Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice I (HJÚ158F)

The course gives an overview of the role and theoretical background of advanced practice nursing. The students gain insight into the main roles of advanced practice nurses: clinical, teaching and educating, consultation, leadership, information technique and data management, research and quality improvement. The focus is on training students in using advanced methods of information gathering and patient assessment, both physical and mental.

The course is taught in six sessions over the semester. The clinical part of the course is organized in collaboration with the supervisor.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice II (HJÚ269F)

Students comprehend and apply knowledge in and about nursing as a practice discipline and utilize that knowledge in developing practice/a unit of interventions that meets the complex needs of a pre-selected group of clients. Students practice decision making, implementation and evaluation of a pre-selected practice/unit of nursing interventions.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice I (HJÚ158F)

The course gives an overview of the role and theoretical background of advanced practice nursing. The students gain insight into the main roles of advanced practice nurses: clinical, teaching and educating, consultation, leadership, information technique and data management, research and quality improvement. The focus is on training students in using advanced methods of information gathering and patient assessment, both physical and mental.

The course is taught in six sessions over the semester. The clinical part of the course is organized in collaboration with the supervisor.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice II (HJÚ269F)

Students comprehend and apply knowledge in and about nursing as a practice discipline and utilize that knowledge in developing practice/a unit of interventions that meets the complex needs of a pre-selected group of clients. Students practice decision making, implementation and evaluation of a pre-selected practice/unit of nursing interventions.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Determinants of health, health promotion and disease prevention (LÝÐ104F)

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice I (HJÚ158F)

The course gives an overview of the role and theoretical background of advanced practice nursing. The students gain insight into the main roles of advanced practice nurses: clinical, teaching and educating, consultation, leadership, information technique and data management, research and quality improvement. The focus is on training students in using advanced methods of information gathering and patient assessment, both physical and mental.

The course is taught in six sessions over the semester. The clinical part of the course is organized in collaboration with the supervisor.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice II (HJÚ269F)

Students comprehend and apply knowledge in and about nursing as a practice discipline and utilize that knowledge in developing practice/a unit of interventions that meets the complex needs of a pre-selected group of clients. Students practice decision making, implementation and evaluation of a pre-selected practice/unit of nursing interventions.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Determinants of health, health promotion and disease prevention (LÝÐ104F)

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice I (HJÚ158F)

The course gives an overview of the role and theoretical background of advanced practice nursing. The students gain insight into the main roles of advanced practice nurses: clinical, teaching and educating, consultation, leadership, information technique and data management, research and quality improvement. The focus is on training students in using advanced methods of information gathering and patient assessment, both physical and mental.

The course is taught in six sessions over the semester. The clinical part of the course is organized in collaboration with the supervisor.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Nursing Practice II (HJÚ269F)

Students comprehend and apply knowledge in and about nursing as a practice discipline and utilize that knowledge in developing practice/a unit of interventions that meets the complex needs of a pre-selected group of clients. Students practice decision making, implementation and evaluation of a pre-selected practice/unit of nursing interventions.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Determinants of health, health promotion and disease prevention (LÝÐ104F)

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Clinical Practice in Intensvie Care Nursing: neonatal, pediatric and adult I (HJÚ0AZF)

Nurses attending full master's programme in intensive care nursing at the Faculty of Nursing and Midwifery, University of Iceland and working at the adult, pediatric or neonatal intensive care units (ICU) at Landspitali – The National University Hospital of Iceland, Reykjavik, can apply for a course in ICU clinical practice (30 ECTS). A 30 ECTS from BS degree in nursing can be assessed into the master's program instead of the 30 ECTS ICU clinical practice course. The ICU clinical practice course is 950 hours over four consecutive semesters. The number of nurses that are accepted to the ICU clinical practice course is limited due to restricted number of clinical places at the ICUs.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

BASIC Pediatric (HJÚ0APF)

The aim of the BASIC Paediatric course is to teach participants to rapidly assess serously ill children and provide initial treatment and organ support. A two day course consisting of lectures, skill stations and tutorials taught by paediatric Intensive Care specialist, with an empahsis on a practical approach to management of critically ill patients. There is a course textbook (Paediatric Basic), a pre-course MCQ-based assessment and post-course MCQ-test. The topics are: teamwork, assessment of the seriously ill child, airway management, acute respiratory failure, mechanical ventilation, haemodynamic monitoring, management of shock, severe sepsis, trauma, neurological emergencies, acute kidney injury, nutrition and transport.

