Course: Working on health bachelor level 2 credits: 15

In this module, students develop skills to work with care recipients on improving their health. Students learn to fulfil the coordinating role of nurses in preventive care, including interdisciplinary coordination with relevant disciplines and legislation. Students acquire knowledge and skills related to methods for analysing health risks, both at the individual and group/neighbourhood level. Students investigate EBP interventions and draw up a prevention plan. They learn to respond to the needs of care recipients and offer support based on motivational interview techniques. During the lessons, theoretical insights into the field of expertise are provided on the basis of themes, and students have the opportunity to practise their communication skills.

Themes that are emphasised in this module are: promoting healthy behaviour; behavioural analysis; risk analysis; environmental analysis and motivational interview techniques.

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.

This module focuses on personal and professional (identity) development in a cyclical process aimed at learning objectives, self-evaluation and reflection. This reflection must be carried out using an applied reflection method. For specific information, see the course text “Professional identity development level 2 – DT”.

Regular part-time students work on this module for one semester, averaging three hours per week in educational meetings, supplemented by 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 2 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

Working on health is assessed by means of a portfolio in which the student demonstrates that he/she/they have 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 mark.

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 - Working on health bachelor level 2

1

1

Portfolio assessment

1

• Recording of the performance assessment, including the lecturer's assessment.
• Interdisciplinary prevention plan, including the lecturer's assessment.
• Short practical evaluation by the work supervisor.

Explanation of assessment(s)

ASSESSMENT 01 - Working on health, Bachelor's level 2

Supporting documents

Recording of the performance assessment, including the lecturer's assessment.

Individual product

An individual behavioural analysis of a care recipient with an appropriate prevention plan. The analysis and the plan are discussed in a performance assessment in which the student conducts an interview with a training actor. This interview focuses on motivational interview techniques, but also reflects on the intended and unintended results of the student's own communication.

Interdisciplinary prevention plan including teacher assessment.

Individual product

An interdisciplinary prevention plan for a specific target group based on a neighbourhood/environmental analysis. The partial assessment is individual and can be examined both in writing and orally.

Short practical evaluation by work supervisor

Individual product

• In practice, the student collects at least one short practical evaluation demonstrating that he/she/they can design and apply healthy behaviour for individual care recipients in a complex situation according to appropriate models.
• In practice, the student collects at least one short practical evaluation demonstrating that he/she/they can carry out preventive interventions for a specific target group in a complex situation.
• In practice, the student collects at least one short practical evaluation demonstrating that he/she/they can take on a coordinating role within interdisciplinary collaboration in a complex situation.