Curricula

Objectives

The student can independently provide care for the mother and family after childbirth in multicultural environment. He/she knows the demonstration-based follow-up, examination, guidance, care and assessment methods for the mother and family. The student can guide breastfeeding, the sexual and reproductive health of the family in a resource-oriented manner and support growth into parenthood. The student is able to anticipate and identify changes in the condition of the mother, newborn and family. The student can provide care for the newborn and prevent, identify and intervene in time in changes in the newborn’s condition.

Content

Care of the mother and family after vaginal and Caesarean birth
Postnatal complications
Care of the newborn
Growth into parenthood and early interaction
Psychology of motherhood
Breastfeeding instructor training
Care of a newborn requiring special monitoring

Learning materials and recommended literature

Broden M. 2006.Raskausajan mahdollisuudet. Gummerus Kirjapaino Oy.
Deufel M. & Montonen E. toim. 2010. Onnistunut imetys.
Deufel M. & Montonen E. toim. 2016. Lapsivuodeaika. Duodecim.
Metsäranta, M & Sankilampi, U. (toim.). 2019. Vastasyntyneiden akuuttihoito. Duodecim
THL.2017.Kansallinen imetyksen edistämisen toimintaohjelma vuosille 2018-2022
Kallad M. & Sinkkonen J. (toim.). 2011. Varhaislapsuuden tunnesiteet ja niiden suojeleminen. Helsinki. WSOY.
Klemetti, R. & Hakulinen-Viitanen, T. (toim.) 2013. Äitiysneuvolaopas. Suosituksia äitiysneuvolatoimintaan. THL.
Klemetti, R. & Raussi-Lehto, E. (toim.) 2014. Edistä, ehkäise, vaikuta. Seksuaali- ja lisääntymistervyden toimintaohjelma 2014-2020. THL.
Paananen,U.& Pietiläinen,S. & Raussi-Lehto, E. & Väyrynen, P. & Äimälä, Ä-M (toim) Kätilötyö, 2015.Edita

Teaching methods

Flipped learning
contact teaching, independent studying, breastfeeding guidance training, online tests, online discussions, group discussions, learning tasks, demonstration of competence

Practical training and working life connections

Visiting lecturer

Exam dates and retake possibilities

Online exam for high risk postpartumtime is agreed with small groups
Online exam for breastfeeding guidance in the fall semester of 2022
Exam of maternal psychology and early interaction in the fall semester of 2022

Student workload

Highrisk postpartumtime 40.5h: contact hours 4.5h, online discussions 6h, independent study 30h
Breastfeeding guidance training 40.5h: contact teaching 15h, training and competence demonstration 8h and independent study 25.5h
Newborn nursing 13.5 h: contact teaching 7.5 h and independent study 6 h
Maternal psychology and early interaction 27 h: independent study 27 h
Expert lectures 13.5h

Content scheduling

Course 5 cr. consists of:
Highrisk postpartumtime 1.5 cr, which takes place in small groups either in the early autumn semester 2022, in the late autumn semester 2022 or in the early spring semester 2023
Breastfeeding instructor training 1.5 cr, which will take place in the autumn semester 2022
Newborn nursing work 0.5 ECTS, which will be completed in the late autumn semester of 2022
Maternal psychology and early interaction 1 cr, which will take place in the late autumn semester 2022
Expert lectures that take place throughout of midwifery studies

Further information for students

The evaluation of the course is based on the evaluation criteria of the course.

Assessment methods:
- self-assessment
- peer review
- qualitative assessment by the teacher
- network tests
- written exam
- learning tasks

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Excellent (5)
The student has the full, demonstration-based knowledge necessary for the care of the family after childbirth. He/she can critically assess this, showing creative thinking. The student can solve learning tasks for the care of the family after childbirth in a development-oriented manner, creating new practices. He/she is able to share the information acquired, structuring it in an excellent manner and linking it with the future needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing excellent justification.
Very good (4)
The student has the full, demonstration-based knowledge necessary for the care of the family after childbirth. He/she can critically assess this. The student can solve learning tasks for the care of the family after childbirth in a development-oriented manner. He/she is able to share the information acquired, structuring it and linking it with the future needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing justification.
Good (3)
The student has the demonstration-based knowledge necessary for the care of the family after childbirth. He/she can assess this matter-of-factly. The student can solve learning tasks for the care of the family after childbirth, but does not show sufficient development orientation. He/she is able to share the information acquired, linking it with the current information needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues, providing justification.
Satisfactory (2)
The student has basic knowledge of the care of the mother and family after childbirth. He/she assesses his/her skills superficially. The student can solve learning tasks for the care of the family during childbirth, but does not show any development orientation. He/she is able to share the information acquired, linking it with the current information needs of midwifery. Tasks relating to midwifery are illogical, and the student does not provide much justification.
Adequate (1)
The student has basic knowledge of the care of the mother and family after childbirth. He/she assesses his/her skills very superficially or does not assess them at all. The student can solve learning tasks for the care of the family after childbirth in a superficial manner. He/she is able to share the information acquired, but cannot sufficiently link it with the information needs of midwifery. Tasks relating to midwifery are illogical, and the student does not provide any justification.

Evaluation criteria, good (3-4)

Good (3) The student has the demonstration-based knowledge necessary for the care of the family after childbirth. He/she can assess this matter-of-factly. The student can solve learning tasks for the care of the family after childbirth, but does not show sufficient development orientation. He/she is able to share the information acquired, linking it with the current information needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues, providing justification. Satisfactory
Very good (4) The student has the full, demonstration-based knowledge necessary for the care of the family after childbirth. He/she can critically assess this. The student can solve learning tasks for the care of the family after childbirth in a development-oriented manner. He/she is able to share the information acquired, structuring it and linking it with the future needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing justification.

Evaluation criteria, excellent (5)

Excellent (5) The student has the full, demonstration-based knowledge necessary for the care of the family after childbirth. He/she can critically assess this, showing creative thinking. The student can solve learning tasks for the care of the family after childbirth in a development-oriented manner, creating new practices. He/she is able to share the information acquired, structuring it in an excellent manner and linking it with the future needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing excellent justification.

Prerequisites

The students master the theoretical and clinical skills that are part of vocational studies in customer-oriented nursing that promotes health and functional ability in the Degree Programme in Nursing.