caricom education for employment program (c-efe)...bylaws. over the years a national curriculum for...

CARICOM EDUCATION FOR EMPLOYMENT PROGRAM

(C-EFE)

INSTITUTIONAL PARTNERSHIP

INSTITUTION PROFILE AND TERMS OF REFERENCE

Stichting Elsje Finck-Sanichar College Centrale Opleiding voor Verpleegkundigen en beoefenaren van Aanverwante

Beroepen (EFS College C.O.V.A.B.)

August 2013

CAR-15_Suriname_EFS College C.O.V.A.B. (Geriatrics) Page i

Table of Contents

1. Institutional Mandate ................................................................................................................. 1

1.1 Vision: .................................................................................................................................. 1

1.2 Mission: ............................................................................................................................... 1

1.3 History ................................................................................................................................. 2

1.4 Priorities for the next 2-3 years ........................................................................................... 4

2. Situational Needs and expectation ........................................................................................... 4

3. Project context. ......................................................................................................................... 7

4. Data and statistics on staff and student. ................................................................................... 7

5. Program Sector Development For C-EFE ................................................................................ 9

6. Supporting and Background documentation ........................................................................... 10

7. Appendixes ............................................................................................................................. 11

7.1 Structure of Registered Nurse program ............................................................................ 11

7.2 Structure of Nursing Assistant program ............................................................................ 15

7.3 Structure of Nursing Aid program ...................................................................................... 19

7.4 Structure of Coronary Care /Intensive Care program ........................................................ 20

7.5 Structure of School Nurse program ................................................................................... 25

7.6 Structure of Dialysis Nurse program ................................................................................. 26

7.7 Structure of Practical Guidance program .......................................................................... 30

7.8 Structure of Oncology Nurse program ............................................................................... 31

7.9 Structure of Bachelor in Management program ................................................................ 35

CAR-15_Suriname_EFS College C.O.V.A.B. (Geriatrics) Page 1

1. Institutional Mandate

1.1 Vision:

In order to achieve the mission, we want to be a professional and innovative company in all

aspects which, in harmony with all its students, stakeholders, strategic partners, sponsors and

suppliers:

builds an excellent performing organization;

focuses on finding synergies and answers to the requirements of students, stakeholders

and society;

has a working climate that inspires and exudes an atmosphere of integrity, trust, team

spirit, expertise, inventiveness and creativity.

1.2 Mission:

We are the knowledge center, which educates caring and professional healthcare workers, who

on basis of high ethical standards commit themselves to;

maintain and restore the health of local, regional and international community’s by using

evidence-based practices, leadership and interdisciplinary collaboration;

Individually and collectively function in their professional roles in a time of globalization,

rapid technological and social change;

be competent as the profession continue to develop by use of the concept of "lifelong

learning" based on applied scientific education, applied research and practice;


1.3 History

COVAB is a teaching Institute for Nurses and related professions and is governed by the

Ministry of Health. After years of preparation, COVAB under the name of Central Training of

Nurses and Practitioners of Related Professions (C. O. V. A.B.) officially started in November

1982 with the central training of Nurses for Suriname.

Main arguments where:

to provide premises for the necessary extension of the nursing education on different levels;

Structural approach to the shortage of know-how as a result of the overwhelming brain drain

at that time;

shift from secondary to primary healthcare, which also had to be made in the nursing

education;

Centrally training of Nurses for Suriname.

Steps taken:

Restructuring of nursing education. The Nurse training which previously focused on

secondary care (either somatic care or psychiatric care), shifted from secondary to primary

health care. This 3,5 year program was changed in a 4 -year program.

The setting up of the necessary infrastructure for:

o Education facilities tailored to the nursing education

o Residential facilities for students from the districts and students whose home

situation is not suitable for optimal studying

o Facilities for the departments financial affairs and other facility departments

In 2008 the name of Elsje Finck-Sanichar was added to COVAB’s name, because she was

a pioneer in the Surinamese nursing. This name has to be formalized yet by changing the

Bylaws.

Over the years a national Curriculum for the basic Nursing program had been developed and

while COVAB started with basic education for Nursing, it developed several programs on

different levels.

The philosophy at the start of COVAB of centralizing nursing education, has been changed and

in 2011 branch training was started in Nickerie in 2011 (largest district). Decentralization was

started because of the increasing need for training of Nurses.


