|
The profession
The nurse is authorised – unlike with other paramedical professions – to practise independently. For some well-defined interventions a prescription is needed. The nurse is not only legally authorised to diagnose and treat, but he/she also occupies an important coordinating function in a multidisciplinary team. By ensuring the continuity and permanency of the medical care, the nurse is in best position to evaluate the impact of the multidisciplinary treatment. He/she follows up the complaints, the illness and the effect on the patient and has to make sure the patient does not get overloaded by the planned interventions.
Â
Unique in nursing is that the patient is approached in his totality. In medical care the somatic and non-somatic aspects are considered separately, but they cannot be separated from each other. This links up with system theoretical thinking: the whole is more than the sum of its parts. The human orientation concretises in the respect for the patient’s life and values. The nurse’s knowledge has to prepare the patient system for possible health problems it might have to deal with. In case the patient system proves unable (temporarily or permanently) to choose consciously, the nurse tries as much as possible to preserve the patient’s individual nature.
Â
Employment
Nurses can be either employed or self-employed. Even home nursing can be practised as an employee. The independent nurse has to apply for a registration number from the RIZIV (social security, department of health insurance). Nurses are entitled to practise in hospitals, homes for the elderly, rehabilitation centres, outpatients’ clinics, medical school inspection, nurseries, education, etc.
Â
Study programme
Objectives: to graduate the student should master the following skills:
· To be able to get used to the specific work of the department where he/she is employed, after a rather short adaptation period;
· To be able to prescribe autonomously the treatment of people with a common disease, to plan an adequate treatment, follow it up, and to re-adjust it after evaluation;
· To be able to efficiently report (either written or oral) on the treatment and its necessary re-adjustment;
· To be able to question one’s own way of acting;
· To be able to confer with other health care workers and clarify one’s own clear opinion towards the treatment as a whole, taking into account the contribution of the other health care workers;
· To be able to identify and discuss with more experienced colleagues those aspects of the nursing treatment in which adjustment and counselling are necessary;
· To be able to independently acquire new knowledge and skills and to apply them in the treatment process;
· To be able to recognise colleagues’ personal difficulties due to the nursing treatment and to give clear mutual support;
· To be prepared to ask for experts’ help when encountering difficulties during work.
Â
The first two years of the nursing programme are based on the same basic principles. During the second year the students are given the possibility to become more acquainted with their preferential elective courses. The Health Care department of the Artesis University College of Antwerp offers the following options, available from the 3rd year on:
· Hospital nursing,
· Social nursing,
· Child nursing,
· Psychiatric nursing,
· Geriatric nursing.
An extension, including a couple of extra hours of theoretical education and an optional practical training, gives the students the opportunity to become more acquainted with a certain option so that they become more conscious in their choosing. The main attention of the programme is gradually shifted towards the student’s independent work. This makes it possible to see to what extent the students are capable of approaching problems independently relevant to nursing practice (i.e. to teach and facilitate the study and development of independent learning). Explicit attention is paid to the development of social skills. Theoretical instruction and training sessions are included in the programme of the first year. Specific learning and training opportunities are organised for special nursing interventions. Skill courses are organised to teach all aspects of the nursing approach of a certain patient.
