Diploma Project in Specialist Nursing - Ambulance Nursing
Program Overview
Diploma Project in Specialist Nursing - Ambulance Nursing
Course Description
The Diploma Project in Specialist Nursing - Ambulance Nursing is a 15-credit course at the advanced level, focusing on the development of knowledge and skills in the field of ambulance nursing. The course aims to equip students with the ability to integrate theoretical and practical knowledge in ambulance nursing, applying relevant research methodology in an independent diploma project.
Course Objectives
The objectives of the course are to enable students to:
- Demonstrate knowledge at an advanced level within the main field of nursing and in the scientific foundation of ambulance nursing
- Demonstrate knowledge at an advanced level in methodology regarding design, methods for data collection, and analysis
- Systematically search, critically review, and interpret information as a basis for the diploma project
- Plan and execute a scientific work with adequate methodology
- Present, discuss, and argue for choices and conclusions in the research process with scientific precision, both orally and in writing
- Discuss and argue for the scientific, subject-related, and/or clinical relevance of the diploma project from a nursing and societal perspective, in relation to sustainable development and the UN's Global Goals
- Apply ethical principles in nursing, considering human rights
- Apply research ethical principles and guidelines, evaluating research ethical aspects of research and development work
- Apply and critically discuss the scientific language, established writing rules, and reference management
Course Content
The course includes planning and executing an independent diploma project in nursing with relevance to ambulance nursing, as well as presenting and defending one's own diploma project. Systematic searching and evaluation of scientific articles, methodological and research ethical discussions, oral and written presentations, and critical review of others' diploma projects are included.
Teaching Methods
The teaching is based on a problem-oriented and collaborative approach to learning, where the working methods provide the conditions for the student to take active responsibility for their learning. The working methods used include planning, executing, and presenting an independent scientific diploma project under supervision, which takes place both individually and in groups. Supervision is primarily in the form of seminars. Continuous follow-up of the diploma project's execution process takes place during supervised, scheduled seminars. Lectures that support the execution process are included. The diploma project is carried out in pairs unless special reasons exist. All supervision is within the framework of the course.
Examination
The diploma project is assessed individually, and the student must demonstrate independence in the execution of the work. The examination takes place in three steps:
- The written diploma project is assessed by the examiner based on established assessment criteria.
- Oral examination where the student defends their work.
- Oral examination where the student opposes another diploma project.
For a passed course, all steps in the examination must be passed. The examiner assesses whether and how absence from compulsory educational components can be compensated for. Before the student has participated in the compulsory educational components or compensated for absence in accordance with the examiner's instructions, the study results cannot be reported. Absence from a compulsory educational component may mean that the student cannot compensate for the occasion until the next time the course is given. Late-submitted diploma projects are not considered. Students who have not submitted on time are referred to the re-examination occasion.
Limitation of the number of examination opportunities: A student who is not approved after the regular examination occasion has the right to participate in up to five additional examination occasions. A student who lacks a passed result after three completed examination occasions may, if there is space, be offered to retake the moment or course one more time. If the student has completed six failed exams, no further examination occasion is given. What is counted as an examination occasion is the times the student has participated in the same exam. An examination occasion to which the student has registered but not participated does not count as an examination occasion.
If there are special reasons or a need for adaptation for a student with a disability, the examiner may decide to deviate from the course plan's provisions regarding the examination form, the number of examination occasions, the possibility of complementing, or exemption from compulsory educational elements, etc. Content and learning objectives, as well as the level of expected skills, knowledge, and abilities, may not be changed, removed, or lowered.
Transition Provisions
For courses that have ceased or undergone significant changes, or where the course literature has changed substantially, at least three additional examination occasions (in addition to the regular one) on the previous content and/or the previous literature must be provided during a period of at least one year from the time the change took place.
Other Provisions
Course evaluation is carried out according to guidelines established by the Committee for Education at the basic and advanced levels. Teaching in English may occur. The course may not be credited in an examination simultaneously with a completed and passed course whose content wholly or partly coincides with the content of the course.
Literature List and Other Teaching Materials
Recommended Literature
Design and Method
- How to do a systematic literature review in nursing: a step-by-step guide by Josette Bettany-Saltikov and Robert McSherry
- Vetenskaplig teori och metod: frĺn idé till examination inom vĺrd- och hälsovetenskap by Maria Henricson
- Praktisk statistik för medicin och hälsa by Jonas Björk
- Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry by J.M. Morse
- Nursing Research: generating and assessing evidence for nursing practice by Denise F. Polit and Cheryl Tatano Beck
- Using Qualitative Metasummary to Synthesize qualitative and Quantitative Descriptive Findings by Sandelowski M, Barroso J, and Voils CI
- The integrative review: updated methodology by R. Whittemore and K. Knafl
- Qualitative inquiry & research design: choosing among five approaches by John W. Creswell and Cheryl N. Poth
Theory and Concepts
- Nursing theorists and their work by Martha Raile Alligood
- Theoretical nursing: development and progress by Afaf Ibrahim Meleis
- Vĺrdvetenskapliga begrepp i teori och praktik by Lena Wiklund Gustin and Margareta Asp
Research Ethics
- God forskningssed by Vetenskapsrĺdet
- En handbok i forskningsetik: att motverka plagiering, fabricering, förfalskning och annan oredlighet by Niclas Mĺnsson and Lena Johansson Westholm
Writing and Referencing Scientific Text
- Forskning och skrivande: konsten att skriva enkelt och effektivt by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. Fitzgerald
- Att vara opponent by Jan Trost