Course: Working on health bachelor level 1 credits: 10

Nurses operate in a society and healthcare sector in which thinking in terms of care and illness is shifting towards thinking in terms of behaviour and health. As a result, there is an increasing focus on the prevention of health problems and early detection. To support this, decisions are increasingly being made about whether and which appropriate ICT options can be used.

Where possible, nurses influence the lifestyle and healthy behaviour of citizens and care recipients, with a view to promoting and protecting health, preventing illness and detecting possible complications at an early stage. In doing so, they also focus on supporting self-management.

Nurses actively approach people at high risk of health problems and their environment. Where this is lacking, nurses establish contact with or initiate a social network around the care recipient. This takes into account the physical (living) environment, social relationships, culture and lifestyle. The nurse's work therefore focuses on individual care recipients, their environment and their loved ones, groups of care recipients and other professionals or agencies, or local authorities.

How prevention in the broad sense of the word can be applied in practice, and therefore also during the internship, depends of course on the context. For example, the student will not be able to focus on the behaviour of the care recipient in all target groups in order to work towards lifestyle changes. However, this does not mean that preventive care cannot be provided. The student will have to demonstrate appropriate interventions in this regard. Where lifestyle influence is not (or no longer) possible, the student will look for ways to apply preventive care in the context (environment and own attitude/behaviour).

 

During the theoretical module WaG, the student has studied the nursing role in prevention and health promotion. Topics covered included:

• Perceptions of youth health care, elderly care
• Positive health
• Neighbourhood analysis methods
• Self-management and use of e-health
• Behavioural change and motivational interviewing
• Relevant legislation
• Ethics
• Person- and family-centred care
• Gerontology
• Assessment

Depending on their internship placement, students will be able to apply some of these topics in practice during their internship, and the above areas of focus will be covered to a greater or lesser extent. However, how prevention in the broadest sense of the word can be applied in practice will of course depend on the context. For example, it is not possible to work towards lifestyle changes in all target groups. However, students will always be able to provide preventive care.

Within this Working on Health module, students will also work integrally on their personal and professional (identity) development in a cyclical process focused on learning objectives, self-evaluation and reflection. These reflections must be carried out using a reflection method that has been taught.

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

 

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 familiar methods being applied.

You learn to guide your own learning (self-management) in terms 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, competencies are assessed on the basis of 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 used as input for the portfolio assessment (which also assesses the other modules belonging to the PLP1).

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. The teacher supervisor and work supervisor will determine the nature and format of any retake.

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 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 conditions are explained in more detail in the PLP1 course.

Feedback from work supervisors, 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 form

Assessment scale

Evidence

 

ASSESSMENT-01 - Working on health bachelor's level 1

1

10

Portfolio assessment

1 - 10

• Podcast/vlog
• Short Practical Evaluation (KPE) - WAG
• Logbook
• Self-evaluation
• Assessment

 

Explanation of assessment(s)

ASSESSMENT-01 - Working on health bachelor's level 1

During the practical learning period, the student collects evidence which he/she/they submit 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 he/she/they have achieved the learning outcomes.

The portfolio is a collection of evidence from all three modules that are part of the PLP1 practical learning period.

The assessment consists of an oral presentation in which the student demonstrates insight and can justify the choices made in the implementation/execution of preventive care. The module is graded on the basis of the portfolio assessment.

Attention is paid to the student's actions in practice with regard to analysing the situation in terms of prevention and promoting healthy behaviour. This includes the use of appropriate communication skills, ICT, cultural and diversity sensitivity, promoting self-management and person- and family-centred care.

The portfolio contains the following evidence for each learning outcome:

Evidence for Learning Outcome 1:

• Podcast/Vlog: Individual product based on a case study: the student encounters a case in practice where preventive care is needed. In order to provide insight into the thought process involved, the student uses a presentation (in the form of a podcast or vlog) to show how he/she/they identify (risk) diagnoses/risky behaviour using appropriate screening and measurement tools.
• Assessment: Feedback focused on identifying (risk) diagnoses/risky behaviour and promoting healthy behaviour. Also relates to learning outcome 2.

Related to learning outcome 2:

• Short Practical Evaluation (KPE): KPE is an evaluation by a work supervisor based on a brief observation of a practical situation, using (at least) one of the following two options as evidence:o Feedback on a conversation using Motivational Interviewing (client/relatives) and/or o Feedback on communication regarding the coordination of preventive care
• Logbook: Keep a logbook during 6 internship days of everything the student does that is related to preventive care (may also fall under learning outcome 1);
• Individual report: Self-evaluation of the implementation of preventive care;
• Assessment: Assessment/input from the work supervisor on the implementation of preventive care by the student. See also Learning outcome 1: The work supervisor's assessment is one piece of evidence.

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

Podcast/vlog

Individual product

Podcast/Vlog is an individual product based on a case study: You encounter a case in practice that requires preventive care. To provide insight into your thought process, you give a presentation (in the form of a podcast or vlog) showing how you identify (risk) diagnoses/risky behaviour using appropriate screening and measurement tools.

Short Practical Evaluation (KPE) - WAG

Individual product

KPE is an evaluation by a work supervisor based on a brief observation of a practical situation, for which you must choose (at least) one of the following two options as evidence:

• Feedback on a conversation using Motivational Interviewing (client/relatives) and/or
• Feedback on communication regarding the coordination of preventive care

Logbook

Individual product

Keep a logbook for one week of all the preventive care activities you undertake.

Self-evaluation

Individual product

A report in which the student makes a statement about their development in relation to the learning outcomes. This should be based on concrete examples.

Assessment

Individual product

Feedback aimed at identifying (risk) diagnoses/risky behaviour and promoting healthy behaviour and the implementation of preventive care by the student.