A two day course consisting of lectures, skill stations and tutorials taught by paediatric Intensive Care specialist, with an empahsis on a practical approach to management of critically ill patients. There is a post-course MCQ-test. The topics are: teamwork, assessment of the seriously ill child, airway management, acute respiratory failure, mechanical ventilation, haemodynamic monitoring, management of shock, severe sepsis, trauma, neurological emergencies, acute kidney injury, nutrition and transport.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Clinical Practice in Intensvie Care Nursing: neonatal, pediatric and adult II (HJÚ0B0F)

Nurses attending full masters program in intensive care nursing at the Faculty of Nursing- and Midwifery University of Iceland and working at the adult, pediatric or neonatal intensive care units (ICU) at Landspitali – The National University Hospital of Iceland, Reykjavik, can apply for a course in ICU clinical practice (30 ECTS). A 30 ECTS from a BS degree in nursing can be assessed into the master's program instead of the 30 ECTS ICU clinical practice course. The ICU clinical practice course is 950 hours over four consecutive semesters. The number of nurses that are accepted to the ICU clinical practice course is limited due to restricted number of clinical places at the ICUs.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Intensive Care Nursing II (HJÚ343F)

The course, provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and newborn. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on nursing of head injury patients, patients with cardiovascular problems, sepsis and renal failure and subsequent ICU treatment and ECMO. Discussions of family nursing, palliative care in ICU and organ donation are included in the course.    

Pharmacology of anesthetic drugs (HJÚ151F)

A thorough study of the pharmacodynamics and pharmacokinetics of drugs commonly used in anesthesia practice.  Concurrent drug therapy and their anesthetic implications will be discussed. The major function of the autonomic nervous system in coordinating and regulating the physiological function of the body will be dealt with and the pharmacology of important therapeutic agents that will affect the function of the autonomic nervous system.

Advanced Nursing Practice I (HJÚ158F)

The course gives an overview of the role and theoretical background of advanced practice nursing. The students gain insight into the main roles of advanced practice nurses: clinical, teaching and educating, consultation, leadership, information technique and data management, research and quality improvement. The focus is on training students in using advanced methods of information gathering and patient assessment, both physical and mental.

The course is taught in six sessions over the semester. The clinical part of the course is organized in collaboration with the supervisor.

Final project (HJÚ441L)

Final project

Clinical Practice in Intensvie Care Nursing: neonatal, pediatric and adult III (HJÚ0B1F)

Nurses attending full masters program in intensive care nursing at the Faculty of Nursing- and Midwifery University of Iceland and working at the adult, pediatric or neonatal intensive care units (ICU) at Landspitali – The National University Hospital of Iceland, Reykjavik, can apply for a course in ICU clinical practice (30 ECTS). A 30 ECTS from a BS degree in nursing can be assessed into the master's program instead of the 30 ECTS ICU clinical practice course. The ICU clinical practice course is 950 hours over four consecutive semesters. The number of nurses that are accepted to the ICU clinical practice course is limited due to restricted number of clinical places at the ICUs.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Clinical Practice in Intensvie Care Nursing: neonatal, pediatric and adult IV (HJÚ0B2F)

Nurses attending full masters progam in intensive care nursing at the Faculty of Nursing- and midwivery University of Iceland and working at the adult, pediatric or neonatal intensive care units (ICU) at Landspitali – The National University Hospital of Iceland, Reykjavik, can apply for a course in ICU clinical practice (30 ECTS). A 30 ECTS from BS degree in nursing can be assessed into the masters program instead of the 30 ECTS ICU clinical practice course. The ICU clinical practice course is 950 hours over four consecutive semesters. The number of nurses that are accepted to the ICU clinical practice course is limited due to restricted number of clincal places at the ICUs.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Principles and Practice of Nurse Anesthesia I (HJÚ152F)