A Nursing ass. can

do the Registered

Nurse training by

first doing a

preparation year

Training provided by the EFS College COVAB falls on four levels and 2 categories

Duration of offered programmes

Registered Nurse 4 years

Nursing Assistant 3 years

Nursing Aid 8 months

Preparation Course for Nursing Assistant 9 months

Oncology Nurse 15 months

Dialyses Nurse 13 months

IC-CCU Nurse 15 months

School Nurse 15 months

Diabetes Nurse 6 months

Diabetes Nursing assistant 6 months

HIV Nursing assistant 1 year

HIV Nursing assistant 9 months

Nurse Educator/Tutor 4 years

Bachelor in Management for workers in the Health sector 4 years

Nursing assistant (level 2)

Bachelor in Management for workers in the healthsector;

Bachelor in Nursing Education

(Level 4)

Registerd Nurse (Level 3)

Specialist training

Practical coach, Oncology -; Dialysis -; IC-CCU -; School -; Diabetes -; HIV

nurse

post level 3

Nursing Aid (Level 1)

Specialist training:

Diabetes /HIV/Dialysis


Notes:

The training for Registered Nurse and Nursing assistant are regular trainings that start each

year. The other training’s starts depending on the needs of the institutions and the

manpower that COVAB possesses.

All courses consist of theoretical and practical training periods

For all courses, 1 credit point is equal to 28 hours.

The nursing education system in Suriname has its origin in the Netherlands. The result is

that our educational system differs slightly from the English oriented education system as it

appears in the CARICOM.

The vision to bring health care to the people leads to increasingly extending of healthcare

delivery in remote areas. It’s is important to bring nursing education in the remote areas and C.

O. V. A.B. sees distance learning as on way to provide that in the future.

1.4 Priorities for the next 2-3 years

Restructuring of Nursing education to competence based education

Provide basic nursing training on bachelor level (current program on level 3)

Differentiate the basic Nursing program in 4 major’s (The differentiation will be done by

analyzing the healthcare need of the community)

Proving a lager quantity of Bachelor programs and at least two Master programs in Nursing

Develop an education system where all levels can fluently flow in

Provide distance learning programs

Provide more continuing education for workers in Health sector

2. Situational Needs and expectation

At the start of the 21st century, the Caribbean population of older persons, that is those 60

years and older was larger than ever before in the history of the region1.

Life expectancy in the Caribbean rose from an average of 50 in the late 40’s to an average of 70

for men and 73 for women in most of the English Speaking Caribbean, with the population of

those over 65 years rising from around 4 to 10 % over the period 1950 – 90.Throughout the

Caribbean, the elderly now represents 10-13 percent, being 10% in Jamaica, 11% in Trinidad

and Tobago, 13% in Barbados and 9,5 % in Suriname.

The reference to the demographic transition speaks to the issue of that process which leads to

an increased number and proportion of the elderly in the population. This increase is determined

by a series of events, namely:

(1) significant decline in mortality leading to an increase in population

1 Ageing in the Caribbean: Exploring Some Major Concerns for Family and Society (Dr. Joan Rawlins)


(2) fertility rate decline which leads to a decrease in the younger population and a trend

towards an increased population of older age groups and

(3) Increased life expectancy

Not only is the population aging, but also the group over 80 years is the fastest growing group.

Gender issues are important when the ageing of the population is discussed. Life expectancy

has increased all around, but women have an added 4-5 years over men in all the Caribbean

countries. Therefore women make up a significant majority of the 60 and population of the

Caribbean.

Because older persons in the Caribbean are living longer, it means that they have more time/

years for complications to set in, with for example, their diabetes, heart disease and

hypertension. These conditions often lead to their disability, resulting in the need for more

intensive interaction with the health care sources, expensive treatments and hospitalization.

Chronic conditions such as Alzheimer’s disease and other dementias need to be recognized as

of significance among the health concerns. Vascular dementia is related to hypertension,

strokes and high cholesterol, and these are common conditions in our populations 60 years and

older. The important issue with these dementias is that they are extremely disruptive to the lives

of the affected individuals and can be a great strain on caregivers especially those who have not

been provided with adequate support.

With regard to the chronic diseases issues of the elderly, the various governments of the region

recognize their roles and efforts have been made to address specific conditions such as

hypertension, diabetics and heart disease. In relation to the health of older persons and their

families, the ideal is to encourage healthy ageing, that is to the keep the individual in as “good

health” as is possible. With this kind of issues in mind in the “Health Agenda for the Americas

2008-17”, the Ministers of Health of the Region made the following recommendation

“Maintaining the quality of life of elderly people should be part of health programme geared

specifically to this age group. Combining economic and food subsides to accompany these

health interventions is key to ensuring that older adults participate in health programmes.

Educating health care workers about elder care technologies should be a priority and the focus

of specific primary care training programme” (PAHO/WHO, 2009 pg. 4).

The PAHO Report (2009), notes that the region still lacks a comprehensive vision of health for

older persons. “Knowledge about their health needs and care is not uniformed, and most health

systems lack indicators to permit monitoring and analysis of the impact of health activities

(pg.4). The same paper also argued that knowledge about the current situation in cities of Latin

America and the Caribbean (LAC) is incomplete.

Taking this facts into consideration it is obvious that there is a need for a post-basic specialist

course Geriatric Nurse " (post level 3).


