Naistentautien hoitotyö ja seksuaaliterveyden edistäminen (3 cr)

Evaluation scale

0-5

Objective

The student understands the significance of promoting sexual and reproductive health from the perspective of the individual, community and society, and is able to promote it based on demonstration.
The student knows the gynaecological nursing process, and is able to anticipate and identify changes in the woman’s condition and act accordingly with a multi-professional approach.
The student can establish a safe and confidential co-operative relationship with the woman and her family.

Content

Phenomena, visions, models and methods of promoting sexual and reproductive health in various operating environments
Relationship and sexology
Gynaecological nursing process, and demonstration-based follow-up, examination, guidance and care methods
Woman- and family-oriented co-operative relationship
Multiculture

Materials

Klemetti, R. & Raussi-Lehto, E. (toim.) 2014. Edistä, ehkäise, vaikuta. Seksuaali- ja lisääntymistervyden toimintaohjelma 2014-2020. THL. Maailman terveysjärjestön (WHO) Euroopan aluetoimisto ja BZgA. 2010. Seksuaalikasvatuksen standardit Euroopassa. Suuntaviivat poliittisille päättäjille, opetus- ja terveydenhoitoalan viranomaisille ja asiantunijoille. Terveyden ja hyvinvoinninlaitos laitos. helsinki 2010. Paananen, U.& Pietiläinen,S. & Raussi-Lehto, E. & Väyrynen, P. & Äimälä, Ä-M (toim) Kätilötyö, 2015.Edita.Ritamo M., Ryttyläinen-korhonen K., Saarinen S. (toim.) 2011. Seksuaalineuvonnan tueksi. THL Raportti 2011. Ryttyläinen K & Valkama S. 2010. Seksuaalisuus hoitotyössä. Edita

Teaching methods

Online learning and exam in gynaecological nursing and active participation in dialogue exercises in profession-specific teams Sexual health specialist lectures Team implementation and reporting of a sexual health promotion project

Student workload

81 h

Assessment criteria, satisfactory (1)

Excellent (5) The student has the full, demonstration-based knowledge necessary for gynaecological nursing and the promotion of sexual and reproductive health. He/she can critically assess this, showing creative thinking. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health 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 information 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 gynaecological nursing and the promotion of sexual and reproductive health. He/she can critically assess this. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health in a development-oriented manner. He/she is able to share the information acquired, structuring it and linking it with the future information 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 a demonstration-based understanding of the knowledge necessary for gynaecological nursing and the promotion of sexual and reproductive health. He/she can assess this matter-of-factly. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health, 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 gynaecological nursing and the promotion of sexual and reproductive health. He/she assesses his/her skills superficially. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health, 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 gynaecological nursing and the promotion of sexual and reproductive health. He/she assesses his/her skills very superficially or does not assess them at all. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health 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.

Assessment criteria, good (3)

Good (3) The student has a demonstration-based understanding of the knowledge necessary for gynaecological nursing and the promotion of sexual and reproductive health. He/she can assess this matter-of-factly. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health, 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.
Very good (4) The student has the full, demonstration-based knowledge necessary for gynaecological nursing and the promotion of sexual and reproductive health. He/she can critically assess this. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health in a development-oriented manner. He/she is able to share the information acquired, structuring it and linking it with the future information needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing justification.

Assessment criteria, excellent (5)

Excellent (5) The student has the full, demonstration-based knowledge necessary for gynaecological nursing and the promotion of sexual and reproductive health. He/she can critically assess this, showing creative thinking. The student can use the knowledge demonstrated to solve learning tasks relating to gynaecological nursing and the promotion of sexual and reproductive health 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 information needs of midwifery. Tasks relating to midwifery are logical, and the student is able to combine issues consistently, providing excellent justification.

Qualifications

The student has the theoretical and clinical competence gained from the vocational studies in client-oriented nursing that promotes health and functional capacity, taken as part of the Degree Programme in Nursing

Further information

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