Basic principles of anesthesia and anesthesia techniques with an emphasis on the physiological aspect for practice will be stressed. Different methods of anesthesia administration and function of various kinds of technologies will be discussed. Physical examination and formulating anesthesia care plans will be brought to a focus. Psychomotor skills specific to the practice and training at skill stations will be integrated into clinical practice. 

Practicum in Nurse Anesthesia (HJÚ170F)

Practicum

Clinical training in the diploma program in Nurse Anesthesia is 30 ECTS and is 1700 hours. Clinical methods are taught and trained. Students are hired to the anesthetic departments in special student positions. In connection with the program, a training manual will be prepared to provide information on the practicum. The clinical training will mostly be in anesthetic departments of the hospitals but also in a simulator. The University of Iceland provides a diploma declaring that the student has fulfilled the demands. Earlier experience in the field of anesthesia is evaluated in each case. 

Pharmacology of anesthetic drugs (HJÚ151F)

A thorough study of the pharmacodynamics and pharmacokinetics of drugs commonly used in anesthesia practice.  Concurrent drug therapy and their anesthetic implications will be discussed. The major function of the autonomic nervous system in coordinating and regulating the physiological function of the body will be dealt with and the pharmacology of important therapeutic agents that will affect the function of the autonomic nervous system.

Physics and Chemistry of Anaesthesia (HJÚ218F)

In this course, the physics of gasses and fluids will be discussed (the laws of vaporization, pressure and flow). Knowledge in this field is fundamental for further understanding of the function of volatile anesthetic agents and fresh gas flow of oxygen, air and nitrox oxide. Also for the comprehension of the function of the pulmonary- and vascular system under healthy and pathological conditions.  In additions, the physics that vaporizers, gas analysers, pulse oximeters, invasive pressure monitoring etc. are based on will be stressed.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Principles and practice of nurse anesthesia II (HJÚ219F)

We will continue to discuss the basic principles and practice of anesthesia techniques and their physiological effects on the patient.  Specific surgical procedures will be addressed and different methods of anesthesia administration employed to these patient groups. Various patient populations will be stressed as well as the effects of co-existing diseases on the perioperative anesthetic process (preoperative, intraoperative, postoperative).  A practice of demonstrating the anesthesia principles and skills in a human patient simulator will be a part of the clinical setting.

Practicum in Nurse Anesthesia IV (HJÚ281F)

Practicum

Clinical training in the diploma program in Nurse Anesthesia is 30 ECTS and is 1700 hours. Clinical methods are taught and trained. Students are hired to the anesthetic departments in special student positions. In connection with the program, a training manual will be prepared to provide information on the practicum. The clinical training will mostly be in anesthetic departments of the hospitals but also in a simulator. The University of Iceland provides a diploma declaring that the student has fulfilled the demands. Earlier experience in the field of anesthesia is evaluated in each case. 

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Practicum in Nurse Anesthesia (HJÚ345F)

Practicum

Clinical training in the diploma program in Nurse Anesthesia is 30 ECTS and is 1700 hours. Clinical methods are taught and trained. Students are hired to the anesthetic departments in special student positions. In connection with the program, a training manual will be prepared to provide information on the practicum. The clinical training will mostly be in anesthetic departments of the hospitals but also in a simulator. The University of Iceland provides a diploma declaring that the student has fulfilled the demands. Earlier experience in the field of anesthesia is evaluated in each case. 

Advanced resuscitation and anesthesia in emergencies and of the critically ill patient (HJÚ438F)

The goal of this course is to bring knowledge and competence in anesthesia of patients with life threatening proplems, emergency anesthesia and resuscitation of adults and children.

The course is based on lectures, work in small groups, skill stations and simulation training.