Curriculum 2011-2012
Â
1st year of nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Theoretical background of the profession 1.1
Anatomy / Physiology / Biochemistry / Pharmacology |
4 |
|
2 Â Theoretical background of the profession 1.2
General nursing
Food
Health care promotion
Hygiene |
7 |
|
3Â Theoretical background of the profession 1.3
Anatomy / Physiology / Biochemistry / Pharmacology |
4 |
|
4Â Theoretical background of the profession 1.4Â Â Â Â Â Â Â Â Â Â Â
General nursing
Specific target groups |
5 |
|
5Â Scientific substantiation of the profession 1
Nursing theories / Study of literature |
5 |
|
6 Policy Sciences 1
Law
Deontology |
3 |
|
7 Social Sciences 1
Psychology / Philosophy
Social skills theory |
3 |
|
8 Social Sciences 1.2
Social skills theory / practice |
3 |
|
9 Professional skills 1
Intraining
Lift techniques |
14 |
|
10Â Professional expertise 1.1
Practical training |
9 |
|
11Â Professional expertise 1.2
Methodical work assistance
Coaching |
3 |
|
Total |
60 |
Â
2nd year of nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Theoretical background of the profession 2.1Â Â Â Â Â
General nursing
Anatomy / Physiology / Biochemistry / Pharmacology
Microbiology
Pediatrics
Child care |
5 |
|
2 Theoretical background of the profession 2.2
Anatomy / Physiology / Biochemistry / Pharmacology
General nursing
Specific target groups |
5 |
|
3 Scientific substantiation of the profession 2
Study of literature / scientific research |
5 |
|
4 Policy Sciences 2
Organisation of the health care / Health economics |
3 |
|
5 Social Sciences 2
Social skills theory / practice |
3 |
|
6 Professional skills 2
Intraining
Lift techniques |
9 |
|
7 Professional expertise 2.1
Practical training |
27 |
|
8 Professional expertise 2.2
Methodical work assistance
Coaching |
3 |
|
Total |
60 |
Â
3rd year of nursing - general programme
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Theoretical background of the profession 3.1Â Â
Specific target groups |
3 |
|
2 Â Theoretical background of the profession 3.2
Specific target groups |
3 |
|
3 Â Theoretical background of the profession 3.2
Interprofessional collaboration |
3 |
|
4Â Scientific substantiation of the profession 3
Study of literature / scientific research |
6 |
|
5 Policy Sciences 3
Management skills |
3 |
|
6Â Professional expertise 3.1
Practical training |
24 |
|
7Â Professional expertise 3.2
Practical training |
6 |
|
8Â Professional expertise 3.3
Super vision
Coaching |
3 |
|
Total |
51 |
Â
The different choice pathways (hospital nursing, social nursing, child nursing, psychiatric nursing and geriatric nursing) have three expansion-modules of each 3 credits.
Â
3rd year pathway hospital nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Specific points of interest in the hospital care |
3 |
|
2 Â Medical-technical hospital care |
3 |
|
3 Â Professional skills 3 |
3 |
|
Total |
9 |
Â
3rd year pathway social nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Specific points of attention in social nursing |
3 |
|
2 Â Theoretical considerations in social nursing |
3 |
|
3 Â Professional skills 3 |
3 |
|
Total |
9 |
Â
3rd year pathway geriatric nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Specific points of interest in the geriatric care |
3 |
|
2 Â Medical-technical geriatric care |
3 |
|
3 Â Professional skills 3 |
3 |
|
Total |
9 |
Â
3rd year pathway psychiatric nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Specific points of attention in psychiatric nursing |
3 |
|
2 Â Psychiatric pathology |
3 |
|
3 Â Professional skills 3 |
3 |
|
Total |
9 |
Â
3rd year pathway child nursing
|
Course components and instruction activities (subjects) |
Credits |
|
1 Â Specific points of interest in child care |
3 |
|
2 Â Medical-technical child care |
3 |
|
3 Â Professional skills 3 |
3 |
|
Total |
9 |
Â
Practical training
In comparison with other programmes in the non-university higher education, the nursing programme includes a considerable number of hours of practical training, which take place during the first, second and third year. Each year the amount of time spent on practical training increases. During the practical training the students are assisted and evaluated by trainee supervisors. The trainee will be judged, not only on the practical execution of the treatment techniques and his theoretical knowledge, but also on his social skills and written reports. The supervision is organised to assist the students in their development to become future nurses. The supervisors also aim to develop the consciousness of the student.
Â
A considerable number of trainee posts are connected with hospitals and institutes of the OCMW Antwerp, the Antwerp University Hospital, Klina in Brasschaat, etc. The practical training place depends on the place of residence and accessibility. The school provides the students’ uniform, necessary for the practical training.
Â
Dissertation
During the 3rd year, the students have to write a dissertation. Its content should concern the basic competences of a bachelor nurse. Guidance from a lecturer of the institute is obligatory; guidance from an expert in the specific field recommended. |