To develop the above-mentioned post-basic specialist course Geriatric Nurse ", there is need for

expert guidance from a Canadian college with experience in curriculum development and with

experience of training in Geriatrics. The current situation is Suriname is that we lack specialized

trained geriatric Nurses. In order to start a Geriatric program it is of importance to strengthen the

knowledge of the tutors in the field of Geriatric care with regard to the training and guidance of

students of interest.

As indicated previously, our education is mainly Dutch oriented and the Dutch credit system is

used (28 hours is equal to 1 credit point). It is only in recent years that Suriname as

a CARICOM member state started to change towards a more Caribbean system oriented

education system. Other than that the language used in Suriname is Dutch. The language

barrier is one of the major challenges we will face during this project, but we are positive that we

will manage this challenge successfully.


3. Project context.

Seniors are a substantial part of Suriname. In Suriname approximately 54,4272 persons are 60

years or older. The UN proposes that approximately 10% of the world's population consists

of the elderly.

The post-basic specialist course Geriatric Nurse " will contribute to the plans of

the Surinamese government in respect to the care of the elderly as described in the

Development Plan 2012- 2016. For the Government it is serious that the elderly people, who in

the past made their contribution to the welfare of the country, can have a well earned retired

life. The conditions need to be created for the promotion of the welfare of the senior citizens and

protection of senior citizens in homes for the elderly and the integration and guidance of senior

citizens living at home.

4. Data and statistics on staff and student.

Students

Currently, C. O. V. A.B. has a student population of 894 students

Table 2 Total numbers of registered students per training in school year 2012-2013

No Training Female Male Total

1 Registered Nurse 419 35 454

2 Nursing assistant 204 21 225

3 Nursing Aid 22 1 23

4 Preparation course for Nursing Assistant 25 25

5 School Nurse 26 26

6 IC/CCU 19 4 23

7 Practical Guidance 31 2 33

8 Dialyses 26 1 27

9 Oncology Nurses 16

10 Bachelor in Management for workers in

the Health sector

40 2 42

Total 828 66 894

Staff

C. O. V. A.B. currently employs 94 persons.

Number of teachers

C. O. V. A.B. has 153 teaching staff of which 16 permanent staff and 137 part-time staff

2 Bureau for statistics/8

th census/August 2012


Table 3 Number of available teachers in the 2012-2013 school year

Teachers Female Male Total

Tutors 6 6

Qualified Nurse Educators 3 3

Qualified Nurses for practical guidance 4 1 5

Nurses to start the Bachelor in Nurse Educator

program

2 2

Specialist Educators 13 3 16

Total permanent staff 51 19 70

Part-time tutors basic training programme 31 28 59

Part-time tutors post basic programs 4 4 8

Part-time tutors bachelor programs 99 54 153

The information related to the number of part-time teachers is variable depending on the

number of training provided and the subjects taught.

Qualifications

The qualification of the teacher’s varies from, post basic training, Bachelors and Masters degree

or equivalent with other professional qualifications.

Other

In general, there are more women than men involved in both the teacher’s team as well as the

student population.


5. Program Sector Development For C-EFE

Identify the program to be developed/renewed and the CVQ level to be targeted?

The post-basic specialist course Geriatric Nurse “ is new educational programs within C. O. V.

A.B. that will significantly enhance the care of the elderly.

Is this a new program or one that needs updating?

The training will be new educational program within COVAB

What are the anticipated entry-level qualifications for this program?

The entry level for post-basic specialist course Geriatric Nurse (post level 3) will be the

Registered Nurse diploma.

Are there supports in place to assist those who do not measure the entry-

level qualifications to prepare for the program?

No, but C. O. V. A.B. is interested and willing to introduce this.

How are health institutions representatives and other stakeholders currently involved in

the development and delivery of your program?

By involving experts from healthcare institutions in the development of curricula;

By organizing stakeholder meetings to assess their need;

Through research;

Through recruitment of part-time teachers form the different health institutions;

Through practical guidance and supervision of students by Nurses in health institutions

How many instructors would be available to work on program development and delivery?

Four (4) instructors will be available.

Do you have a mechanism in place to free them to work on new program development?

Yes, regular teaching activities will be taken over by substitute tutors.

What infrastructure is available to deliver this program- at your institute?

Training Facilities consisting of classrooms, practical rooms, computer room, auditorium,

electronic learning, Library, Wi-Fi and training opportunities in the various health care facilities.

Is your institute currently engaged in other international partnership or donor ship

agreement?

If so please describe

At this moment COVAB is not engaged in any international partnership or donor ship

agreement. In the near future COVAB will engage in partnerships in order to provide a broader

range of training on Bachelor and Master level and to achieve strategic goals that are being

formulated in the current strategic plan.


