Development of Emergency Care Service Level (5 cr)

Objective

The student
- can utilize regional and national data systems on follow-up records and risk prediction to determine and develop the emergency care service level
- understands the responsibilities brought by acts, decrees and emergency care service level regulations to the availability, organisation and management of out-of-hour emergency services
- applies research and other evidence-based knowledge to evaluate the emergency care service level
- evaluates the current evidence and knowhow when developing emergency care services in order to develop a flexible and smooth entity for the client to utilize
- evaluates the quality and costs of the different emergency care services based on evidence

Content

Acts, decrees and emergency care service levels in relation to emergency services
Quality and patient safety in prehospital emergency care and in the emergency room
Current and future emergency care services and chains of care
Future data banks, statistics and foresight solutions as tools for leaders and developers
The possibilities of digitalisation for future resourcing

Location and time

Syksy 2023
Opetus tapahtuu Zoom yhteydellä

Materials

Materiaali julkaistaan OAMK:n Moodlessa

Teaching methods

Interactive lectures
Distance learning
Coursework

Employer connections

Oppimistehtävät tehdään työelämälähtöisesti

Exam schedules

Julkaistaa Moodlessa

International connections

N/A

Completion alternatives

N/A

Content scheduling

Syksy 2023

Further information

Recognition of Prior Learning (RPL)
Equivalent studies in higher education (EQF, NQF 7) or other strong knowledge.
Open master degree program student requires the same learning capabilities as master's degree students (The Master’s Degree Programme is based on a previous bachelor’s degree in nursing, midwifery, public health nursing, emergency care, radiography and radiotherapy, oral hygiene, biomedical laboratory science or other applicable degree of higher education as well as three years of work experience in the field in question) Students themselves responsible for ensuring that he has the necessary study skills: the use of e-learning tools, to promote learning to read articles, search and work-oriented knowledge learning tasks

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Active participation and learnig task
The learning assignments are evaluated a scale from 1 to 5

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.