Nursing Degree Third Year · DEGREE MAJORS A major is a university pathway organised, in this case, by our centre and aimed at students of a bachelor’s degree in Nursing. It is

Nursing Degree Third Year

CURRICULUM

ACADEMIC YEAR 2019-2020


2


CREDITS AND STRUCTURE OF THE QUALIFICATION

To obtain the degree qualification students must have earned 240 ECTS credits. These 240 credits will

contain all the theoretical and practical training: basic aspects of the branch of knowledge,

compulsory or optional subjects, seminars, external practical work experience, teacher-led work,

dissertation and other training activities. The studies will be completed with a dissertation.

Qualification: The title of “graduate” will be awarded.

Type of title: Official

Duration: 4 years

Total credits: 240 ECTS

DEGREE MAJORS

A major is a university pathway organised, in this case, by our centre and aimed at students of a

bachelor’s degree in Nursing.

It is an innovative and complementary path that the Gimbernat University Nursing School offers its

students, and that allows them to organise their studies to obtain a second specialisation in an area of

knowledge complementary to the qualification.

Credits earned in the major will form part of the total credits required for the bachelor’s Degree and

will take optional credits of this degree curriculum into account.

The student can graduate with:

The major "LEADERSHIP INNOVATION AND EMERGING ROLES IN NURSING"

The major "NURSING, INNOVATION AND DIGITAL HEALTH"

DISTRIBUTION OF THE CURRICULUM IN ECTS CREDITS.

The 240 ECTS credits Curriculum spread over four years. These 240 credits will contain all the

theoretical and practical training: basic training, compulsory training, external practical work

experience, optional (pathway) and a dissertation.

TYPE OF

SUBJECT Basic training Compulsory Optional pathways

External practical

work experience

Final

project

CREDITS 60 150 30 81 9

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SEQUENCING OF THE EU GIMBERNAT NURSING CURRICULUM

BOE [Official State Gazette] No. 285 of 27 November 2012

Firs

t ye

ar

Code Course Nature Semester ECTS

200593 Psychosocial Sciences BT 1 6

200594 Communication and ICT BT 1 6

200599 Nutrition Principles BT 1 6

Structure and Function of the Human Body

Structure of the Human Body BT Annual 12 200596

200597 Function of the Human Body

200601 History of Nursing Care and Thought CO Annual 9

200595 Culture, Society and Health BT 2 6

200598 Biostatistics Scientific Methodology BT 2 6

200600 Introductory Practicum CO 2 9

Total credits first year: 60

Se

con

d y

ear


200606 Public Health CO 1 3

200604 Nursing and Community Health CO 1 9

200605 Advanced Practicum I CO 1 6

Integrated Module of Adult Care (MICIA)

Annual 18 200602 Adult Nursing Care CO

200603 Clinical Pharmacology and Applied Therapeutics BT

200608 Function of the Human Body II BT

200609 Health Education CO 2 6

200611 Advanced Practicum II CO 2 6

200610 Ethics and Legal Framework in Nursing CO 2 6

200607 Therapeutic Communication BT 2 6

Total credits second year: 60

Th

ird

ye

ar


200613 Nursing care for women, children and adolescents CO 1 6

200619 Management and Quality of Nursing Services CO 1 3

200614 Nursing Care in Mental Health CO 1 3

200615 Advanced Practicum III CO 1 9

200616 Advanced Practicum IV CO 2 9

200617 Advanced Nursing Care in Complex Situations CO 2 3

200620 Specialist Practicum I CO 2 9

200618 Nursing in Palliative Care CO 2 3

200621 Specialist Practicum II CO 2 12

200612 Nursing care in the Ageing Process CO 2 3

Total credits third year: 60

4


Fou

rth

ye

ar


200622 Specialist Practicum III CO 1 9

200624 Dissertation CO Annual 9

200623 Specialist Practicum IV CO 2 12

Total compulsory credits fourth year: 30

Pathway 1 LEADERSHIP, INNOVATION AND EMERGING ROLES IN NURSING


104109 Leadership strategies and policy responsibility OT 1 6

104107 Innovation and Entrepreneurship in Nursing OT 1 8

104108 Emerging Roles and Advanced Nursing OT 1 4

200901 External Practicum I OT 2 12

Total optional credits fourth year: 30

Pathway

2

NURSING, INNOVATION AND DIGITAL HEALTH


104111 Nursing and Digital Health OT 1 4

104110 Trends and Future of ICT in Health Organisations OT 1 6

104107 Innovation and Entrepreneurship in Nursing OT 1 8

200902 External Practicum II OT 2 12

Total optional credits fourth year: 30

(*) Nature: BT.- Basic Training; CO. - Compulsory; OT.- Optional

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NURSING CARE FOR WOMEN, CHILDREN AND ADOLESCENTS

THIRD YEAR NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course NURSING CARE FOR WOMEN, CHILDREN AND ADOLESCENTS