Among things covered in this course:

• Resuscitation of new born, children, adults
• Arrythmias, ECG
• Blood gas analysis
• Resuscitation in the anesthesia/OR perspective
• Nurse anesthesia in hyperbaric chamber
• Nurse anesthesia of the critically ill patient incl. Burn victims, multiple trauma neuro/thorax/abdominal/vascular/obstetric emergencies.
• Intoxication of local anesthetics, anaphylaxis, Malignant Hyperthermy
• Advanced airway management -  airway algorithms – the difficult airway
• Inline stabilization and airway management in trauma
• Evaluation of the trauma patient and utilization of backboards and immobilization of the neck
• Treatment with vasoactive drugs
• Hemorrhage and transfusions.
• Crisis Resource management
• Emergencies in the OR because of fire and failure of equipment

This course is provided with the support of Bradaskolinn sf which provides equipment and a number of lectures.

The course is based on lectures, skill stations, case training, simulation

Principles and practice of nurse anesthesia III (HJÚ337F)

The course is a continuation of Anesthesia and Nurse Anesthesia II. A systemic approach will be employed to discuss anesthesia and analgesia to various types of surgical patients. The characteristics of these populations and the problems that may arise during the operation process will be addressed. We will discuss patients with special health problems and co-existing diseases that may challenge their care.

Teaching method: Lectures, seminars and assignment. 

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Practicum in Nurse Anesthesia IV (HJÚ448F)

Practicum

Clinical training in the diploma program in Nurse Anesthesia is 30 ECTS and is 1700 hours. Clinical methods are taught and trained. Students are hired to the anesthetic departments in special student positions. In connection with the program, a training manual will be prepared to provide information on the practicum. The clinical training will mostly be in anesthetic departments of the hospitals but also in a simulator. The University of Iceland provides a diploma declaring that the student has fulfilled the demands. Earlier experience in the field of anesthesia is evaluated in each case. 

Principles and practice of nurse anesthesia IV (HJÚ443F)

In this course the professional scope of nurse anesthetist practice will be explored through the conceptual framework of nurse anesthesia practice by the International Federation of Nurse Anesthetists (IFNA) and international collaboration. 

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Determinants of health, health promotion and disease prevention (LÝÐ104F)

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

Cognitive behavioral therapy during times of transition (HJÚ169F)

The main purpose of the course is to introduce the theoretical basis and clinical methods of cognitive behavioral therapy that benefit individuals and groups facing challenging life changes e.g. related to illness, mental health risk factors, stress, developmental tasks and circumstances. Special focus will be on the theories of Meleis et al. on life transitions and cognitive behavioral therapy according to Aaron Beck. Students will examine their own professional and, when appropriate personal experiences, of life-transitions according to the transition theory.

Emphasis will be on student activity and collaboration, where work will be done with personal and professional experiences, case examples and client(s). Students will receive basic training in applying methods based on cognitive behavioral therapy to deal with distressful emotions, e.g. stress, anxiety and depression with short and targeted interventions. Individual assessment will be carried out specifically according to the methods of cognitive behavioral therapy to analyze the effects of life changes and transitions on individuals well-being as well as evidence-based methods for intervention.The use of thought records and behavioral activation according to cognitive behavioral therapy will be introduced and practiced in skills camps and with a client/clients. Interventions to deal with physical symptoms of discomfort will also be discussed according to the evidence e.g. exercises, mindfulness and breathing exercises.  Teaching takes place in four to six sessions. Specialists in the field of cognitive behavioral therapy will be visiting teachers in the course.

Assessment takes place with individual assignments and 80% attendance is required.

Health and prevention in people with chronic diseases (HJÚ0AVF)

The topic of this course is health and prevention in people with chronic diseases such as cancer, chronic lung disease, heart – and vascular disease, and chronic kidney disease according to the Health Policy for Iceland.

The focus is on second and tertiary prevention in these groups. A short introduction to the epidemiology and main risk factors of common chronic diseases and their relationship to primary, secondary and tertiary prevention. 

