Study plan - Master in Specialist Nursing
The study program includes theoretical, practical, and research-based anesthesia nursing, pediatric nursing, intensive care nursing, and perioperative nursing in line with societal demands. Key elements of the study program are independence, situational awareness, observation, assessment, and decision-making skills, as well as the ability to handle planned, complex, acute, and critical patient situations.
The study program emphasizes competence in research, development, and quality improvement work in the field of healthcare in general, and particularly in clinical patient care in anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing. The program emphasizes analysis and critical thinking in approaching the literature foundation of the respective fields.
The study program forms a basis for lifelong learning and sustainable development of anesthesia nursing, pediatric nursing, intensive care nursing, and perioperative nursing in line with demographic and technological changes, innovation, change and improvement work, and user involvement at individual and systemic levels.
Upon completing 90 study credits, the program qualifies for work as an anesthesia nurse, pediatric nurse, intensive care nurse, or perioperative nurse, limited to contributing to the development of evidence-based practice within their own area of responsibility.
If you wish to work as an anesthesia nurse abroad, note that some countries require one year of practice before starting the anesthesia nursing program.
A candidate who has completed the master's program in specialized nursing has the following overall learning outcomes defined in terms of knowledge, skills, and general competence:
- has advanced knowledge within the functional and responsibility area of anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- has in-depth knowledge about the treatment of acute and critically ill patients of all ages
- has in-depth knowledge about prevention, rehabilitation, and habilitation of developmental injuries, complications, and discomfort related to injury, illness, and disability
- has in-depth knowledge about acute and critical illness from an age- and cross-cultural perspective, patients' and relatives' experiences and reactions, and what they need in the situation
- has in-depth knowledge about how the patient's cognitive condition and developmental level affect the patient's coping ability and health competence in cases of acute and/or critical illness
- has in-depth knowledge of professional issues based on the history, tradition, uniqueness, and role of anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing in society
- has specialized insight into the methodological approach in their own research or quality work
- has in-depth knowledge of scientific theory and research methods
- has in-depth knowledge of quality work, with methods for quality improvement and quality control
- has advanced knowledge and specialized insight in a self-selected area relevant to anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can analyze, assess, and independently manage patients' vital functions in acute situations both within and outside the hospital
- can work independently with problem-solving in the functional and responsibility area of anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can prevent patient harm and complications in cases of acute and critical illness and injury
- can observe, assess, and identify patients' general and specific needs, resources, and problems through communication and interaction with patients and relatives
- can reduce stress, pain, and discomfort during advanced treatment and nursing
- can analyze decision situations, think critically, and act in accordance with their own competence, ethical principles, privacy, and relevant legislation
- can independently use credible pedagogical principles to guide and teach patients and caregivers from different cultures, as well as their own professional group and others in the healthcare team
- can analyze and think critically about access to different sources of information and use them to structure and formulate professional reasoning within anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can analyze and think critically about access to theory and research and use the material to structure and formulate professional reasoning in anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can carry out independent, delimited research or quality work under guidance and in accordance with current research ethic norms
- has action competence that contributes to patient safety for patients in need of anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can act based on principles of person- and family-centered care
- can apply knowledge and skills to new areas to conduct person-centered anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can interact multi-professionally and interdisciplinary in patient care
- can practice evidence-based practice
- can ensure the confidentiality of sensitive personal information in accordance with applicable laws and regulations
- can manage their own reactions in relation to work and help colleagues with their experiences and reactions
- can analyze relevant ethical issues related to the profession, research, experience, and patient knowledge within anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can contribute to innovative processes to improve general services and nursing services in particular
- can apply knowledge and skills to new areas to conduct projects in anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- can communicate and convey research-based knowledge in encounters with patients, relatives, healthcare professionals, and the public
- can critically consider the implications of technology for innovations and new limitations
The study program is structured around the following competence areas:
- Anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing as a field and profession
- Clinical practice, observation, assessment, decision-making, and action competence within either anesthesia nursing, pediatric nursing, intensive care nursing, or perioperative nursing
- Technology, digital competence, and medical equipment
- Professional leadership and collaboration
- Quality, patient safety, and innovation
- Scientific theory, research methods, and evidence-based practice
- Research, quality work, and dissemination
The subjects in the study program are structured around the alternation between practical studies and literature studies as a basis for the development of personal competence and insight into the development of each field in the future. The study program is based on analysis and critical thinking in approaching the literature foundation in the fields. The anesthesia nursing program must include a minimum of 10 days of simulation in the theoretical studies. In the pediatric nursing program, simulation is conducted during theoretical studies. In intensive care nursing and perioperative nursing, simulation and skills training can replace up to 2 weeks of practical studies.
The practical studies, in all four study directions, emphasize insight and competence in complex, life-threatening, prolonged, and palliative care pathways. The practical studies also emphasize that the competence acquired by the students is transferable to rare occurring situations or complications.
In the practical studies, Helse Fonna, Helse Bergen, and Helse Førde offer relevant learning situations, knowledge-based services, and competent supervisors.
The Western Norway University of Applied Sciences (HVL) is responsible for following up on the students' practical studies and should be updated on the healthcare enterprises' issues and support in pedagogical matters, including planning of learning activities, supervision methodology, and evaluation. Helse Fonna, Helse Bergen, and Helse Førde are responsible for the daily supervision and follow-up of the students and should ensure that the practice supervisor is an anesthesia nurse, pediatric nurse, intensive care nurse, or perioperative nurse, preferably with a master's degree.
Learning activities and supervision methods in practical subjects are related to:
- A conversation about learning outcomes, mid-term assessment, and final assessment in each subject
- Clinical collections
- Supervision groups
- Individual supervision
- 90% mandatory attendance
- Alternation between theoretical studies and practical studies in the subjects
The practical studies account for 30 weeks. The anesthesia and pediatric nursing study directions have 30 weeks of practical studies with an average of 30 hours per week in direct patient-related work. The perioperative and intensive care nursing study directions have 30 weeks of practical studies with an average of 30 hours per week in direct patient-related work, and in these study directions, two of the weeks can be replaced with simulation and skills training.
Various teaching and learning methods are used in the program, including lectures, student-active learning forms such as written assignments, digital teaching methods, student presentations, skills training, simulation, seminars, group work, practical studies, online work forms, and self-study, both written and practical tasks.
The program includes assessment methods that require independent analysis and critical thinking/evaluation. Students encounter different assessment methods throughout the program. The assessment methods should facilitate a continuous process with a dual purpose: promote learning and document that the student has achieved the learning outcomes.
Students are to be assessed based on the learning outcomes of the subjects. Assessment is carried out according to the university college's regulations for studies and exams at HVL.
- The assessment forms used in the program are:
- Home exam in a group
- Home exam individually
- Written school exam
The grading scale is either A-E for pass and F for fail, or pass/fail.
To promote students' progression and achieved learning outcomes, there are requirements for study progression.
Practical subjects must always be passed before the student can start the next practical subject.
All subjects in the first year must be passed before the student can start the master's thesis, and all subjects must be passed before the student can submit the master's thesis.