6. Supporting and Background documentation

1. Curriculum EFS College COVAB

2. Development Plan 2012 -2016 "Suriname in transformation"

3. "Qualified for the future" Report Nursing Education congress 20 -21 March 2013

4. Policy document 2012-2013

5. Caribbean Ageing 2010 Report


7. Appendixes

7.1 Structure of Registered Nurse program

Structure of Registered Nurse program (4 year diploma program) Credit calculation: 28 hours = 1 credit point

FIRST YEAR ST.

P

SECOND YEAR ST.

P

THIRD-YEAR ST.

P

FOURTH YEAR ST.

P

Module 1a-intellectual Skills 11 Module 1b-intellectual Skills 5 Module 1c-Intellectual Skills 7 Module 11- The Professional 8

Study skills/reflection 2 Communication 1 Methods and techniques 2 Nursing management 1

Introduction in communication 1 Dutch 1 Dutch 1 Instructive methodology 1

Dutch 2 English 1 Sranang Tongo" 1 Methods and techniques/

statistics

2.5

English 2 Computer Skills 1 Case study 2.5 Thesis writing 0.5

Medical calculation 1 Study skills/reflection 1 Study skills/Reflection 0.5 Legal aspects 1

Nature/Chemistry 1 Interpersonal communication 1

Computer Skills

Expression: gymnastics/music

1

1

Module 6- Care of

Patients from 20/65 years

18

Module 8- Specialist Care

11

Political principles 1

Internal medicine 4 Neurology 1 Graduation Essay


Module 2 - Introduction to

the nursing profession

6 Surgery 3 Surgery 1

Spirituality 0.5 Pharmacology 1 Internal medicine 4

Nursing process/basic care/

Specialist Nursing /Instruments

5.5 Pharmacology 0.5

Introduction in health care

History of Nursing / Ethics

1.5

Physiotherapy 0.5

Social skills /Group dynamic’s 2 Diagnostic and therapeutic

measures

Dermatology

2

1

Urology + dialysis nursing 1.5

Nursing concepts, theory and

models

1 Oncology nursing 1

Disaster Recovery 1 Anatomy 0.5

Module 3- Basic care

16

Physiotherapy 0.5 Dietetics 1

Nursing process 2

Basic Care 4

FIRST AID /Bandage 2 Module 7 Social care 10 Module 9- Care of Patients of 9-

19 year

7

Anatomy/physiology

Preventive

medicine/microbiology

3

1.5

Mother and child/

Maternity Nursing

2 Anatomy/physiology 0.5

Pediatrics 1.5

Physiotherapy 0.5 Epidemiology 1.5 Pediatric Nursing 1

Nutrition 1 Social mapping 0.5 Psychology (developmental

psychology)

1

Health education 1 Social Nursing 3 Pedagogy 1

General pathologies/ Internal

medicine

1 HIV/nursing 1 Agogics 0.5

Gynecology/obstetrics 2 Dietetics 0.5


Module 4 - Care for the

elderly

6 Health Education 1

Gerontology/geriatrics 1

Geriatric. Nursing 1 Module 10- Psychiatric Care 8

Technical skills 3 Psychiatry 2

Physiotherapy 0.5 People with a mental disability 1

Nutrition 0.5 Pharmacology 0.5

Psycho social assistance 1

Health Education 1

Module 5- Social care 7

Psychiatric nursing 2.5

Sociology /Social science

(Suriname / Caricom)

2

Psychology (general) 1

Prevention, Case 1

Social Nursing 3

Total number of theoretical

Credit per year

46 33 33 8

Practice


Practicum areas: WK WK

S

WK

S

WK

S

Kindergarten 2 Elderly care 4 Internal medicine or Surgery 6 Internal (incl 2 dgn. *

COE)

5

The elderly homes 2 Internal medicine or Surgery 6 Pediatric Ward 7 Surgery+Operation (4 + 2) 5

Primary Healthcare 2 Primary Healthcare 6 Psychiatry 5 ER (incl. 1dg. view+1dg.

KNO)

4

Health institute 2 Mother & Child /Maternal/ 6 Dialysis 4 Oncology 4

Rehabilitation or dermatology 1 Dermatology or Rehabilitation 1 Dialysis 4

Psychiatry 6

People with a mental disability 2

Primary Healthcare 6

Internal ship (management) 8

To. no. of weeks Internship 8 23 23 40

Week overview Week overview Week overview Week overview

Theory 32 weeks= 1280 Credit

points

46 Theory : 23 wks = 920 Credit

points

33 Theory: 23 wks = 920 Credit

points

33 Theory: 7 weeks = 2800 Credit

points

9

Internship 8 weeks = 320 SBU

Credit points

11 Internship: 23 wks = 920 33 Internship: 23 wks = 920 Credit

points

33 Internship 39 weeks = 1560

Credit points

57

Total 1600 Credit

points

57 Total 1840 Credit

points

66 Total 1840 Credit

points

66 Total 1840 Credi

t points

66

Holiday 12 weeks

Holiday 6 weeks

Holiday 6 weeks

Holiday 6 weeks


7.2 Structure of Nursing Assistant program

Structure of Nursing Assistant program (3 year diploma program)