The research and knowledge base for prevention will be addressed, and evidence-based methods to enhance self-care will be discussed. Smoking cessation will be specifically addressed. Student assignments will build on their interest or field of practice.

The course is taught in sessions according to the teaching schedule in the Faculty of Nursing and Midwifery. The course is expected to begin in mid-October.

Pharmacology for nurses (HJÚ159F)

The objective of the course is for nurses to know and understand drugs activity in order to enable administration of drugs and complex medications to patients in a safe and responsible manner.

The course introduces activity, pharmacodynamics, pharmacokinetics, indications and contraindications to cardiovascular drugs, antibiotics, gastrointestinal drugs, endocrine drugs, hormonal drugs, neuropathic drugs, painkillers and respiratory drugs, with lectures and discussion sessions. Emphasis is placed on solving complex clinical examples in in-hospital and out-of-hospital patient care where knowledge of efficacy, adverse, intermediate, and drug-drug interactions.

The course is for registered nurses enrolled in the MS program at Faculty of Nursing and Midwifery, University of Iceland.

The teachers are pharmacists, specialists and specialists in nursing.

Intensive Care Nursing I (HJÚ160F)

The course provides a comprehensive overview of Intensive Care Unit (ICU) nursing of adults, children and neonates. Students work with evidence-based knowledge in ICU nursing that supports long- and short-term outcomes of ICU patients. Emphasis is on interventions for clinically complex ICU patients. Assignments aim at developing students´ specific field of knowledge in ICU nursing and according to the assignments´ descriptions in the course.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Advanced Family Nursing Practice (HJÚ0ADF)

The course's aim is to give nurses and other health care professionals the opportunity to enhance their education and skills in evaluating and implementing family interventions and family care-based approaches in developing and advancing their clinical skills in working with families who are dealing with various diseases, disorders, and trauma.

The focus will be on working with the support of individuals and families, with emphasis on family functioning and the beliefs of family members about diseases and trauma, with emphasis on communication theories and illness beliefs in healing by Wright and Bell (2021) and Wright and Leahey (2023).  Moreover, examining the relationship of family members when faced with chronic or acute diseases or trauma, and the evidence of cooperation within the families.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families.

The course is also designed to allow students to develop their skills in assisting families with the adjustment/experience of serious illness and trauma, such as loss, and thus enable families in their own health.

Special emphasis will be placed on individual training in the implementation of therapeutic conversations with family members. Assessments are individual assignments; therefore, 80% attendance is required in the course.

Psychopharmocology for health care professionals (HJÚ0AFF)

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

Leadership in nursing – a global approach (HJÚ801F)

In recent years, there have been major changes in the working environment of healthcare institutions. The ever-changing working environment makes even greater demands on nurses for skills in the leadership role, that they think no less than locally and adopt the methods of entrepreneurs in management and leadership.

Advanced practice psyciatric nursing (HJÚ0ABF)

In this course the students will obtain theoretical knowledge related to evidence based clinical skills used in psychiatric nursing and psychotherapy. The students will obtain comprehensive knowledge of the theories and research on which treatment for mental health problems is founded and planned. Further, the course emphasis theoretical learning for the promotion of professional competence within advanced practice psychiatric nursing. Each student will choose one of the following approaches to study in detail: clinical training in individual and/or group therapy, and in mental health nursing for groups at risk.

Nursing care of children and families I: Health care systems and the health and illness of children (HJÚ0AJF)

The aim of the course is to deepen the knowledge of the students in the realities of children in illness and distress in circumstances that impact on their health and illness in the context of family and community.

The main themes of the course are: 

1. Theories and concepts;
2. Public and community health and health promotion;
3. Countering acute illnesses of children;
4. Countering chronic and long term illnesses of children;
5. The role of the nursing and the health care system in providing care for children and their families.

The course teaches the major concepts and theories of advanced methods in the assessment and diagnosis of issues related to nursing problems of children and their families and evidence-based nursing interventions to counter them e.g. pain, physical and mental distress and alterations, alterations of self-image, perception, understanding, and physical systems, danger, and needs of parents etc.

