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.

The course is taught at the University of Akureyri and is part of a joint study path of HÍ and HA in the master's program in psychiatric nursing (HJÚ447F).

The aim of the course is for students to gain knowledge and skills in using a holistic approach to diagnosing and assessing mental illness, as well as risk assessment related to harm to themselves and others. In the course, students learn about the philosophy behind existing diagnostic systems, their advantages and disadvantages, including DSM V, ICD 10 and ICNP. There is particular emphasis on the use of various assessment lists and instruments to assess the mental health of individuals as well as how such lists and measuring instruments are used to effectively measure interventions and services within the mental health service. Emphasis will be placed on lists used on LSH, SAk and within other Icelandic healthcare organizations. Students will also gain insight into the philosophy of remote mental health services and its usefulness in the structure of the treatment of people with mental illness.  The purpose of clinical learning is primarily to give students the opportunity to practice the above factors with particular emphasis on semi-standard diagnostic interviews and client admission interviews with complex and integrated psychiatric problems.

The aim of the course is for students to gain knowledge and skills in the psychotherapy of individuals with mental health disorders. In the course, students learn about the therapeutic relationship, the "common factors" model and how to use such knowledge to improve the effectiveness of talk therapies in general. The emphasis is on what common aspects of the therapeutic relationship concerning all the work of PMHCNS´s and how that knowledge will be best implemented through training in supportive psychotherapy.  Cognitive Behavioral Therapy (CBT) will be discussed. In the course, students will also learn how the recovery model and user-oriented services relate to fundimental disability theories and will be thaught by service users  how these ideas are used to enhance the quality and safety of mental health services.  Students will then get an insight into the diagnostic signs and symptoms of different substance use problems. The objectives include students acquiring knowledge and skills in the most important aspects of the experienced treatment, education and support of this client group and family members as well as an emphasis on a harm-reduction approach. Students' knowledge of severe and chronic psychiatric problems will also be enhanced. In the course, students will also receive training in the application of motivational interviewing. Finally, students receive guidance training and clinical guidance, both as therapists and clinical supervisors.

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.

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.

The aim of the course is for students to gain further knowledge and skills in the psychotherapy of individuals with mental disorders and is based on both didactic material and clinical training from the course CBT, Psychiatric Nursing I: Conversational Therapy for Individuals and Groups. 

In the course, students will continue to study ideology and application of different approaches. In addition students will in this course carry out the treatment group they designed in a previous course (GHB) or facilitate group therapies at clinical sites. Students will continue to work with CBT with emphasis on the treatment of depression and generalized anxiety disorder, lifestyle changes and stress or other topic relevant at clinical sites. The philosophy of trauma informed care will be taught and applied. Students will also get to know the methods of the main psychotherapies for post-traumatic stress. Training will be carried out and the students' knowledge will be deepened in forensic psychiatric care and responses to violence and appropriate defense measures. Furthermore, students will be trained in clinical supervision, both as practitioners and participants continuing the work begun in Psychiatric Nursing I: psychotherapy for Individuals and Groups.

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.

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.

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.

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.

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.

This course aims to give students an understanding of quantitative data collection, enabling them to critically evaluate the strengths and limitations of different data collection methods in various research contexts. Students will be familiarised with suitable study design and statistical analytical approaches to answer research questions. Students are trained in implementing descriptive and inferential statistical analysis with the Jamovi statistical software and can interpret and report statistical results precisely and efficiently.

The course is taught at the University of Akureyri. You can find more information about the course on their website: https://ugla.unak.is/kennsluskra/index.php?tab=nam&chapter=namskeid&id=86200320256&namskra=1

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.

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.

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.

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

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.

The course is taught at the University of Akureyri and is part of a joint study path of HÍ and HA in the master's program in psychiatric nursing (HJÚ447F).

The aim of the course is for students to gain knowledge and skills in using a holistic approach to diagnosing and assessing mental illness, as well as risk assessment related to harm to themselves and others. In the course, students learn about the philosophy behind existing diagnostic systems, their advantages and disadvantages, including DSM V, ICD 10 and ICNP. There is particular emphasis on the use of various assessment lists and instruments to assess the mental health of individuals as well as how such lists and measuring instruments are used to effectively measure interventions and services within the mental health service. Emphasis will be placed on lists used on LSH, SAk and within other Icelandic healthcare organizations. Students will also gain insight into the philosophy of remote mental health services and its usefulness in the structure of the treatment of people with mental illness.  The purpose of clinical learning is primarily to give students the opportunity to practice the above factors with particular emphasis on semi-standard diagnostic interviews and client admission interviews with complex and integrated psychiatric problems.

The aim of the course is for students to gain knowledge and skills in the psychotherapy of individuals with mental health disorders. In the course, students learn about the therapeutic relationship, the "common factors" model and how to use such knowledge to improve the effectiveness of talk therapies in general. The emphasis is on what common aspects of the therapeutic relationship concerning all the work of PMHCNS´s and how that knowledge will be best implemented through training in supportive psychotherapy.  Cognitive Behavioral Therapy (CBT) will be discussed. In the course, students will also learn how the recovery model and user-oriented services relate to fundimental disability theories and will be thaught by service users  how these ideas are used to enhance the quality and safety of mental health services.  Students will then get an insight into the diagnostic signs and symptoms of different substance use problems. The objectives include students acquiring knowledge and skills in the most important aspects of the experienced treatment, education and support of this client group and family members as well as an emphasis on a harm-reduction approach. Students' knowledge of severe and chronic psychiatric problems will also be enhanced. In the course, students will also receive training in the application of motivational interviewing. Finally, students receive guidance training and clinical guidance, both as therapists and clinical supervisors.

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.

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.

The aim of the course is for students to gain further knowledge and skills in the psychotherapy of individuals with mental disorders and is based on both didactic material and clinical training from the course CBT, Psychiatric Nursing I: Conversational Therapy for Individuals and Groups. 

In the course, students will continue to study ideology and application of different approaches. In addition students will in this course carry out the treatment group they designed in a previous course (GHB) or facilitate group therapies at clinical sites. Students will continue to work with CBT with emphasis on the treatment of depression and generalized anxiety disorder, lifestyle changes and stress or other topic relevant at clinical sites. The philosophy of trauma informed care will be taught and applied. Students will also get to know the methods of the main psychotherapies for post-traumatic stress. Training will be carried out and the students' knowledge will be deepened in forensic psychiatric care and responses to violence and appropriate defense measures. Furthermore, students will be trained in clinical supervision, both as practitioners and participants continuing the work begun in Psychiatric Nursing I: psychotherapy for Individuals and Groups.

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.

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.

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.

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.

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.

This course aims to give students an understanding of quantitative data collection, enabling them to critically evaluate the strengths and limitations of different data collection methods in various research contexts. Students will be familiarised with suitable study design and statistical analytical approaches to answer research questions. Students are trained in implementing descriptive and inferential statistical analysis with the Jamovi statistical software and can interpret and report statistical results precisely and efficiently.

The course is taught at the University of Akureyri. You can find more information about the course on their website: https://ugla.unak.is/kennsluskra/index.php?tab=nam&chapter=namskeid&id=86200320256&namskra=1

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.

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.

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.

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