Diverse Communication in Palliative CareLaajuus (5 cr)

Objective

The student
- evaluates, develops and leads person-centred (people-centred) palliative care based on an equal and reciprocal partnership in interaction, which requires special competence.
- ensures the patient's and his/her next of kin's right to culturally sensitive care which respects their conviction, advance directive, own language and communication methods.
- evaluates and analyses special needs of the communication of the patient and his/her next of kin and improves people-centred solutions for them in collaboration with a multiprofessional team.
- supports and encourages professionals in the use of art and culture as a method in handling and relieving existential suffering in the end-of-life care.
- consults and acts as a consulting expert in handling the existential suffering and hope of the patient and his/her next of kin by ensuring individual linguistic, diverse and cultural viewpoints.
- evaluates, applies and develops interventions related to existential suffering and diverse interaction in national and international multiprofessional networks.

Content

- People who need special support and who are represented by the communities, organisations and networks (for example the third sector, religious parishes / communities, volunteers, senior advisers / specialists)
- Existential suffering, hope and sorrow at different stages of the life cycle (among others, art, culture and play as methods)
- Interaction based on dialogical partnership
- Facilitating communication: changes in the communication in a spoken or sign language, and needs and changes in the augmentative and alternative communication methods or in communication aids, communication guidance
- The use of interpreting services, communication with the patient and his/her next of kin across language and cultures
- Special questions on the advance directive and autonomy in the end-of-life care

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Further information

Recognition of prior learning

The student can apply for the recognition of prior learning and receive an approval for accreditation
for this course if he/she has acted in a key role in digitalisation-related service production or client
projects in social and health care, or in digitalising key processes, and/or has completed universitylevel
studies that correspond to the content of this course.