28 Course hours = 1 Credit point

FIRST YEAR Stp SECOND YEAR Stp THIRD-YEAR Stp

Module 1. General education 7 Module 1b. General education 6 General training Module 1c. 8

Basic life skills, Carrier guidance,

reflection

2 Ethics 0.5 Carrier guidance 2

Dutch 1 Carrier guidance, reflection 1 Dutch 2

English 1 Dutch 1 English 2

General Mathematics 1 English 1 Medical Mathematics 2

Communication 1 Physics/chemistry 1

Computer Skills 1 Gymnastics/music 0.5 Module 7. Quality, and

Development of

Expertise

6

Medical Mathematics 1 Ethics 1.5


Module 2. Introduction in the caring

profession

7 Quality Management

(Integrated reflect, interpersonal

communication, coordination of care

plans)

3.5

History of the nursing 0.5 Module 5. Providing Care in the

Social Health Care

8 Supervision 1

Ethics 1 Introduction Social Healthcare 1

Mental flow 0.5 1.5

social skills /Group dynamic’s 2 prevention 1 Module 8. Care of patients with

chronic diseases, physical

limitation and persons receiving

rehabilitation treatment

9

Preventive medicine 1 Social care 1.5 Specialist care

(Methodical care)

5

FIRST AID/Bandage 1.5 Psychology 1.5 Internal medicine 2

Preparing for a crisis 0.5 Mother and child care 1.5 Medicine knowledge focused on

psychiatry

1

Physiotherapy focused on

rehabilitation

1

Module 3. Provision of basic

services to Patients in the hospital

13 Module 6. Care for the Psychiatric

Patient

9

Anatomy/physiology 3 Psychiatry 2

General pathologies 2 Psychiatric care

1.5

General Surgery 2.5 Care of Patients with mental disability 1


Nutrition 1 Psycho-social care 1

Basic Nursing 3.5 Medicine knowledge focused on

psychiatry

0.5

Health education and prevention 1 Health education and prevention 0.5

Nursing elements 2.5

Module 4, Care of geriatric patient 3 Total 23

Gerontology/geriatrics 1

Geriatric care 1

Nutrition/dietetics 0.5

Physiotherapy 0.5

Total 30

Total number of credit points per

year

66 Total number of credit points per

year

67 Total number of credit points per

year

67

• Theory 21 weeks = 84 30 •Theory: 16 weeks = 640 STP 23 •Theory: 16 weeks = 640 STP 23

• Internship 25 weeks = 1008 STP 36 • Internship: 31 weeks = 1240 STP 44 • Stage: 31 weeks = 1240 STP 44

Total number of hours = 1848 SBU

STP

Total number of hours = 1880 STP Total number of hours = 1880 STP

PRACTICAL TRAINING PERIOD

1st year WKS 2ND form WKS 3RD form WKS

Retirement home 4 Surgery 6 Surgery 5

Internal medicine 11 Mother and child 7 Internal medicine 8

Surgery 10 Internal medicine 8 Retirement home 4


Social health care +

1 Wk. Dermatology + 1 wk.

Rehabilitation

8

2

Social health care +

1 Wk. Dermatology + 1 wk.

Rehabilitation

8+2

Psychiatry + mentally disabled care

8

2

Psychiatry + mentally disabled care

8+2

Healthcare institute (own) 4

Holiday 7 weeks Holiday 5 weeks Holiday 5 weeks


7.3 Structure of Nursing Aid program

Structure of Nursing Aid program for home and the elderly care (2 years)

Credit calculation 28 hours = 1 Credit point

FIRST YEAR ST.P SECOND YEAR ST.P

First quarter (8 weeks) First quarter (8 weeks)

Introduction and start study guidance

2

Study guidance

1

A 2 weeks Orientation Internship 6 Weeks after the Introduction week

2.5

Support the ADL (203) Introduction to the nursing, care and self-support

3 Support the ADL (203) - Geriatric Care

3

Interaction in professional situations

1

Interaction in occupational studies 2

Care for the household (202) 2 Methodical work 2

Ethics 1 Care for the household (202) 2

General education Dutch

1 Quality Assurance and development of expertise 1

Methodical working (201) 2

Internship 4 weeks 4.5 Internship 5 weeks 6.5

Total

17

Total

17.5


7.4 Structure of Coronary Care /Intensive Care program

The training:

- Consists of a theoretical and practical phase - Has a total duration of at least 18 (eighteen) months, divided over 2 (two) periods of each 9 months - Has a modular set up in study hours (SBU) and credit (STP) - 1 Credit point (STP) = 28 Study hours (sbu)

Module and credit training CCU/IC

CCU period 1 Credit points

IC period 2 Credit points

1. Professional vision - Vision of the people and the

environment; - Vision, based on the self-care process,

where Human science, technological knowledge, medical science and the development process.

