Course: Coordinating care bachelor level 1 credits: 10

The nurse directs the care process in consultation with the care recipient, their loved ones and other care providers in order to arrive at a well-considered, interprofessional and coherent range of services that meets the needs of (groups of) care recipients.

 

In their coordinating role, nurses take the initiative, coordinate and organise the deployment of informal carers and/or other care providers in consultation with the care recipient. With their knowledge of chain processes and (potential) partners, nurses can ensure that care is provided effectively and efficiently and monitor this.

 

The nurse reports on the care provided through accurate reporting and transfer using modern digital techniques, within the relevant legislation and regulations. The nurse also records information efficiently and effectively and transfers care meticulously to fellow professionals, even beyond the boundaries of their own organisation (LOOV, 2016).

Within this module, students apply what they have learned in the theory of year 1 (module Directing Care) in an authentic, moderately complex situation. Students look for meaningful situations with regard to directing care and collect evidence focused on their own performance in practice.

The emphasis here is on stimulating self-management and the associated communication skills, contributing nursing insights within an interprofessional collaboration, transferring relevant information and recognising one's own role and that of the various participants within the care chain.

This module also focuses on personal and professional (identity) development in a cyclical process, aimed at learning objectives, self-evaluation and reflection. These reflections must be carried out using a learned reflection method and serve as input for the PIO portfolio.

The module is linked to a 20-week practical training period, during which the student will complete two other modules. Within the supportive education programme, the student will be supervised by the teacher-supervisor. Formative assessment is one of the basic principles of supportive education. Supportive education takes place in groups in learning communities and through individual conversations.

Topics covered include:

• Shared decision making
• Person-centred and family-centred care
• Nursing leadership
• Reporting, transfer and documentation
• Relevant legislation
• Chain care and care pathways
• The nursing professional profile

Competence mastery level (CBN, 2022)

The first level involves a moderately complex authentic context in which the focus is on the methodical application of knowledge and skills based on guidelines and protocols in varying but similar situations. The nature of the task is structured, with known methods being applied.

You learn to guide your own learning (self-management) in the areas of planning, motivation and reflection. Reflection is aimed at knowledge and understanding, with a focus on innovation.

The guidance provided is aimed at increasing self-management.

 

Assessment

In this module, the competencies are assessed on the basis of the specific learning outcomes. For each learning outcome, various pieces of evidence are collected in a portfolio. Each piece of evidence is included in the portfolio once. The completed portfolio is input for the portfolio assessment (in which the other modules belonging to the PLP1 are also assessed).

During the portfolio assessment, the student demonstrates that they have mastered the learning outcomes. The input from the portfolio and the assessment together form the assessment.

The assessment takes place individually at the internship location with the teacher supervisor and the work supervisor. The module is assessed on all learning outcomes with a grade.

All learning outcomes must be at least satisfactory. If a module is assessed as unsatisfactory during the regular assessment, the student may retake the module during the same practical learning period. In consultation with the teacher supervisor and work supervisor, it will be determined what the retake will entail and how it will be organised.

Resit

There are various reasons for taking a resit, namely:

Missed opportunity (MO) due to failure to complete the entire practical learning period; no portfolio assessment will take place. The student will try again to pass the modules in a subsequent practical learning period. The student, work supervisor and teacher supervisor will schedule a final meeting.

Missed opportunity (MO) due to the absence of MAZ criteria in the elaboration of the modules; the assessment will take place at the agreed time. The student has the opportunity to make up for the gap in a resit of the module in the same learning period.

Insufficient; If one or more modules are assessed as insufficient during the portfolio assessment, the module(s) in question will be marked as insufficient. The student is entitled to retake the module during the same learning period. It is not possible to extend an internship period.

In order to progress to PLP2/3, students must pass the three modules belonging to PLP1 (Arguing for care, Working on health and Directing care). If one module is not completed satisfactorily, it is possible, in consultation with the teacher supervisor, to restart PLP 2 within the resit semester. This procedure and the conditions are explained in more detail in the PLP1 course.

Feedback from the work supervisor, other colleagues and professionals in the field, fellow students and lecturers prior to the assessment is part of the learning process.

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

 

Name

Weight

ECTS

Assessment method

Assessment scale

Evidence

 

ASSESSMENT-01 - Directing care, bachelor's level 1

1

1

Portfolio assessment

1

• Short Practical Evaluation (KPE) 1 - RVZ
• Short Practical Evaluation (KPE): MDO preparation
• Care pathway report
• Interdisciplinary working within a moderately complex situation
• Proficiency test - BVZ/RVZ
• Short Practical Evaluation (KPE) 2 - RVZ

 

Explanation of assessment(s)

TEST-01 - Directing care bachelor level 1

During the practical learning period, the student collects evidence which they present to the assessor in a portfolio. The assessor reviews the portfolio prior to the portfolio assessment. If the portfolio meets the MAZ criteria, the assessment takes place in which the student demonstrates that they have achieved the learning outcomes.