The student is provided with an encounter with the core elements and concepts of clinical realities in advanced contexts of children and families in normal development as well as distress within tertiary as well as primary health care. The student learns the methods and skills to distinguish between common problems in childhood and those that are considered unusual or problematic in relation to age, development, context, community, culture and the needs of and resources of their parents. A special emphasis is on developing knowledge and skills related to communication and collaboration with children and parents.

Advanced Physiology and Pathophysiology (HJÚ0AQF)

In this course, the emphasis is on advanced physiology and pathophysiological changes in body function that lead to disorder and disease. The focus is on organ systems and particular alterations in physiological processes underlying common diseases across the lifespan. Prevalent clinical symptoms will be discussed, etiologies, diagnosis and treatment therein. In the course,  various teaching methods will be used with an emphasis on active participation of students and the transfer of their knowledge to clinical situations.

Advanced emergency nursing - assessment and care (HJÚ271F)

The aim of this course is to deepen nurses' knowledge on the causes of acute and critical diseases and improve their skills in the assessment and treatment of seriously ill patients. The course covers, among other things, acute infectious diseases, poisons and trauma, assessment of the critically ill, resuscitation, respiratory failure, acute central nervous system problems, kidney problems, fluid and electrolyte disturbances, sepsis and shock. Emphasis will be placed on teaching students to assess the critically ill patient and respond with adequate care. There will be a special focus on clinical guidelines and standards of care, evidence-based clinical knowledge, skills training and strengthening the competence of students in acute situations.

The Scientific Process: Ethics, Communication and Practicalities (LÝÐ202F)

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research proposals.

The course is for graduate students who have chosen a field/research question for their dissertation project.

Students in MPH Public Health Sciences and MS Epidemiology and Biostatistics must pass the course before starting work on their final thesis.

Palliative Care (HJÚ263F)

The focus of the course is palliative and end of life care with the main emphasis on quality of life for patients and their families, end of life care that contributes to a positive experience and a good death. The course will highlight key palliative care issues both as a philosophy and practical intervention. The course will cover key symptoms assessment and management, psychosocial support for patients and their families, communication, ethical issues and grief and bereavement issues. The course will also highlight the applicability of palliative care for different patients groups.  The way palliative care is delivered as integrated care in a modern health care system will be emphasized.  Much focus will be on the clinical relevance of the learning material and students will be encouraged to reflect on new learning in light of their own practice. 

Introduction to advanced oncolgoy nursing: prevention, diagnosis, treatment and follow up (HJÚ173F)

The course provides an overview and deeper understanding of nursing care for patients with cancer, from prevention and early detection to treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors of cancer, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being.

Emphasis is placed on the specialized role of nurses in the diagnosis and treatment process, including clinical assessment, symptom management, education, team collaboration, and providing support to patients and their relatives. The course reviews clinical guidelines, the latest research, and evidence-based approaches in cancer nursing, as well as ethical issues related to diagnosis, treatment, and decision-making.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing of cancer patients and in the development of nursing practice in this field.

The course is tough with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Assessment and Nursing Interventions for Lung Patients (HJÚ0BKF)

The course provides an overview and a deeper understanding of nursing care for patients with lung diseases, encompassing prevention, treatment, rehabilitation, and follow-up. It discusses the epidemiology and risk factors, screening and diagnostic procedures, main treatment methods, and the impact of the disease and its treatment on patients’ physical, mental, and social well-being. Breathing support, person-centred care for patients and families, use of inhaler medications, and tobacco prevention. Outpatient nursing care, as part of an interdisciplinary team, is also a focus. Teymisvinna og hjúkrun í göngudeild  verður útfærð sérstaklega.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care of lung patients and in the development of nursing practice in this field.

The course is taught with a blended approach, where the latest research and clinical guidelines are linked to examples from clinical practice. The course is based on lectures, discussions, reflection, and projects.