- Positioning of the nurse; - The model of integrated nursing where

systematic nursing is addressed - Communication with the emphasis on

transfer, information, written commitment and group discussion;

- Nursing theories.

1 1. Post anesthesia - Category patients; - Indications for admission - Monitoring of : A. the central nervous system (C. Z. );

B. the cardiovascular system; C. the respiratory system; D. kidney and liver; E. the endocrine system; F. infection/sepsis; G. nurse interventions Based on the nursing Process (ABC methodology).

1

2. Reflection on Profession

1 3. 2. Reflection on Profession

1

4. General nursing care CCU - The introduction to the CCU, involving

the construction of the CCU, the function and the tasks of the CCU nurses;

- Ethics;

2 3. Shock and hemodynamics - Introduction of shock to cause; - Diagnostics; - Pathophysiology; - Generally treatment of shock; - Diagnosis, treatment and complications;

2


- Application of the nursing process; - Application of information and

prevention for patient and family; - CCU and psychological balance.

Of the various forms of shock hemodynamic; - Nurse intervention according to the Nursing

process (ABC methodology).

5. Rhythm and conduction disturbances and 12 channel Electro Cardio Graphic (ECG) - Anatomy and physiology of the heart. - Electrical activity of the heart. - Excitation of the heart and ECG; - Guidance and rhythm disorders; - Evaluation of the patient with cardiac

rhythm disorders; - Changes in the pattern of ECG; - Nursing interventions

2 4. Respiratory Insufficiency and Ventilation - General observation * Breathing * Breathing rhythm and depth * Vital capacity * Chest excursions * Listen and auscultation * Awareness level * Observations of the gas exchange * Circulation - Diagnostics and monitoring of the Respiration and phenomena of a Acute respiratory failure; - Support of the respiration; - Pleura drainage; - Clean and free airways; - The ventilation; - The different types of ventilation; - Complication of the ventilation; - Signals and control of breathing - Weaning from the ventilator. - Extubation of the patient; - Specific problems in the ventilation; - Monitoring of mechanical ventilation; - Nursing interventions according to the Nursing process (ABC Methodology)

2


6. Ischemic Heart disease - Physiology of the heart. - Heart failure; - Coronary myopathy; - Inflammation of the heart. - Diseases of the pericardium; - Hypertension; - Nursing interventions.

The subjects laboratory, hematology and physiotherapy are hereby taught

2 5. Development of expertise and Quality Management

- Professional innovation; - Professionalization; - Coordination of care; - Computerization and automation ( computer

education). - Code of conduct for IC nurses; - Quality policy; - Legislation.

1

7. Cardio Pulmonary Resuscitation (CPR) - Cardiopulmonary resuscitation; - Defibrillation; - Intro-aortic balloon pump; - Nursing interventions.

2 6. Surgery - Several large surgical; * Large abdomen operations * Thorax operations, etc - Post-operative care in the various large Interventions; - Possible complications; - Nurse interventions according to the Nursing process (ABC methodology).

2

8. Medication and oxygen administration - Enteral and parenteral administration of

drugs; - Respiration (anatomy and physiology of

the lungs). - Oxygen therapy; - Medication administration; - Ventilation; - Different types of ventilation; - Complication of the ventilation; - Signals and control of the ventilation; - Detoxification of a ventilation; - Extubating patients; - Specific problems to the patient; - Monitoring of mechanical ventilation; - Nursing interventions.

1 7. Internal diseases - Heart failure; - Renal problems; - Liver problems; - Gastro-intestinal problems; - Coagulation disorders - Nursing interventions.

2


9. Pacemaker - Pacemaker systems; - Method of operation and the coding of

the system; - Use of the pacemaker. - Considerations of cardiac stimulation; - Complaints and diagnostics; - Existing symptoms; - Relationship between rhythm or

conducted disturbances; - Indications for pacemaker therapy; - Stimulation for the various heart

disease which is eligible for a pacemaker.

- Nurse aspects and nursing act and technical problems.

1 8. Neurosurgery - The phenomena, post-operative treatment and the

possible complications; - Nursing interventions according to the nursing

process (ABC methodology).

1


10. Cardio vascular disease - Physiology of the heart. - Type of vessels; - Blood pressure and blood vessels; - Diagnostics; - History; - Cardiovascular disease; - Treatment of cardiovascular disease; - Post-operative care and complications; - Nursing interventions

2 9. Renal Function (replacement) therapy - Anatomy and physiology of the kidneys; - Acute renal insufficiency; - Pelvis and acetabullum fractures; - Limb injury; - Multi-component failure after trauma; - Nursing interventions according to the Nursing

(ABC methodology).

1

11. 10. Poly traumatology - Chest trauma; - Abdominal trauma; - Pelvis and acetabullum fractures; - Limb injury; - Multi-component failure after trauma; - Nursing interventions according to the Nursing

prcess(ABC methodology).