Code Academic year 2019 2020

ECTS

Credits 6 Course type CO

Year 3rd year Semester FIRST

Timetable Link to the centre’s Web page (virtual secretariat)

Teaching language Catalan/Spanish

FACULTY INFORMATION

Teacher-in-charge

Name of teacher NOEMÍ OBREGÓN

e-mail [email protected]

Tutoring schedule To be arranged

Name of teacher ENCARNACIÓN GARCÍA-UCEDA



Name of teacher GLORIA REBOLLO



Name of teacher MONTSERRAT POVEDANO



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COURSE CONTEXTUALISATION

The course Nursing Care for Women, Children and Adolescents is part of the field of Clinical

Nursing and is taught in the first semester of the third year of the degree. It consists of four

complementary areas: gynaecological nursing, obstetric nursing, paediatric nursing and

neonatal nursing.

This course aims to lead the student towards achieving professional competencies in the

actions of the promotion, prevention, recovery and rehabilitation of the health of women, the

mother and child at different stages of life and development.

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies

Competency CE1. Provide technical and professional healthcare appropriate to the health needs

of the people we treat, in accordance with the state of development of scientific

knowledge at any given time and the quality standards and safety requirements

set out in the applicable legal and ethical standards.

Learning outcomes CE1.35. Recognise health needs during the different stages of the life cycle,

from birth until end of life.

CE1.38. Justify nursing care appropriate for health needs.

CE1.42. Define the characteristics of women at different stages of the

reproductive cycle, the menopause and the alterations that may occur.

CE1.43. Identify the characteristics of the different stages of childhood and

adolescence.

CE1.48. Apply care during the maternity process and prevent

complications.

CE1.49. Identify specific aspects of a new-born.

CE1.50. Identify the most frequent health problems in childhood and their

manifestations.

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Competency CE2. Plan and provide nursing care aimed at individuals, families and groups, health

results-orientated assessing its impact through clinical practice and care

guidelines, which describe the processes by which a health problem is diagnosed,

or treated or cared for.

Learning outcomes CE2.7. Identify nursing problems in childhood and their complications.

CE2.8. Assess and comprehensively treat health needs in childhood.

Competency CE6. Base nursing interventions on scientific evidence and on the means available.

Learning outcomes CE6.14. Put forward scientifically-based proposals for analysis that also

match resources.

CE6.15. Demonstrate skills of analysing information according to the

scientific evidence.

Competency CE7. Demonstrate unprejudiced understanding of people, considering their physical,

psychological and social aspects, as autonomous and independent individuals,

ensuring respect for their opinions, beliefs and values, guaranteeing the right to

privacy through confidentiality and professional secrecy.

Learning outcomes CE7.29. Identify the design of care considering age, gender, cultural

differences, ethnicity, beliefs and values.

CE7.30. Perform the nursing process considering the opinions, beliefs and

values of the persons they are intended for.

Competency CE9. Promote healthy lifestyles, self-care, supporting maintaining therapeutic and

preventive behaviours.

Learning outcomes CE9.6. Select the basic aspects related to a healthy lifestyle, self-care and

preventive and therapeutic activities in relation to health needs, directing

the actions of both the individual and the family members and/or

caregivers responsible.

CE9.9. Design educational actions for risk prevention and health

promotion.

CE9.10. Identify educational interventions aimed at promoting healthy

lifestyles, self-care and maintaining preventive and therapeutic

behaviours.

9



Cross-curricular competencies

Competency CT4. Identify, analyse and follow the most suitable opinion to respond to problems

in a professional context, efficiently and effectively.

General competencies

Competency CG2. Develop independent learning strategies.

Competency CG3. Respect the diversity and plurality of ideas, people and situations.

CONTENT

THEMATIC UNIT 1. NURSING CARE FOR A PERSON WITH GYNAECOLOGICAL DISORDERS

TOPIC 1. EVOLUTIONARY STAGES AND PERIODS OF WOMEN: Anatomical-physiological

reminder of the female genital tract. Ovarian cycle. Childhood, puberty, childbearing age

and menopause.

TOPIC 2. FEMALE CARE PROGRAMME Gynaecological examinations and checks.

Diagnostic tests. Medical record and nursing records. Caring for young people and

adolescents. Prevention of STDs.

TOPIC 3. NURSING CARE IN THE FAMILY GUIDANCE AND PLANNING: Contraceptive

methods. Nursing care for a couple with infertility problems.

TOPIC 4. NURSING CARE FOR A PERSON WITH GYNAECOLOGICAL DISORDERS:

Endometriosis. Uterine polyps. Uterine myoma. Premenstrual tension syndrome.

