Philosophy of Care and Process Model

During the course of study, students perform 4 situation tasks regarding the topics of lessons, evaluating the task of clinical situations, identifying and formulating care problems, determining care objectives and priorities, planning care, describing care problem solutions and planning patient education – 1 task - identifying and articulating care problems in patients with self-care disorder and immobile patients. 2 task - Identification and formulation of care problems for patients with reception and discharge disorders. 3 task - Identification and formulation of care problems for patients with rest and sleep disorders. 4 task - identifying and articulating care problems in patient care in multicultural environments Each task of the situation represents 20% of the cumulative final assessment, with a total of 80%. Simulations on the topic of lessons - identifying and formulating care problems for patients with oxygen supply disorders - make up 15% of cumulative final assessment. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal.

Assessment criteria for the situation task (1-3) : 0 – 2 points: where 0 points – does not meet the requirements, 1 point – partly meets the requirements, 2 points – meets the requirements. The maximum score to be scored is 10, corresponding to 10 balls, and the minimum score to be scored (positive score) is 4, corresponding to 4 balls. Prioritize and prioritize care problems: 0 – does not raise care problems or raise them incorrectly and does not prioritise them; 1 – care problems are raised partly and partly prioritised; 2 – raises all possible care problems, justifies them and prioritises care problems. Setting targets for addressing care problems: 0 – do not set targets or misstate problems; 1 – the objectives for solving problems are set in part; 2 – sets targets geared towards addressing care problems. Planning of care activities: 0 – does not plan care measures; 1 – partly planning care measures, partly meeting the objectives set; 2 – Plan all care measures and meet the stated objectives. Addressing care problems: 0 – does not reflect planned care measures; 1 – partly reflects planned care measures; 2 – reflects all planned care measures. Patient Education: 0 – does not plan to educate the patient or performs it incorrectly, does not conform to the task of the situation; 1 – the measures necessary for the planning of educating the patient are included in part; 2 – the patient education planning includes all necessary measures according to the task of the situation. 4- multicultural patient care assessment criteria: 0 – 2 points: where 0 points – does not meet the requirements, 1 point – partly meets the requirements, 2 points – meets the requirements. The maximum score to be scored is 10, corresponding to 10 balls, and the minimum score to be scored (positive score) is 4, corresponding to 4 balls. Cultural and life aspects I (communication aspects - eye contact, hand pressure, body verbal/non-verbal language; hygiene and nutrition habits; understanding of the support system): 0 - does not reflect all aspects, the justification is missing; 1 - aspects are described and substantiated in part; 2 - reflects all aspects of the existing cultural representative Cultural and life aspects II (life and work rhythms, decision-making habits, religious habits; views on treatment measures, medicine and treatment-related measures): 0 - does not reflect all aspects, the justification is missing; 1 - aspects are described and substantiated in part; 2 - reflects all aspects of the existing cultural representative Identification of existing care problems in the situation in order of priority (potential problems with their implementation in the context of cultural aspects; setting of care objectives, action planning, problem solving, patient education): 0 - does not reflect all aspects of the care situation, the justification is missing; 1 - aspects of care are reflected and justified in part; 2 - reflects all aspects of care focused on solving care problems Presentation of the work and the sources of literature used: 0 - the design of the work does not conform to defined requirements; the work is not based on literature sources according to RSU methodological materials; No additional videos, infographics, educational materials have been added; 1 - the design of the work partly complies with defined requirements; the work is partly based on literature sources according to RSU methodological materials; added additional videos, infographics, textless educational materials; 2 - the design of the work conforms to the defined requirements; the work is based on versatile, up-to-date literature sources according to RSU methodological materials; added additional videos, infographics, textual reference educational materials Job submission: 0 - job submitted more than one day later than expected; 1 - job submitted one day later than expected; 2 - job submitted in time Participation of students in classes, representing 5% of the final assessment and performance of situational tasks and simulation lessons, representing 95%, is also assessed. If a student has not submitted any of the situational tasks, the total examination assessment cannot be obtained.