The aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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.

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.

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

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, 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. 

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.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics 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.

This course offers students the opportunity to recognize the need to develop inclusive work environments that operate on equity principles as well as value, support and engage all employees. Students learn to identify social justice/exclusion issues related to nondominated culture cohorts associated with race, ethnicity, age, gender, religion, sexual orientation, disability, and other aspects of diversity in organizations and apply their knowledge to analyzing and implementing inclusion initiatives in organizations. Students are engaged in the study of recent scholarly research in the field in order to develop their critical thinking on topics such as identity, diverse teams, (un)conscious bias, and equality of opportunity in organizations and how they relate to the value of diversity in organizations.

The course is taught in English

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.

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 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.

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.

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

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

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

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

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

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

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

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

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

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

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

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. 

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 aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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.

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.

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

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, 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. 

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.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics 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.

This course offers students the opportunity to recognize the need to develop inclusive work environments that operate on equity principles as well as value, support and engage all employees. Students learn to identify social justice/exclusion issues related to nondominated culture cohorts associated with race, ethnicity, age, gender, religion, sexual orientation, disability, and other aspects of diversity in organizations and apply their knowledge to analyzing and implementing inclusion initiatives in organizations. Students are engaged in the study of recent scholarly research in the field in order to develop their critical thinking on topics such as identity, diverse teams, (un)conscious bias, and equality of opportunity in organizations and how they relate to the value of diversity in organizations.

The course is taught in English

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.

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 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.

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.

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

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

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

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

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

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

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

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

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

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

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

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. 

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.

This course provides in-depth knowledge of current research in nursing care for people with respiratory diseases. It covers approaches and interventions to support patients with lung conditions.

This is a joint nordic course, and further information about the course can be found here: https://www.miun.se/en/utbildning/kompetensutveckling/utveckla-dina-medarbetare/vard-och-omsorg/graduate-course-in-respiratory-nursing/

The aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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.

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.

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. 

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

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

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

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.

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 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.

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.

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

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

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

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

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

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

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

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

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

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

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

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. 

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.

This course provides in-depth knowledge of current research in nursing care for people with respiratory diseases. It covers approaches and interventions to support patients with lung conditions.

This is a joint nordic course, and further information about the course can be found here: https://www.miun.se/en/utbildning/kompetensutveckling/utveckla-dina-medarbetare/vard-och-omsorg/graduate-course-in-respiratory-nursing/

The aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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.

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.

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. 

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

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

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

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.

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 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.

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.

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

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

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

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

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

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

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

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

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

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

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

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. 

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.

This course provides in-depth knowledge of current research in nursing care for people with respiratory diseases. It covers approaches and interventions to support patients with lung conditions.

This is a joint nordic course, and further information about the course can be found here: https://www.miun.se/en/utbildning/kompetensutveckling/utveckla-dina-medarbetare/vard-och-omsorg/graduate-course-in-respiratory-nursing/

The aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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.

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.

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. 

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

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

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

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.

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 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.

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.

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

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

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

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

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

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

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

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

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

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

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

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. 

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 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.

The aim of this course is to enhance the students‘ skills in applying knowledge to their nursing practice. The spotlights is obtaining literature from databases and literature assessment. Evidence-based practice is introduced such as use of clinical guidelines and best practice guidelines. The main focus is on practicing methods for searching for and assessing scientific material as well as developing good text.

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

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

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

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. 

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.

The course provides an overview and deeper understanding of the nursing care of patients with kidney disease. Emphasis is placed on the specialized role of nurses in the diagnostic and treatment process of patients, including symptomatic treatment (including fatigue, anxiety, ischemia and urea toxicity, treatment of metabolic acidosis and lipid disorders), self-care, quality of life, education, client-centered nursing and support and collaboration with patients and relatives. Teamwork in the outpatient department will be implemented. Clinical guidelines, the latest research and evidence-based approaches to nursing care of kidney patients are reviewed, in addition to discussing the symptoms of chronic diseases, along with ethical issues related to diagnosis, treatment and decision-making.

The course lays the foundation for clinical, theoretical and reflective skills that are useful in specialized nursing of patients with kidney diseases and in the development of nursing in this field. Teaching is based on a mixed approach where the latest research and clinical guidelines are linked to examples from clinical practice. Lectures, discussions, reflection and projects are used.

This course focuses on developing students' knowledge and skills in the professional assessment and management of situations involving older adults living in the community. Students apply this knowledge to the planning and delivery of support and care for individuals experiencing impaired health and/or functional limitations resulting from chronic illness or age-related changes.

The course emphasizes the practical application of evidence-based knowledge derived from clinical practice guidelines and systematic reviews. Students receive training in designing supportive interventions for a range of care settings, including outpatient clinics, primary healthcare, and home care services, with a particular focus on people living with chronic health conditions and/or frail older adults.

The course also examines the impact of the home environment, service organization, integrated care, and the use of welfare technology in supporting older adults.

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.

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.

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

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

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

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

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

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

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

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

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

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.

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.