Course: The nurse as a rolemodel credits: 15

The student has knowledge of the basic principles of EBP in relation to improving the quality of care in light of social developments.
Furthermore, the student has an understanding of how care for quality takes place in the work organisation and actively contributes to this.
The student has an understanding of the process prior to quality improvement and recognises the quality cycle in this. The student:

•     Explains the relationship between EBP and quality care
•     Knows and uses the various professional associations, professional literature and professional groups.
•     Knows which actors (collaborators and the patient/client and their relatives) are involved in the quality improvement cycle and substantiates this.
•     Knows how (measuring and scoring instruments) data are collected for quality measurement in his own context.
•     Has knowledge and understanding of the quality cycle, e.g. the PDCA cycle, and applies it adequately.
•     Has knowledge and understanding of common quality systems and models and their effect within his/her own professional context.

The student is aware of the contents of the professional profile and professional code and relevant related laws and regulations. The student reflects on his/her own professional behaviour in relation to the nursing professional standard.

•     Has knowledge of their own professional profile, professional code and the limits of their own actions.
•     Has up-to-date and knowledge of the following legislation and regulations: BIG Act, WBGO and the Act on Quality, Complaints and Disputes in Healthcare (WKKGZ) and can link this to professional practice.
•     Is aware of relevant social and political developments in healthcare in relation to the quality of care and can deal with areas of tension.
•     Strives for good care and sets an example when it comes to a critical and inquisitive attitude.

Competency level (CBN, BN2020) Medium-complex level.