Contraceptive counselling - prescriptions (HJÚ157F)

General information is provided about laws and regulations regarding medication‘s prescription as well as the responsibilities of healthcare professionals. The pharmacology of hormonal contraception is explained in regard to their effect on the body and regarding drug interactions. Main contraindications of contraception are described and the necessary caution regarding their prescription. Health history is emphasized and other influential factors (attitudes, knowledge, experience...) in regard to making an informed decision about the choice of a contraceptive method. The influence of progesterone and estrogen on the body, comparison of combined and progesterone-only contraception, benefits, side effects and their treatments are explained. Students will be trained in providing contraceptive counselling mostly based on cases. They practice using methods which can be significant in providing effective counselling which can contribute to reliable method use. Interviewing individuals with special needs will be discussed. A clinical demonstration is provided for inserting a hormonal implant, hormonal and non-hormonal intrauterine systems/devices.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Epidemiology and control of infectious diseases (HJÚ162F)

The course aims to introduce nurses to infectious disease epidemiology and methods to measure and control the spread of infectious diseases; laws and regulations that govern/affect/regulate public health responses to infectious disease spread; and immune activation following infection or vaccination.

The course will give an overview of infectious disease epidemiology, it's history and common concepts within the discipline. Students will be introduced to the concept of causality, epidemiological research methods and measures used to define and assess the spread of infectious diseases. There will be a discussion on statistical methods in epidemiology, identifying biases in research and how to avoid them. The course will cover epidemics, outbreak investigations or monitoring of infectious disease incidence. Students will also be introduced to laws and regulations pertaining to infectious diseases; roles of public institutions like the Chief Epidemiologist, Department of Civil Protection and Emergency Management and other institutions that respond to public health emergencies; and ethical issues related to mandated infection control. Finally, students will be introduced innate and adaptive immune activation in response to infections and vaccinations.

Teaching will be offered onsite and remotely depending on students circumstances and/or status of the Covid-19 pandemic.

Nursing Care for Patients with Kidney Diseases I (HJÚ0BLF)

The course provides an overview and a deeper understanding of acute and chronic kidney diseases, their risk factors, comorbidities, and treatment, as well as physical assessment related to kidney dysfunction. In addition, fluid and electrolyte imbalances related to kidney dysfunction require observation and treatment through peritoneal and hemodialysis. It discusses the prevention and management of disease progression, as well as specialized pharmacology related to kidney dysfunction. The special nutritional needs of patients with kidney diseases will be addressed.

The course lays the foundation for clinical, theoretical, and reflective skills that are useful in specialized nursing care for patients with kidney diseases and in the development of nursing practice in this field.

The course is taught using a blended approach (on site and distant learning), incorporating lectures, discussions, reflection, and projects.

Applied statistics (HJÚ135F)

This is the second course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include mean and frequency-based tests of significance, alternative measures of correlation, simple/oneway and multivariate ANOVA and Regression, and statistical measures of reliability and validity of variables and instruments.

The course is composed of lectures and problem-based sessions.  It is given in the classroom.

Managerial economics and health services (HJÚ142F)

The course aims at introducing students to economical issues as well as managerial accounting affecting health services. The same issues affect all factors whether the institutions in question are large or small and no matter if publicly or privately held. The appearance of these factors will be studied and how to affect them in a positive way. Concepts addressed:

• Supply, demand, factors of production, elasticity.
• Variable-, fixed-, direct- and indirect costs
• Taxation and externalities. Private- and public goods.
• Trade and comparative advantage. Circular flow of the economy.
• Cost of living, indexes and national accounts.
• Financial accounting, income statement and balance sheet.
• Cost accounting, managerial benchmarks.

Theoretical Thinking in Nursing (HJÚ143F)

The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors such as Nightingale and Henderson. A number of much-quoted contemporary scholars are introduced. The influence and use of feminist and post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. A minimum number of students: 15.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Qualitative Nursing Research (HJÚ253F)

The course is intended to deepen students' knowledge in qualitative methodology. The philosophical and theoretical basis of qualitative methods is taught alongside its practical application in nursing and midwifery. In this context, students develop skills to develop initiate their own research projects and to utilize research results within their own field of expertise.

