Health promotion and preventive care in public health nursing

Nursing (5 ECTS cr) and Medical Science (10 ECTS cr) are integrated in this course, which is delivered both on campus and digitally. Instruction is in the form of lectures, individual assignments, group work, seminars, and clinical placement (VFU) over a period of four weeks (32 hours/week). Scientific theory, including research paradigms and methodology, is studied with an emphasis on research questions, problem formulations, and research design in relation to nursing. The course explores commonly used qualitative research methods, their similarities and differences, strengths and limitations. It also includes in-depth study of qualitative data collection techniques such as sampling, interviews, focus groups, and observations. Students assess the trustworthiness of qualitative research based on credibility, transferability, dependability, and confirmability. An interview with a practicing district nurse is conducted using qualitative data collection, followed by analysis and reporting. In connection with the interview, students deepen their understanding of the role of the district nurse from a competence and professional ethics perspective. Common medical and psychiatric conditions within primary care are also studied. Epidemiology is explored through theoretical foundations and key concepts, as well as the determinants of health. Public health, health equity, global health, and both international and national public health goals are examined in relation to societal development and sustainability for future generations. Health promotion is studied through planned, systematic efforts aimed at promoting health and preventing disease at the societal, group, and individual levels. Risk factors for ill health and premature death are addressed, along with protective factors that promote well-being and quality of life, viewed from existential, physical, psychological, cultural, and social perspectives. Supportive and advisory interview techniques, including handling difficult conversations, are practiced through roleplay and exercises based on motivational interviewing (MI). The leadership role of the district nurse is studied in terms of responsibilities and functions related to regulations and policy documents, work environment, personnel management, incident reporting, delegation, and diversity. The role of the primary care nurse is studied during four weeks of clinical placement (VFU), where students are given the opportunity to apply both theoretical and practical knowledge. Students train to independently plan, conduct, and evaluate health assessments, reception services, telephone counseling, and vaccination services. The organisation of primary care and the responsibilities of health centres in major accidents and disasters are also explored. Additionally, the course addresses the transition to more accessible and locally-based care, as outlined in the agreement on Good and Close Care, including the use of welfare technology. The role of the primary care nurse and collaboration within the interprofessional team is addressed. During the VFU, students develop professionally, practice independence, and cultivate a professional approach within the scope of that role. Students reflect on and demonstrate an understanding of respect for patient dignity, integrity, and autonomy, and display professional conduct characterised by insight, judgment, and competence. They also practice building therapeutic relationships with patients within the primary care context.