patient and masters the basics of service guidance.<\/p>\n
\u2022\tService guidance as a process and an operational method in nursing care
\n\u2022\tSystematic, target-oriented guidance <\/p>\n
Clinical nursing<\/p>\n
1) Responds to the needs of the client\/patient by planning, implementing and assessing appropriate individual nursing care in cooperation with the client\/patient, their family members, and other professionals in health care and social welfare services. <\/p>\n
\u2022\tNursing care process (defining needs, nursing care diagnostics, nursing care planning, implementation of interventions and evaluation of outcomes) <\/p>\n
2) Demonstrates ability to use diverse nursing care methods in psychosocial support of the client \/patient.
\n\u2022\tNursing care methods
\n\u2022\tPsychosocial methods <\/p>\n
3) Masters the knowledge and skills needed for key nursing interventions as a part of holistic
\n care of the client \/patient.
\n\u2022\tThe most common interventions in clinical nursing <\/p>\n
4) Masters the knowledge and skills of key nursing diagnostics as a part of holistic
\n care of the client\/patient.
\n\u2022\tThe most common diagnostics in clinical nursing <\/p>\n
5) Masters the principles of infection prevention and puts their knowledge into practice in the implementation of infection prevention.
\n\u2022\tMicrobiology
\n\u2022\tAsepsis
\n\u2022\tHand hygiene and routine safety precautions
\n\u2022\tSafety precaution categories <\/p>\n
6) Applies knowledge of anatomy and physiology, pathophysiology, applied pharmacology and medication to the planning, implementation and assessment of medication for treatment of different diseases.
\n\u2022\tBasics of pharmacology (pharmacokinetics, pharmacodynamics and toxicology)
\n\u2022\tMajor groups of drugs, their uses, mechanisms of action and administering
\n\u2022\tTherapeutic effects, side effects and interaction with other medicaments, interaction mechanisms of medicaments
\n\u2022\tMonitoring of the effects, recording, control and evaluation of medication
\n\u2022\tImplementation of medication using different administration routes <\/p>\n
7) Applies knowledge of anatomy and physiology, pathophysiology and applied pharmacology to the planning, implementation and assessment of safe medication of different client\/patient groups.
\n\u2022\tApplied pharmacology (medication of different patient groups, patients of different age)
\n\u2022\tSelf-medication
\n\u2022\tBlood transfusion
\n\u2022\tMedication technology
\n\u2022\tMedication calculation <\/p>\n
8) Demonstrates knowledge of legislation governing medication and information guidance.
\n\u2022\tRegulations governing medication
\n\u2022\tNurse\u2019s role, duties and responsibility regarding medication
\n\u2022\tMedication plan <\/p>\n
9) Demonstrates knowledge of structure, functions and regulations of the human organ systems and factors affecting them.
\n\u2022\tHuman anatomy and physiology<\/p>\n
10) Understands disease mechanisms and their effects on the human organ systems.
\n\u2022\tPathology and pathophysiology <\/p>\n
11) Applies nutrition and care recommendations for different age and target groups for prevention and treatment of national diseases.
\n\u2022\tNational nutrition and food recommendations for different age groups
\n\u2022\tApplication of nutrition and food recommendations to the patient\u2019s\/client\u2019s everyday choices of foods and meals
\n\u2022\tImplementation of nutritional care and preventive nutritional guidance <\/p>\n
12) Demonstrates the ability to integrate nutritional care and guidance in holistic nursing care in collaboration with a network of multidisciplinary professionals.
\n\u2022\tSignificance and systematic implementation of nutritional care in the client\u2019s \/patient\u2019s nursing care
\n\u2022\tIdentification of the need for nutritional care
\n\u2022\tMajor special diets
\n\u2022\tAssessment of the patient\u2019s\/ client\u2019s need for energy and nutrients <\/p>\n
13) Evaluates nutrition of customer client\/patient and identifies a client\/patient at a risk of malnutrition.
\n\u2022\tWeight monitoring data as a part of holistic
\n\u2022\t care
\n\u2022\tInterpretation, and application to care, of tests measuring the state of nutrition
\n\u2022\tThe patient\u2019s nutrient intake, monitoring of consumption of food and liquids, and an individual assessment of needs
\n\u2022\tIndividual assessment of the need for energy and proteins, as well as food supplements and protective nutrients <\/p>\n
14) Demonstrates knowledge of the principles of wound treatment and is able to apply their knowledge in treatment of chronic wounds
\n\u2022\tstructure, function and blood circulation as well as wound healing process of the skin
\n\u2022\ttypes of chronic wounds
\n\u2022\taetiology and prevention of wounds
\n\u2022\tlocal treatment, healing and evaluation of wounds <\/p>\n
15) Identifies, assesses and manages the client\u2019s \/patient\u2019s pain
\n\u2022\tPain mechanism
\n\u2022\tIdentification of pain
\n\u2022\tAssessment of pain intensity and techniques used in the assessment of pain
\n\u2022\tTechniques for alleviation of pain (with or without medication) <\/p>\n
16) Applies knowledge about the most frequent internal diseases) to the practical nursing care.
