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Nursing.

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Nursing.

The nursing programme of 30 credits is organized in the autumn and spring semester and aims at offering higher education from an international, multidisciplinary and intercultural point of view. Studies have shown that exchange experiences have long-lasting positive effects on students. Collaboration and networking are important action tools for every healthcare professional to sustain or improve quality of care. Therefore, as a future healthcare professional it is very important to stimulate international awareness and exchange to understand and address health and well-being issues. Furthermore, the nursing programme prepares students to address a number of challenges that healthcare professionals are increasingly confronted with (e.g. evidence-based practice, innovation in health and social care, etc.)

The programme is open for international students and aims to develop international and intercultural competences facing current and global topics for nursing and health care. The programme stimulates exchange and collaboration between healthcare students from different countries.

Practical info

Autumn semester

  • Welcome Days: 17&18 September 2020
  • Start of the program: 21 September 2020
  • Start of exams: 4 January 2021 2020
  • End of semester: 29 January

Spring semester

  • Welcome Days: 4&5 February 2021
  • Start of the program: 8 February 2021
  • Start of exams: 25 May 2021
  • End of semester: 25 June 2021

Questions about the content of the program?

Contact your International Academic Coordinator: marc.dhaeze@hogent.be

Practical questions?

Contact your Incoming Student Advisor: incoming@hogent.be

This programme offers the following courses during the autumn or spring semester for a total of 30 credits

This course provides thorough understanding of the following topics:

  •  Interprofessional care
  •  Informal care
  •  Roles of health care professionals
  •  Health care professions in Belgium
  •  Future challenges
  •  Organization of health care in Belgium

Challenges in healthcare and welfare systems will be explored in order to discover opportunities to innovate. We take a closer look to definitions of ‘innovations’, and discuss the different steps of the innovation cycle. We further explore the last step of the innovation cycle and investigate the degree to which innovation impact can be objectified.

As part of the course students have to do two assignments: they are asked to select two challenges (national or local) health systems face today. As soon as the challenges are clearly described, students are asked to look for innovations related to these challenges. Students clearly describe and, based on a theoretical framework, discuss the innovations.

This course focuses on these topics:

  • Challenges
  • Artificial intelligence & quality of care
  • Artificial intelligence & prevention
  • Artificial intelligence & health care
  • Artificial intelligence & society
  • Defining artificial intelligence
  • History of artificial intelligence
  • Types of intelligence

This course is focusing on the following aspects of lean management:

  • Lean & quality 
  • Value and waste
  • Lean methods
  • Lean thinking
  • What is Lean?

Health and social care professionals are increasingly expected to implement evidence based practices (EPB) in order to provide good quality care. This implies health and social care professionals have the necessary research knowledge and skills to access, assess and use appropriate research evidence. When making decisions, health and social care professionals have to link this scientific evidence with to individual expertise and patient preferences.

This course prepares students in health and social care for their role as evidence-based professional. The course consists of:

  • Oral (presentation) and written (paper) report
  • Design practice change
  • Evaluation of scientific papers based on structure, content, etc.
  • Searching for scientific literature: search strategy (e.g. Boolean Operators), catalogues and databases, etc.
  • Problem definition
  • Introduction to evidence-based practice in health and social care: scientific research in health and social care, objectives and characteristics of scientific research in health and social care, ethical considerations, etc.

Alternative medicine is becoming increasingly popular, but what exactly is an alternative medicine? Are these therapies safe and accessible to everyone? What about the side effects? This course focuses on a number of popular alternative therapies such as acupuncture, manual therapies, homeopathy and healing by natural elements.

When looking for articles about these kinds of medicine via the internet, the amount of information obtained is enormous. In this series of lessons, a step-by-step plan can be used as a guide in the search for more reliable, scientifically substantiated information.

The aim is that the students learn to adopt a critical, but simultaneously open attitude towards alternative medicine. At the same time, the effect of the psyche on physical functioning, the placebo effect and cultural background will also be discussed.

These classes are primarily intended for nursing students, but any student who has a critical eye and is open to alternative medicine is welcome.

This course focuses on the following aspects of diversity and internationalisation:

  •  Challenges
  •  Diversity & health care
  •  Super diversity
  •  Cultural iceberg
  • Migration & society

Internship – nursing (9 ECTS)

'Internship (9ECTS)' can be considered as an essential part of the study program to prepare the student on all nursing roles (nursing professional, health promotor, care manager, evidence based practitioner, manager of personal development).


Internship - nursing (12 ECTS)

'Internship (12 ECTS)' can be considered as an essential part of the study program to prepare the student on all nursing roles (nursing professional, health promotor, care manager, evidence based practitioner, manager of personal development).