Dysmenorrhoea Dyspareunia. Benign ovarian tumours. Gynaecological oncopathology.

Vaginal prolapse.

TOPIC 5. NURSING CARE FOR WOMEN WHO HAVE HAD GYNAECOLOGICAL SURGERY:

Preoperative in gynaecology. Minor surgical operations. Major surgical operations.

Gynaecological post-operative nursing care plan.

TOPIC 6. NURSING CARE FOR WOMEN WITH BREAST DISORDERS: Anatomical-

physiological reminder. Benign breast disease. Breast cancer. Nursing interventions in

post-operative breast surgery.

TOPIC 7. NURSING CARE IN THE MENOPAUSE Physiology, stages and endocrinology in the

menopause. Manifestations and treatment.

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THEMATIC UNIT 2. NURSING CARE FOR WOMEN IN PREGNANCY, CHILDBIRTH AND PUERPERIUM

TOPIC 1. PREGNANCY: Gametogenesis and fertilisation. Placental development and

function. Development and growth of the embryo and foetus. Changes and care during

pregnancy. Prenatal care. Assessment of maternal and perinatal risk. Pregnancy disease.

TOPIC 2. LABOUR AND DELIVERY: Factors involved in childbirth. Stages of labour and

delivery. Eutocic delivery and dystocic delivery. Pain in childbirth. Pathology of the delivery.

TOPIC 3. NURSING CARE IN THE PUERPERIUM: Physiology and puerperal clinical

manifestations. Pathology of the puerperium. Postpartum haemorrhage. Nursing care in

the immediate puerperium: Motherhood education and infant massage. Establishment of

breastfeeding.

THEMATIC UNIT 3. NEONATAL AND PAEDIATRIC NURSING CARE.

TOPIC 1. Nursing care for the new-born: Adapting to life outside of the womb. Nursing

care for a healthy new-born in the delivery room and nursery. Nursing care for the

nutritional needs of the new-born. Acute alterations in the new-born.

TOPIC 2. NURSING CARE FOR A PREMATURE NEW-BORN: Characteristics of a premature

new-born, complications, and nursing care, NIDCAP program (Newborn Individualized

Developmental Care and Assessment Program).

TOPIC 3. BREASTFEEDING: Benefits of breastfeeding in a new-born, infant and premature

child, the ten WHO steps, difficulties breastfeeding and how to resolve them.

TOPIC 4. PAEDIATRIC PATHOLOGY: The most common paediatric pathology: respiratory

disorders, digestive disorders, infectious diseases, urinary tract infections. Paediatric

emergencies: paediatric surgery, critical childcare and paediatric assessment. Obtaining

samples. Urinary catheter in the new-born. Paediatric monitoring. Cardio-pulmonary

resuscitation in a new-born, infant and child.

TOPIC 5. PAEDIATRIC MEDICATION: Dose calculation, dilutions, preparation and different

routes of administration of paediatric medication.

TOPIC 6. CARE AND FOLLOW-UP PROGRAMME OF A HEALTHY CHILD: Paediatric

assessment and examination. Nutrition. Normal growth and development of the healthy

child. Vaccination calendar. Healthy Child Programme and Health and School Programme.

Measures to promote safety according to age and evolutionary period (identification of

the new-born, prevention of child accidents, etc.).

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TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1: Lectures: Master classes in the classroom where the specific subject of the course

will be taught. Works on competencies CE1, CE6, CE9 and CG3.

Activity 2: Simulation practical workshops in the field of mother and child. Classroom work

in small groups. Momentum will be established directed by the teacher of the course and

cases will be worked on individually and in groups in relation to obstetrics and paediatrics.

4 practical workshops will be taught.

OBSTETRICS AND GYNAECOLOGY

Breastfeeding and first treatments for new-borns. Physiology and starting

breastfeeding, frequent complications of breastfeeding, treatments for new-borns in

the delivery room.

Nursing care in the immediate puerperium: Postpartum bleeding, detection,

algorithm and nursing care.

PAEDIATRICS

Usual techniques in the paediatric field. Vascular access, sampling and urinary

catheter.

CPR. Cardiopulmonary resuscitation in infants and children. Cardiorespiratory

arrest, obstruction of the airway.

Works on competencies CE1, CE2, CT4 and CG2.

Activity 3: Menopause and the cinema. It is an activity of reflection on the changes that women go through during the menopause phase. Questions and discussions are generated in the Virtual Campus forum from watching an audiovisual document that will be uploaded to the virtual campus. Works on competencies CE1.35, CE1.45, CE7, CE9, CT4 and CG2.