\n\u2022\tMajor internal diseases (general medicine and specialties in medicine <\/p>\n
17) Masters key nursing interventions and nursing methods used in the nursing care of internal medicine patients.
\n\u2022\tInterventions and methods used in the nursing care of an internal medicine patient <\/p>\n
18) Applies their knowledge of major cancers to the nursing care.
\n\u2022\tMajor cancers <\/p>\n
19) Demonstrates ability to manage key interventions in the nursing care of a patient with cancer.
\n\u2022\tInterventions and methods in the nursing care of a cancer patient <\/p>\n
20) Applies their knowledge of key conditions requiring surgical intervention in different phases of perioperative nursing care of a patient.
\n\u2022\tMajor conditions requiring surgical intervention (surgery and surgical specialties)
\n\u2022\tPre-, intra- and post-operative nursing care <\/p>\n
21) Competent in key nursing interventions used in the nursing care of a perioperative patient. <\/p>\n
\u2022\tInterventions and methods used in the nursing care of perioperative patient <\/p>\n
22) Applies their knowledge of major diseases of children\/adolescents in nursing care.
\n\u2022\tPaediatric nursing and paediatric diseases
\n\u2022\tInterventions and methods used in the nursing care of children and adolescents <\/p>\n
23) Demonstrates knowledge of the principles of family work and is able to put them into practice.
\n\u2022\tFamily nursing care and interventions <\/p>\n
24) Demonstrates ability to promote the sexual health of client and patient
\n\u2022\tPromotion of sexual health <\/p>\n
25) Understands the normal process and monitoring of pregnancy, delivery and puerperium.
\n\u2022\tNormal pregnancy, delivery and puerperium <\/p>\n
26) Demonstrates ability to apply their knowledge of key mental health disorders and psychiatric conditions in nursing care.
\n\u2022\tMajor mental health disorders and psychiatric conditions <\/p>\n
27) Demonstrates knowledge of key interventions used in the nursing care of patients with mental health disorders and psychiatric conditions.
\n\u2022\tInterventions and methods used in nursing care of mental health disorders and psychiatric conditions <\/p>\n
28) Demonstrates knowledge of key methods of early intervention in nursing care of substance abusers.
\n\u2022\tAlcohol, surrogate alcohol, mixed use, tobacco, drugs
\n\u2022\tWorking with substance abusers and early intervention
\n\u2022\tPrevention of substance abuse and dealing with related damage, health risks and problems
\n\u2022\tMini-intervention <\/p>\n
29) Demonstrates ability to support a person in acute crises.
\n\u2022\tAcute crisis and crisis care <\/p>\n
30) Applies their knowledge of changes related to ageing to nursing care.
\n\u2022\tCare of the elderly and geriatrics
\n\u2022\tChanges occurring with ageing <\/p>\n
31) Demonstrates knowledge of interventions and methods of assessment and maintenance of health, functional capacity and resources of the aged.
\n\u2022\tFunctional capacity and assessment of resources
\n\u2022\tRisk factors predicting weakening of functional capacity
\n\u2022\tGerotechnology <\/p>\n
32) Applies in practice their knowledge of memory disorders, nursing care of and services for patients with memory disorders.
\n\u2022\tMemory disorders
\n\u2022\tNursing care of persons with memory disorders<\/p>\n
33) Applies in practice their knowledge of major developmental disabilities and becoming disabled in their nursing care of persons who have developmental disabilities or who have become disabled.
\n\u2022\tMajor developmental disabilities
\n\u2022\tBecoming disabled
\n\u2022\tInterventions in the nursing care of the disabled
\n\u2022\tSupporting the functional capacity of persons with developmental disorders or having become disabled <\/p>\n
34) Identifies the need of a patient for palliative or end-of-life care.
\n\u2022\tPalliative care and end-of-life care; key concepts, values and principles
\n\u2022\tIdentifying the need for palliative or end-of-life care
\n\u2022\tEncountering a patient with terminal condition
\n\u2022\tRole of a nurse in palliative care and end-of-life care <\/p>\n
35) Draws up a nursing care plan for the last phase of a patient\u2019s life in collaboration with the patient, his or her family members, physician in charge and other members of the multidisciplinary team.