2

Total 14 15

General total 29 credits


7.5 Structure of School Nurse program

The training:

- Consists of a theoretical and practical part. - Has a total duration of at least 13 (thirteen) months. - Has been set up modular study hours (SBU) and credit points (STP).

Overview of the Subjects in training School Nurse SBU : study hours x : college week Z: tutorial-hours

Sp : credit points TS : test B: contact hours

1 t/m 13 : study months EX : exam

SBU SBU Sp 1 2 3 4 5 6 7 8 9 10 11 12 13

Z B

Introduction to the school

Nurse

42.75 48.25 3.25 X X X

TS

Management, prevention

and information

89 50 5 X X X

TS

Somatic problems of the

child in primary school,

part 1

72 53 4.5 X X X

TS

Somatic problems of the

child in primary school,

part 2

67.5 51.5 4.25 X X X

TS EX

Total 271.25 202.75 17


7.6 Structure of Dialysis Nurse program

The training has been set up study hours (SBU), which can be converted in credit points (STP) The training has duration of 13 months divided into 3 modules and includes a Theoretical and a practical part. During the training, the student will do internship in a dialysis center and has to works to internship assignments.

Total number of training hours = 1200 and the number of to achieve Stp 43

Theory, total number of SBU =224 and the number of to achieve credit points= 8

1 credit point is equal to 28 study hours

SBU : study hours : x : college week

Stp : credit point : o : tutorial hrs

1 t/m 13 : study months : TS : test

B : contact hours : EX : exam


SBU SBU Stp 1 2 3 4 5 6 7 8 9 10 11 12 13

O B

Introduction

Introduction to

the dialysis-

assistant

26 27 2 XXX Xx

x

Key 2 TS

Taking Care of

the chronic

dialysis patient

44½ 60 4 XXX XX

X

XXX XXX XXX

Key 4 TS TS

SBU SBU Stp 1 2 3 4 5 6 7 8 9 10 11 12 13

Acute dialysis

and other

dialysis

techniques

26 26 2 Xx

x

XXX XXX

XXX XXX XXX

Key TS EX

Total 96½ 113 8


Modules overview

Modules Themes Study points

1.Introduction

The dialysis assistant

27 Contact hours

26 Tutorial hours

- The kidney patient - Anatomy/physiology - The dialysis section and the dialysis assistant - Disease States - Psycho-Social aspects - Treatment Methods and basic principles; dialysis History - Chronic renal insufficiency - Basic supply

- Prevention and Health education

2

2.Care of the chronic dialysis

Patient

64 Contact hours

45 Tutorial hours

- Basic nutrition principles - Observations for dialysis - Medical complications - Target Weight - Observations during dialysis - Dialysis technique 2 - Connecting dialysis - Medical social work - Sexuality and dialysis - discussing Sexuality and intimacy - adherence to treatment - bereavement and grieving - Anemia - Calcium phosphate - Shunt care and puncturing. - Legal aspects - Hygiene and blood contact - Dialysis technique 3 - Medication of dialysis patient - Administering medication - reflection on profession - Central access to the bloodstream - Coping and counseling - Dietetics

4


- Blood and laboratory tests - follow through of dialysis - Resuscitation - HIV, hepatitis B, MRSA - Study guidance - Hemodiafiltratie (on-line) - Patients experience - Case discussion of chronic patient - Clinical reasoning

1. Acute dialysis 26 Contact hours 26 Tutorial hours

- Shock - Acute renal insufficiency - Continued techniques - Nursing aspects in acute hemodialysis - Nursing aspects in continuous techniques/

plasmapheresis/filtration/hemo perfusion - ECG and rhythm disorders - Psycho-Social aspects - Dietetics - Study guidance - Central box/ case discussion - Integrating key /patient presentation

2


7.7 Structure of Practical Guidance program

Structure of the training

1. The training has a total duration of 12 (twelve) months divided over 4 (Four) modules of each 294 SBU (10.5 stp) 2. During the training, 42 credits (stp) have to be achieved, divided over 32 weeks (1176 sbu).

These are further detailed in:

- 11 Weeks at school (330 sbu, 12 stp) of which 175sbu (53 %) related to contact hours and 155sbu (47 %) tutorial hours.