U!reka Debates (3 ECTS)

The U!reka debates can be the stage of the U!reka partner institutions that offers university and university college students, teachers and interested parties a forum for reflection on those relevant social, cultural and scientific themes.

At the beginning of each semester, one kick-off session is given by the organizing institution with detailed information about the course. This will be followed by an opening lecture.

The other partners organize 2 lectures, one in each semester, with the same theme given by experts from various fields or disciplines. Each lecture is followed by a debate or by questions from the audience.

The partner institutions can follow the lectures via live streaming.

Intended learning outcomes are:

  • Reflect on current relevant themes (society, art, culture and science)
  • Show academic writing skills
  • Obtain an attitude of lifelong learning
  • Improve English communication skills
  • Work in an international team on an assignment
  • Use/choose appropriate digital tools to create effective interactions

Entrepreneurship/social entrepreneurship (3 ECTS)

This course offers a profound understanding of (social) business modelling and aims to enhance the student’s entrepreneurial competencies. Ideas proposed by the students themselves will be developed into a real business project. Students work in small teams to achieve this.


Survival Dutch (3 ECTS)

This course is an introduction to the Belgian cultural and political characteristics. At the same time, it is a language course: learning Dutch is the central goal. Daily situations are the starting point to learn grammar, vocabulary and specific skills to function in a Dutch speaking environment.

As a result, the student should be able to:

  • Understand words and basic sentences about himself, family and close environment, when people are talking clearly and slowly
  • Understand sentences and messages on billboards, announcements, etc.
  • Use a number of expressions and sentences to describe oneself, family and other people, education, job, etc.
  • Participate in a simple discussion, when other participants are prepared to talk slowly and repeat certain things if necessary. The student should be able to ask simple questions and give answers as long as it concerns topics that are familiar.

Motivational interviewing in health care (3 ECTS) (autumn semester only)

 The course unit comprises the following parts:

  • Theoretical base which is mandatory to motivate patients
  • Motivational interviewing techniques and other coaching techniques
  • Course work to train the motivational interviewing and coaching techniques
  • Interprofessional collaboration (only autumn semester)

The course consists of the following components:

  • meetings with students from other programs to elaborate on a case within an interdisciplinary team
  • developing meeting techniques
  • developing knowledge and understanding of responsibilities and vision of other disciplines
  • developing a treatment through the perspective of the student’s own discipline
  • drawing up common treatment goals and an individual treatment plan 

Working in an intercultural context (3 ECTS)
(spring semester only)

In this course we will focus on the shifts in care and support of people in vulnerable living situations. The concept of ‘Quality of Life’ is presented as an intersectoral framework, across target groups in the daily support of people in vulnerable living situations. More and more attention is given to active involvement of the client and his/her network with their needs, wishes and supports as starting point. These evolutions are influenced by the the socio-ecological model of health, inclusive citizenship as outcome measure and a focus on human rights in the care and support of people in vulnerable living situations.

In this course students get insight in the history of the concept Quality of Life, the different models of Quality of Life and the support paradigm as a way to implement Quality of Life in daily practice. Attention is given to the implications of implementing this Quality of Life framework for professionals working in the orthopedagogical field. The course unit supports a potential integration of the treated content into professional activities either during an internship or in the field in the future.


Quality of life: an interdisciplinary perspective + spring school (6 ETCS) (spring semester only)

In this course we will focus on the shifts in care and support of people in vulnerable living situations. The concept of ‘Quality of Life’ is presented as an intersectoral framework, across target groups in the daily support of people in vulnerable living situations. More and more attention is given to active involvement of the client and his/her network with their needs, wishes and supports as starting point. These evolutions are influenced by the the socio-ecological model of health, inclusive citizenship as outcome measure and a focus on human rights in the care and support of people in vulnerable living situations. In this course students get insight in the history of the concept Quality of Life, the different models of Quality of Life and the support paradigm as a way to implement Quality of Life in daily practice. Attention is given to the implications of implementing this Quality of Life framework for professionals working in the orthopedagogical field. The course unit supports a potential integration of the treated content into professional activities either during an internship or in the field in the future.


European universal prevention curriculum (3 ECTS) (spring semester only)

Important decisions on whether and how to prevent drug abuse, criminal behaviour and violence are too often made based on shallow grounds. Social workers and health promotors need to have a grasp on the science base of prevention. They need the capacity to translate it to the floor of practice addressing not only youth in schools, but also adults in the workplace or people in the community. Peer van der Kreeft leads an European network of researchers and practitioners establishing a standardized training model on prevention. The robust training is delivered to the students in an interactive way.

 

 

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