\n\u2022\tPalliative care and end-of-life care; legal bases
\n\u2022\tKey elements of a nursing care plan for the last phase of life, living will <\/p>\n
36) Implements symptomatic and humane palliative care and end-of-life care.
\n\u2022\tAddressing suffering and related symptoms
\n\u2022\tPain relief
\n\u2022\tSymptoms in airways, gastrointestinal tract, mouth, dehydration, fading away and anorexia, exceptional fatigue, itching and other skin symptoms, sweating, delirium, anxiety and depression <\/p>\n
37) Encounters and implements nursing care of a dying patient and supports the family members.
\n\u2022\tEncountering a dying patient and his or her family members and friends
\n\u2022\tRecognition and anticipation of changes in communication caused by the disorder
\n\u2022\tExistential support
\n\u2022\tPsychosocial support
\n\u2022\tSigns of impending death
\n\u2022\tSupport and consideration of family members and friends<\/p>\n
38) Uses various methods to support the psychosocial and conviction needs of patients and their nearest ones
\n\u2022\tIdentification of the need for spiritual support
\n\u2022\tProfessional assistance and how to arrange it <\/p>\n
39) Assesses the need for emergency care of a critically ill patient.
\n\u2022\tABCDE protocol
\n\u2022\tAssessment of the need for emergency care <\/p>\n
40) Demonstrates ability of systematic assessment of the need for emergency care, and takes immediate action in situations requiring emergency care.
\n\u2022\tNEWS
\n\u2022\tPEWS
\n\u2022\tIntervention in situations requiring immediate care and in emergencies
\n\u2022\tPPE+D
\n\u2022\tResuscitation <\/p>\n
41) Demonstrates ability to initiate immediate rescue services and to implement interventions in situations of crises and disaster.
\n\u2022\tAction in an accident situation
\n\u2022\tCrises and disasters
\n\u2022\tAction in situations involving chemical hazard, biological risk, radiation or nuclear accident <\/p>\n
Evidence-based practice, utilization of research knowledge and decision-making <\/p>\n
1) Understands that work of a nurse is evidence-based and commits to it.
\n\u2022\tEvidence-based practice
\n\u2022\tRole of the nurse in evidence-based practice<\/p>\n
2) Demonstrates ability to plan, implement and evaluate evidence-based nursing safely.
\n\u2022\tPlanning, implementation and evaluation of evidence-based nursing
\n\u2022\tKnowledge produced by nursing science as the basis of nursing care<\/p>\n
3) Participates in developing evidence-based practices in their own work.
\n\u2022\tIdentification and critical assessment of used practices
\n\u2022\tConsistent practices <\/p>\n
4) Demonstrates ability to search information in major databases of health sciences and to read scientific publications critically.
\n\u2022\tUse of major databases of health sciences
\n\u2022\tReading and critical evaluation of scientific publications <\/p>\n
5) Demonstrates ability to make evidence-based clinical decisions
\n\u2022\tCritical thinking
\n\u2022\tEvidence summaries, systematic reviews, evidence-based guidelines
\n\u2022\tSignificance of evaluation of the degree of evidence in clinical decision-making
\n\u2022\tImplementation of evidence-based activities into clinical practice<\/p>\n
6) Demonstrates ability to exploit scientific data in clinical decision-making
\n\u2022\tEvidence-based guidelines and consistent practices in clinical nursing <\/p>\n
Entrepreneurship and development <\/p>\n
1) Understands the idea of intrapreneurship and commits to it in his or her work.
\n\u2022\tIntrapreneurship <\/p>\n
2) Has the basic qualities required for an independent entrepreneur in the sector.
\n\u2022\tWorking as an independent nurse entrepreneur
\n3) Masters the principles of cost consciousness in nursing and works cost-efficiently.
\n\u2022\tCost consciousness
\n\u2022\tCost-effective working <\/p>\n
4) Reflecting with his or her work community, he or she is able to identify practices to be developed and things that need to be changed in their own work.
\n\u2022\tReflection as a tool in identifying needs for improvement in one\u2019s own work
\n\u2022\tProfessional growth as a tool for developing one\u2019s own work<\/p>\n
5) Demonstrates ability to participate in development, innovation and research processes as a team member.
\n\u2022\tProject management
\n\u2022\tInnovations and quality improvement in nursing
\n\u2022\tResearch methods <\/p>\n
Quality management<\/p>\n
1) Evaluates the quality of nursing care in order to develop the client\u2019s \/patient\u2019s care, and their own practices.
\n\u2022\tActs and decrees governing quality management, and information guidance
\n\u2022\tEvaluation of nursing care quality
\n\u2022\tIndicators and monitoring of quality and efficacy <\/p>\n
2) Participates in quality management as a member of the work community.