- 5 Weeks of practical exercise,( 200sbu and 7stp) - 16 Weeks internship assignments (640sbu and 22stp)

Modules Themes Credit

1. Independent learning - Introduction - Problem based learning - Motivation - Changes within the profession - Presentation of clinical lessons - Counseling

10.5

2. The learning process - Theory and practice - Counseling, reflect on Professional act

10.5

3. Integrative learning - Theory and practice - Tutoring, reflection on professional act

10.5

4. skill Education - Theory and practice - ICT

10.5

Total 60 STP


7.8 Structure of Oncology Nurse program

Structure of the training

The training:

- Consists of a theoretical and practical part - Has a total duration of 15 (fifteen) months - Has a modular set up in study hours (SBU) and credit points (STP)

Internship of 22 weeks (1 week = 40 hours)= 880 hours internship = 31 STP

Module and study hours

Modules SBU Topics

Module 1 Treatments in

oncology

99 Hours

1 Introduction in oncology 1.1 Fundamental aspects 1.2 Epidemiology 1.3 Diagnostics in oncology 1.4 Introduction in the oncology treatments 1.5 Clinical research 2 Surgical oncology 2.1 Mamma surgery 2.2 Plastic surgery 2.3 Urology 2.4 Gastroenterology 2.5 Head-neck oncology 2.6 Gynecology 2.7 skin tumors 3 Medicinal oncology 3.1 Chemotherapy: general 3.2 Chemotherapy at mamma carcinoma 3.3 High dose chemotherapy 3.4 Hematological malignancy 3.5 Hormone therapy


3.6 Immune- /targeted therapy 3.7 Lung tumors 4 Radiotherapy 4.1 External radiation therapy 4.2 Internal radiation therapy 4.3 Neuron-oncology tumors 5 Symptom treatment

Module 2 Health Problems in

oncology

88 Hours

1 Oncology nurse 1.1 (New) developments in oncology(nursing) 1.2 Nursing diagnosis of the oncology patient Chapter 2: Diet and cancer Chapter 3: Pain 3.1 Medical care 3.2 Diagnostics and non-pharmacological intervention 3.3 Pain as nursing domain Chapter 4: Psychosocial oncology 4.1 Introduction 4.2 I: Coping, loss and grief and meaning of life 4.3 II: Delirium, anxiety and depression. 4.4 III: Changed self-image, sexuality and intimacy, role and relationship Chapter 5: Complementary treatment Chapter 6: Specific target groups in


oncology 6.1 Children with cancer 6.2 Cancer in the elderly Chapter 7: Nurse aspects in oncology treatments 7.1 Chemotherapy 7.4 Surgery 7.5 Ontological care 7.6 Ostomy care 7.7 High dose chemotherapy 7.8 Nursing aspects in oncology treatments: immune- /Targeted therapy 7.9 Nursing aspects in oncology treatments: hormone therapy 7.10 Head-neck oncology

Module 3 Theory, methods and

techniques

78 Hours

1 Tutorial 1.1 Progress in learning 1.2 Learning to learn 1.3 Theory and practical work plan 2 Ethics 2.1 Ethics, what was it again? 2.2 Ethics in the clinical research 2.3 Medical decisions around the end of life 2.4 Moral arguments 3 Clinical reasoning 3.1 Introduction 3.2 The patient with a mamma carcinoma 3.3 The patient with a urology tumor 3.4 The patient with a lung tumor 3.5 The patient with a colon tumor 4 Safety


4.1 Safe handling cytostatic ‘s 4.2 Radiation protection 4.3 Infection prevention 5 Prevention and CASE 5.1 Information for Patients in oncology 5.2 Internet Use by cancer patients 5.3 Familial tumors 5.4 Information and Behavioral Change 6 Communications 6.1 Communication as a competency 6.2 Communication and processing 6.3 Communication and feedback /assertiveness 6.4 Communication and collaboration 7 Evidence Based Practice 8 Multidisciplinary cooperation 9 Integrated care 9.1 In organization and nation wide 9.2 The patient and social environment 10 counseling in the psychosocial oncology

Module 4 Palliative care

60 Hours

1. Dealing with bad diagnosis/ the “no treatment” news

2. Palliative care 3. Quality of life and death 4. Autonomy of the patient 5. Care for families


7.9 Structure of Bachelor in Management program

(28 hours is 1 STP)

1st year 2nd year 3rd year 4th year

Module STP Module STP Module STP Module STP

Organizational science/structure/

Culture/power

5 Health law and ethics 5 Quality Management

Quality care

5 Literature study 5

Health Care in Suriname 5 Health psychology 5 Methods & Tech. II/ Statistics.

Evidence based practice

5 Presentation techniques

5

Leadership/ Personal

leadership, Inter personal Skills

5 Resource Management

Financing/budgeting

5 Multidisciplinary

Cooperation

5 Coaching & Guidance 10

Behavior and attitude in Organizations

5 Project Management 5 Cultural diversity in health &

disease

5 Thesis writing and presentation

40

Human Resource Management 5 Methods & Techniques

of research

5 Process Innovation 5

Coaching of Staff and team 5 Quality Management 5 Labor and Organizational psychology

5

Policy and decision-making process

5 Information Management 5 Marketing and Strategic

Management

5

Change Management 5 Healthcare in the districts 5 Training on competencies 10

Integral job 10 Integral job 10 Integral job 10

Training on competencies 10 Training on competencies 10 Final Assessment 5

60 60 60 60

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