Course: Clinical reasoning and arguing bachelor level 2 credits: 15

This module consists of two parts, namely “arguing for care” and “performing reserved and high-risk procedures”.

In “justifying care”, students demonstrate that they have mastered all phases of clinical reasoning and that they can integrate and apply theory and practice in a specific nursing situation. Students involve the care recipient and/or their loved ones in this process.

The student will work in a professional learning community (PLC). During the teaching days, theoretical depth will be offered in the area of expertise of arguing for care and opportunities to practise communication skills will be provided on the basis of themes. A digital learning environment with a toolbox is also available.

During the learning community meetings, students gain insight into their own learning process and the steps they need to take to achieve the learning outcomes. This is achieved through feedback from fellow students and lecturers during the module, among other things.

Within this module, students work on their personal and professional (identity) development in a cyclical process focused on learning objectives, self-evaluation and reflection. This reflection must be carried out using an applied reflection methodology. For specific information, see the course text “Professional identity development level 2 – DT”.

Regular part-time students work on this module for an average of three hours per week during one semester in educational meetings, in addition to self-study and workplace learning.

FastSwitch and v-flex students determine their own pace in accordance with their plan of action. The assessment moment is determined in consultation with the lecturer. Students receive an average of two hours of guidance per week in the learning community.

For the partial assessment “performing reserved and risky procedures”, students can make use of training at their own workplace, a certified institute or the academy. Students deepen their theoretical knowledge through e-learning and can register for training and assessment per skill. During the graduation phase, several training courses are offered, except for BLS/AED. Students are responsible for arranging this themselves.

Competence mastery level (CBN, 2022)

The final level involves a complex context in which the focus is on methodical action in unpredictable, complex situations. The nature of the task is complex and unstructured. There is more room for innovation and leadership within the care process, with students often taking on a coordinating or leading role in collaborative partnerships.

The focus is on student-driven education, with more guidance provided on request. Actions are taken independently as much as possible, with reasoning provided afterwards. Students are encouraged to independently apply (strategic) planning, self-efficacy, motivation and reflection. Reflection on actions is focused on daring, wanting and being, with an emphasis on sustainable development.

Assessment

Justifying care is assessed by means of a portfolio containing evidence that you have sufficiently mastered the intended learning outcomes.

In consultation with your lecturer and work supervisor, you decide which supporting documents you want to use to demonstrate the learning outcomes and associated behavioural indicators. The portfolio will consist of a combination of professional products and/or services that you have carried out yourself, with feedback from others and short practical evaluations by the work supervisor. The portfolio is assessed with a grade.

The reserved and risky actions are assessed using performance tests. You collect evidence demonstrating that you have sufficiently mastered all reserved and risky actions. Once all evidence has been submitted, the portfolio will be assessed as satisfactory.

Students are entitled to two assessment moments per academic year.

Exemptions may be granted on the basis of previous results obtained elsewhere and/or work experience.

Name TEST-01 - Clinical reasoning and arguing

Weight 1

ECTS 13

Assessment method Portfolio assessment

Assessment scale 1 - 10

Supporting documents 

• Professional products and/or services provided by the student
• Feedback from experts
• Short practical evaluations

Name TEST-02 - Reserved and risky procedures

Weight 1

ECTS 2

Assessment method Portfolio assessment

Assessment scale 1-10

Supporting documents N/A

Explanation of assessment(s)

TEST-01 - Clinical reasoning and arguing

During this module, the student works on achieving learning outcomes that are independent of the learning pathway, with behavioural indicators serving as guidelines for assessment. The module is assessed by means of a portfolio containing evidence that the student has sufficiently mastered the intended learning outcomes.

The student determines, in consultation with the teacher and work supervisor, which supporting documents he/she/they will use to demonstrate the learning outcomes. The portfolio will consist of a combination of professional products and/or services that he/she/they has/have carried out themselves, with feedback from others and short practical evaluations by the work supervisor. The learning outcomes and behavioural indicators form the basis for the assessment of the portfolio. Each behavioural indicator is assessed to determine whether it is sufficiently demonstrated in the portfolio. These assessments are weighted by the lecturer to arrive at a final mark of unsatisfactory (mark between 0 and 5.4), satisfactory (mark between 5.5 and 7.9) or good (mark between 8 and 10).

Students are entitled to two assessment moments per academic year.

Exemptions may be granted on the basis of previous results obtained elsewhere and/or work experience.

The reserved and risky actions are assessed by means of performance tests at the student's own workplace, at certified institutions or at the academy.

TEST 02 - Reserved and high-risk procedures

To complete the partial exam “performing reserved and high-risk procedures”, students must demonstrate their ability to perform these procedures in a complex practical situation.

This involves demonstrating their ability to perform the following procedures:

• Preparing an infusion system/changing an infusion bag
• Administering medication via a peripheral infusion
• Inserting/removing a nasogastric tube
• Administering tube feeding using a syringe or feeding pump
• Inserting a bladder catheter (single-use or indwelling)
• Subcutaneous injection
• Intramuscular injection
• BLS/AED

The student may use certificates issued by a certified examiner from their employer, certificates issued by a certified institute or certificates issued by lecturers from the nursing academy. The certificates must be dated after the start of the programme. BLS/AED certificates are valid for two years.

Supporting documents

Professional products and/or services provided by the student themselves

Individual product

Professional products and/or services provided by the student themselves (including theoretical substantiation of professional conduct)

Feedback from experts

Individual product

Feedback from experts

Short practical evaluations

Individual product

Short practical evaluations by the work supervisor (and/or relevant others) on performance with regard to the learning outcomes independent of the learning pathway.