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.

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.

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.

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.

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.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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. 

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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. 

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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 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.

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.

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.

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 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.

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.

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.

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.

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.    

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 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.

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.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

Adult Learners and human resource development (NAF003F)

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

Public Human Resource Management (OSS102F)

The course will examine human resource management (HRM) in the public sector. Civil service systems will be discussed in a historical context. Employment-related laws, regulations and procedures are reviewed. The students will be exposed to job functions of HRM professionals, including staffing, recruiting, performance appraisal and compensation. The strategic HRM approach is introduced and the procedure of formulating an HRM policy.

Well-being and health-promoting servant leadership (VIÐ175F)

Wellbeing at work gains increasing attetion and discussion about prevention og job burnout has incresed. Leaders of organizations are becoming increasingly aware of the value of a healthy work environment and staff wellbeing being linked to better performance. The purpose of this interdisciplinary course is to introduce students to the emerging field of healthy work environment models that impact the wellbeing and health of people and how this links to leadership philosophy and behavior. The course is designed to discuss the context of determinants of wellbeing at work and different types of healthy work environment models in relation to wellbeing at work. Also to examine health promoting and servant leadership approaches and successful strategies to prevent burnout. Students visit successful organizations in this regard and get insight into managers' experience. Course materials and activities will challenge students to connect theory to practice. Students will be required to analyze current research on the topic and to identify an issue of unhealthy work environment and to develop an implementation of successful work environment model.

Change Management (VIÐ190F)

This course will cover the key areas of change management, such as the implementation of change, employee reactions, key barriers to change, and the positive and negative forces that affect the change process. The theories and concepts that change management is based on will be discussed in detail as well as the key approaches and methods for managing change. The role of the leader, manager, and the middle manager in managing change as well as crises will be discussed. Organizational culture will be discussed and why it is an important element of the change process.

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.

Administrative Law for Public Executives (OSS204F)

The course deals with describtion of Icelandic authoroties (the executive), the basic structure of the Icelandic administrative system, main tasks of public authotiries, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

Factors of Influence in Ageing: Environment, Social Relationships and Health (ÖLD201F)

The goal of this course is to deepen students' knowledge of gerontology and geriatrics. The social, biological and psychological aspects of aging will be discussed. Services for older adults  will be discussed in general as well as caring for special needs. Icelandic and international research will be presented. Various theories in gerontology will be examined and their effects on attitudes towards and services for older people. Cross discipline teamwork will be discussed with emphasis placed on working with various professions.

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 Family Nursing Practice (HJÚ0ADF)

The course aims to give nurses and other health care professionals the opportunity to enhance their skills in evaluating and implementing the philosophy that family care-based as well as focus on developing clinical skills of nurses in their persons and their families who are dealing with various diseases, disorders and or shocks.

On this occasion, the focus will be on working with the support of individuals and families, a family activity and attitude of family members to diseases/trauma. Communication Theories and ideas Wright and Bell (2009) and Wright and Leahey (2019) changed the relationship of family members to chronic or acute disease or trauma and ideology of cooperation with the families of the clinical arena is among the materials that will be considered.

The main focus of the course is on evidence-based practice in family care and the development of therapeutic dialogue with individuals and families, with the views of family members, health workers attitude and attitude to disease and the interaction between them include examined.

Full coverage will be the preparation and implementation of family interviews coercion and development styrkleikamiðaðra treatments for individuals and families.

The course is also designed to give students the opportunity to develop their skills in assisting families with 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 where students receive personal guidance on the implementation of treatment discussion with family members. Assessment is in the form of individual projects and group projects, but as the test release phase of the case requires 80% attendance in the course.

Leadership in health care (HJÚ258F)

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.