This involves an oral presentation in which the student demonstrates their understanding and explains the choices made in the care process. Attention is paid to establishing a relationship of trust with the care recipient and their loved ones, interprofessional collaboration and ensuring continuity of care. The module is graded on the basis of the portfolio assessment.

The portfolio contains the following evidence for each learning outcome:

Learning outcome 1:

• Short practical evaluation (KPE) (individual): focused on a supervised conversation with the care recipient (and possibly their loved ones) in which the student encourages the care recipient's self-management (applying a number of principles of joint decision-making or family care).

Learning outcome 2:

• Written elaboration + Feedback (KPE) (individual). Identifying care priorities within a case study (care recipient for whom the student is responsible) prior to an interdisciplinary or multidisciplinary discussion (preparing a written MDO and discussing it with the work supervisor).
• Care pathway report: Description of a care pathway (for a care recipient with a common clinical picture/condition), including a description of which disciplines are involved at what point and why. In addition, the student indicates the role they have taken on within the care pathway, how they have coordinated the care (linking to the professional profile) and when they involved the family. All of this is visually supported with an infographic.

Learning outcome 3:

• Interdisciplinary working within a moderately complex situation; Choose a moderately complex case involving at least two disciplines: what are the tasks of the nurse practitioner? What are the tasks of the other disciplines? Where is the overlap and how do they work together? What forms of transfer does the student see between these disciplines? (The CanMeds roles and professional profiles are included). In addition, students describe which technologies are used in the transfer and how. Form: to be determined by the student2x Proficiency test (individual)During the internship, students take two proficiency tests: one in the first half and one in the second half of the internship period. In this proficiency test, the student shows the work supervisor how they perform oral and written transfer within their own discipline and collects feedback on this. The proficiency test focuses on the learning outcomes of the module “Arguing Care” and the module “Directing Care”.KPE (individual): focused on personal contribution within the collaboration with another discipline, in which the student can transfer care priorities.

During the practical learning period, students work on personal and professional (identity) development in a cyclical process focused on learning objectives, self-evaluation and reflection. During the semester, students submit a total of two reflections on situations that have been meaningful to them and that contribute to their personal and professional identity development.

Evidence

Short Practical Evaluation (KPE) 1 - RVZ

Individual product

KPE focused on a supervised conversation with the care recipient (and possibly their loved ones) in which the student encourages the care recipient's self-management (applying a number of principles of joint decision-making or the family conversation).

Short Practical Evaluation (KPE): MDO preparation

Individual product

Identifying care priorities within a case (care recipient you are caring for) prior to an interdisciplinary or multidisciplinary discussion (preparing the MDO in writing and discussing it with your work supervisor).

Care pathway report

Individual product

Description of a care pathway (for a care recipient with a common condition/illness), including a description of which disciplines are involved at what point and why. In addition, the student indicates the role they have taken on within the care pathway, how they have coordinated the care (linking to the professional profile) and when they involved the family.

Interdisciplinary working within a moderately complex situation

 

Choose a moderately complex case involving at least two disciplines: what are the tasks of the nurse practitioner? What are the tasks of the other disciplines? Where is the overlap and how do they work together? What forms of transfer do you see between these disciplines? (The CanMeds roles and professional profiles are included). In addition, describe which technology is used in the transfer and how. Format: to be determined by the student.

Proficiency test - interim BVZ/RVZ

Individual product

The student takes two proficiency tests during the internship period.

Once in the first half and once in the second half of the internship period. In this proof of competence, the student shows the work supervisor how they perform oral and written transfer within their own discipline and collects feedback on this. The proof of competence focuses on the learning outcomes of the module “Arguing Care” and the module “Directing Care”.

(This is the same interim test as for BVZ).

Proficiency test - conclusion BVZ/RVZ

Individual product

The student takes two proficiency tests during the internship period.

Once in the first half and once in the second half of the internship period. In this proficiency test, the student shows the work supervisor how they perform oral and written transfers within their own discipline and collects feedback on this. The proficiency test focuses on learning outcomes from the module “Arguing Care” and the module “Directing Care”.

(This is the same interim test as for BVZ).

Short Practical Evaluation (KPE) 2 - RVZ

Individual product

KPE focused on personal contribution within the collaboration with another discipline.