The student brings interesting research articles conducted within his/her speciality to class and they are used in wider discussions of qualitative methodology.

To prepare the student to conduct qualitative studies we have organized interactive workshops. Throughout the course, ethical issues related to qualitative research are also discussed, such as confidentiality, validity and generalization of research results.

The student is also trained to critically appraise the quality of published qualitative research articles. Particular emphasis is placed on getting the student acquainted with phenomenology, qualitative content analysis (theme analysis vs. coding and deductive vs. inductive analysis), field studies (ethnography), individual interviews and focus group interviews, mixed-method research, and action research.

Projects that the student engage in during the course should be associated with their own field of expertise and must be prepared in collaboration with their main supervisor.

Leadership in health care (HJÚ258F)

The aim of the course is for students to gain theoretical and practical knowledge of leadership topics and prepare them for the role of leaders in healthcare. Emphasis is placed on the role of leaders in clinical practice, management and teaching. The course is intended to prepare students for leadership roles in their work. Key aspects of leadership in healthcare are discussed locally and in an international context. Various concepts, theories and ideologies of leadership in general will be discussed. Furthermore, the role and behavior of leaders and the role of leaders in the change process will be discussed. Emphasis is placed on the leadership role of healthcare professionals within healthcare institutions and in society, locally and in an international context, now and in the future. Emphasis is placed on a global vision and initiative.

Management in health care (HJÚ259F)

The aim of this course is for students to gain theoretical and practical knowledge on the administrative matters and prepare them for administrative roles in health care. The role of managers is emphasized including human resource management, teamwork, work environment, patient services, quality and safety. Students projects are derived from real practice locally as well as globally in present times as well as in the future, strenthening the theoretical as well as practical competence of students.

The course is taught in collaboration with the University of Minnesota and is a COIL (Collaborative Online International Learning) course that includes joint teaching material and projects with teachers and students in the DNP program in nursing leadership. The main cooperating teacher at the University of Minnesota is dr. Stephanie Gingerich, assistant professor at the University of Minnesota.

Quantitative Nursing Research (HJÚ252F)

The course is intended to deepen students' knowledge in practical quantitative methodology.

The course will be presented scientific methodology with particular emphasis on the systematic literature review that is the cornerstone of evidence-based practice. In addition, the study of tailored procedures used in clinical trials in Health discussed and analyzed.

The systematic theoretical summary of field training to set out a clear research question or research questions and to make use of PICO criteria to assemble a search with keywords from the research question/categories. In addition, emphasis will be placed on guided by the PRISMA statement on how to levy the results of a systematic literature review to identify, select and criticize the relevant studies and to collect and analyze studies that meet the entry requirements for academic SPC.

Students are trained to assess the quality of research, among others from the Joanna Briggs Institute manual.

The course will place special emphasis on introducing students to the cross-sectional studies, long-term research and development of standard and semi-standard experimental research.

In the treatment studies, among other things, deals with the coordination of research subjects and the research questions and hypotheses to the methodology relied upon, ie, the sample size, format, measurement, data processing and effect size (effect size).

Special emphasis is placed on providing students with insight into the requirements for your creative research results in international journals and the exploitation of nursing and midwifery.

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.

Final project (HJÚ441L)

Final project

Research seminar (HJÚ0AIF)

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions about the relevance, methods and other aspects of the research process. Each student has to present his research proposal once and be the "main opponent" in the presentation of at least one other student.

Participation in the master's seminar is mandatory for finishing the final master's thesis and the aim is to guide and support students in completing their thesis. The aim of the seminar is to train the students in critical discussion and presentation of their thesis. At the beginning of each semester, all students receive an announcement of when the seminars are planned and how they will be scheduled that semester. A seminar is intended for all masters’ students during the whole study period. It is therefore recommended for students to start attending as soon as possible. The student must attend 10 seminars before the final project is evaluated.