Course: Coordinating care bachelor level 2 credits: 10
- Course code
- HVMB25RVZ2
- Name
- Coordinating care bachelor level 2
- Study year
- 2025-2026
- ECTS credits
- 10
- Language
- Dutch, with parts in English
- Coordinator
- A.C. de Vries
- Modes of delivery
-
- Action learning
- Assignment
- Guest lecture
- Lecture
- Project-based learning
- Tutorial
- Assessments
-
- Coordinating care bachelor level 2 - Portfolio assessment
Learning outcomes
Area of expertise 3. Directing care
Level Level 2
Description The novice professional works within a complex authentic context, based on the principles of person- and family-centred care and joint decision-making, and actively seeks, values and integrates the input and involvement of the care recipient and their loved ones in the various phases of the nursing process in order to encourage self-management.
Area of expertise 3. Directing care
Level Level 2
Description The novice professional independently focuses on the interests of the care recipient and their loved ones within a complex authentic context by proactively collaborating with partners within and across professions to ensure continuity and coordination of care.
Indicators
Description
Reaches joint decisions in a methodical and culturally sensitive manner when coordinating care between the care recipient and their loved ones and other healthcare professionals (BN2030).
Takes the lead in the joint decision-making process, representing the interests of the care recipient (BN2030).
Encourages self-management by the care recipient and demonstrates maximum professional proximity, without losing sight of appropriate boundaries (BN2030).
Takes into account different perspectives from the care recipient and their loved ones, colleagues and other professionals (BN2030).
Is able to collaborate intra- and interdisciplinarily in an equal manner, based on their own professional identity and expertise, within and outside their own care organisation, with regard to the design, implementation and coordination of care (BN2030).
Is able to report, consult and transfer efficiently and effectively to an intra-interprofessional setting (BN2030).
Content
In this module, students develop skills to ensure continuity of care for their own care recipients. Students learn to understand the nursing role within healthcare, including relevant disciplines and legislation. In doing so, students work on nursing leadership. Students enrich their knowledge and skills relating to care chains and interprofessional collaboration and the coordination and management of care.
Students work in a learning community to deepen their theoretical knowledge and connect it to practice. Opportunities are provided to practise communication skills. Themes that are emphasised in this module include person- and family-centred care, joint decision-making, intra- and interprofessional collaboration, proactive care planning, and continuity and coordination of care.
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 professional (identity) development in a cyclical process focused on learning objectives, self-evaluation and reflection. These reflections must be carried out using an applied reflection methodology.
Regular part-time students work on this module for an average of three hours per week during one semester, 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.
Competence mastery level 2 (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
Care coordination is assessed by means of a portfolio in which the student demonstrates that he/she has mastered the learning outcomes independent of the learning pathway. The content of the portfolio is determined by the student in consultation with the teacher and work supervisor. The content consists of evidence of a combination of professional products and/or services that the student has carried out themselves, with feedback from others and short practical evaluations by the work supervisor. Theoretical underpinning of professional actions and the short practical evaluations are compulsory components of this assignment. The portfolio is assessed with a grade.
The student is 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
Weight
ECTS
Assessment form
Assessment scale
Evidence
ASSESSMENT 01 - Directing care at bachelor's level 2
1
1
Portfolio assessment
1
- Professional products and/or services provided by the student
- Feedback from experts
- Short practical evaluations by the work supervisor (and/or relevant others)
Explanation of assessment(s)
ASSESSMENT 01 - Directing care bachelor level 2
Supporting documents
Professional products and/or services performed by the student
Individual product
Professional products and/or services performed by the student (including theoretical underpinning of professional conduct)
Feedback from experts
Individual product
Feedback from experts
Short practical evaluations by work supervisor (and/or relevant others)
Individual product
Short practical evaluations by work supervisor (and/or relevant others) on performance with regard to learning outcomes independent of the learning pathway.