\n\u2022\tNursing philosophy of the organization
\n\u2022\tQuality of services and client satisfaction
\n\u2022\tRecognition of targets in nursing to be developed and studied <\/p>\n
3) Understands the impact of their own activities on the quality of the organization.
\n\u2022\tResponsibility for own work <\/p>\n
4) Understands the use of patient safety reports as a part of quality control of the organization.
\n\u2022\tHazardous situations reporting process and capitalizing on the outcomes
\n\u2022\tPatient safety reports as a part of quality<\/p>\n
Service system of health care and social welfare services<\/p>\n
1) Understands how health care and social welfare services are produced and organized, and how they are controlled and monitored in Finland.
\n\u2022\tLegislation and other means to control service provision
\n\u2022\tFollowing current management plans in health care and social welfare services
\n\u2022\tQuality and efficacy of service organization and control
\n\u2022\tAssessment of the need for services and their monitoring
\n\u2022\tAccessibility of client and patient data, and resource planning systems as tools in service provisions <\/p>\n
2) Understands the roles of different action and service units as part of the care and service chain.
\n\u2022\tDifferent service providers in health care and social welfare services and their collaboration
\n\u2022\tCollaboration of different municipal service areas in the provision of services <\/p>\n
3) Understands their personal role in promoting the organization\u2019s reputation, brand and image, as well as in creating a positive service experience for the client.
\n\u2022\tAssessment of the client\u2019s service needs
\n\u2022\tRole-based responsibility for the continuity of the patient\u2019s care
\n\u2022\tTimely provision of services close to the customer
\n\u2022\tInforming clients of different services and helping them in the selection of services
\n\u2022\tRole of patient safety in a successful service chain and experience
\n\u2022\tIdentifying issues in the nursing care process <\/p>\n
4) Demonstrates competence in using digital services as a part of holistic
\ncare of the client\/patient.
\n\u2022\tDigital services and their use. <\/p>\n
5) Demonstrates ability to function in changing environments and to provide service guidance.
\n\u2022\tHealth care technology
\n\u2022\tCentralized client and service guidance
\n\u2022\tInformal carers and supporting persons caring for their nearest ones
\n\u2022\tSocial media in nursing care <\/p>\n
Patient and client safety <\/p>\n
1) Demonstrates knowledge of key factors regarding patient and client safety
\n\u2022\tPatient safety legislation
\n\u2022\tEnsuring patient safety
\n\u2022\tImpact of systems and complexity of nursing care on patient safety
\n\u2022\tFields of patient safety: equipment safety, nursing care safety, safety of interventions, drug safety and medication safety
\n\u2022\tPatient safety culture
\n\u2022\tRadiation safety<\/p>\n
2) Promotes patient safety and prevents patient safety incidents in every phase of the nursing process of the patient.
\n\u2022\tEfficient team work to ensure patient safety
\n\u2022\tSystematic efforts to guarantee patient safety
\n\u2022\tPrevention of patient safety incidents in nursing
\n\u2022\tEngagement and inclusion of patients and nursing staff in the promotion of patient safety.
\n\u2022\tHuman factors as risk to patient safety
\n\u2022\tStress management skills
\n\u2022\tLearning from mistakes to prevent harm
\n\u2022\tOpen processing of mistakes <\/p>\n
3) Communicates clearly to ensure patient safety.
\n\u2022\tMethodical tool for structured reporting (ISBAR) <\/p>\n
4) Takes immediate situation-specific action in a hazardous situation.
\n\u2022\tSituation-specific action in hazardous situation
\n\u2022\tIntervention in threatening situations involving risk to patient safety <\/p>\n
5) Recognizes potential patient safety incidents and reports them.
\n\u2022\tObligation to report patient safety incidents
\n\u2022\tRecognition of patient safety incidents
\n\u2022\tReporting a patient safety incident <\/p>\n
6) Understands how a report on patient safety incident is handled.
\n\u2022\tHandling process of the report of patient safety incident <\/p>\n","protected":false},"excerpt":{"rendered":"
Besides national legislation, the competence requirements in nursing are regulated by EU Directive (2013\/55\/EU). According to the directive, the education of nurses responsible for general nursing care in the member states of the European Union consists of 180 credits. In<\/p>\n","protected":false},"author":5448,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-218","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/posts\/218","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/users\/5448"}],"replies":[{"embeddable":true,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/comments?post=218"}],"version-history":[{"count":14,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/posts\/218\/revisions"}],"predecessor-version":[{"id":259,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/posts\/218\/revisions\/259"}],"wp:attachment":[{"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/media?parent=218"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/categories?post=218"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogi.savonia.fi\/ylesharviointi\/wp-json\/wp\/v2\/tags?post=218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}