Activity 4: Paediatric medication: Theoretical and practical classroom activity on the

administration of medication in paediatrics and paediatric specificities. Routes of

administration, preparation and dosing. Works on competencies CE1, CE2, CE7 and CE9.

Activity 5: Role playing during sessions. Classroom activity. After presenting the theory of

diverse topics, role-playing will be proposed in different situations with the objective of

strengthening the acquisition of competencies and practical skills and focus on nursing care

in the areas of obstetrics, gynaecology and paediatrics.

Works on competencies CE1, CE2, CE6, CE7 and CE9.

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TYPE OF ACTIVITY

ACTIVITY LEARNING OUTCOMES HOURS

STUDENT WORKLOAD

Teacher-led act.

Lectures and role playing CE1.35, CE1.38, CE1.42, CE1.43, CE1.49, CE1.50, CE6.14, CE9.6,

CE9.9, CE9.10 and GC3 39 h

Practical and simulation workshops

CE1.48 and CE2.7 6 h

Guided act. Tutorials CE1.43, CE1.49, CE2.8, CE6.15 5 h

Independent study act.

Independent study work CE6.14 and CE6.15 50 h

Participation in the forum CE1.38, CE1.48, CE2.8, CE6.14,

CE7.29 and CE7.30 6 h

Preparing the workshops CE1.43, CE1.48, CE1.50, CE2.7 30 h

Reading of scientific documents

CE6.14 and CE6.15 12 h

TOTAL HOURS 148

ASSESSMENT

Assessed activity 1: Examination. This is a written individual type test of all the contents

discussed on the course including paediatric medication, all the seminars, workshops

and scientific protocols specific for the course. Assesses competencies CE1, CE2, CE6,

CE9 and CT3. Has a weighting of 50% of the final mark. *

Assessed activity 2: Practical and simulation workshops in the field of mother and

child. After the preparation and holding of each of the 4 workshops, the integration of

the theoretical content and practical skills of each one will be assessed. Each workshop

will represent 10% of the mark for this activity.

Assesses competencies CE6, CT3 and CG2. Has a weighting of 40% of the final mark.

Assessed activity 3: Debate on the menopause. After watching the movie "Fried Green

Tomatoes", which will be uploaded to Moodle, discussions will be generated on the

changes that occur at this stage of life. Participation in the discussion is worth 10% of

the final mark.

In order to pass the course and add it to the rest of assessed activities, the exam must be

passed with a mark equal to or greater than 5.

*In the event of suspending this assessed activity (mark below 5), the student will have the

option of taking a repeat exam.

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ASSESSMENT ACTIVITIES

FINAL MARK PERCENTAGE

LEARNING OUTCOMES HOURS STUDENT

WORKLOAD

Exam 50%

CE1.35, CE1.38, CE1.42, CE1.43, CE1.49, CE1.50, CE2,7, CE6.15, CE9.6,

CE9.9 and CE9.10

2 h

Attendance of seminars and advanced simulation practices

40% CE6.14 and CE6.15

-

Participation Debate on menopause

10% CE9.10

TOTAL HOURS 2 h

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books

Author/s Year Title Edition Place Publisher

Gómez CI, Díaz M,

Ruiz MJ

2001 Enfermería de la infancia y la

adolescencia (Nursing in

childhood and adolescence).

Madrid McGraw-

Hill.Interamericana

Ladewig, London,

Moberly, Olds.

2006 Maternal and new-born

nursing.

5th Madrid McGraw-

Hill.Interamericana

Cabero Roura L 2004 Tratado de Ginecología,

Obstetricia y Medicina de la

Reproducción (Discourse on

gynaecology, obstetrics and

reproductive medicine):

2nd Madrid Panamericana

Vanrell JA, Iglesias X,

Cabero Ll. Barcelona

1993 Manual de Obstetricia y

Ginecología

para pregraduados (Obstetrics and Gynaecology Manual for undergraduates).

1st Barcelona Masson-Salvat

González Merlo J 2007 Obstetricia 5th Barcelona Masson

Aguayo J, Gómez A,

Hernéndez MT, et al.

2008 Manual de lactancia materna

(Breastfeeding manual)

Madrid Editorial Médica

Panamericana

Edo M, Giró I, March

G, Querol M

2010 Manual de procedimientos y

técnicas de enfermería en

pediatría (Manual of nursing

procedures and techniques in

paediatrics)

Barcelona Servei de Publicacions

UAB

14



Articles

Gupta JK, Holfney GJ. Posición de la mujer durante el periodo de expulsivo del trabajo de parto (Position of women during the

labour expulsion period). Cochrane review

Moore ER, Anderson GC, Bergman N. Contacto piel a piel temprano para las madres y sus recién nacidos sanos (Early skin-to-skin

contact for mothers and their healthy new-borns). La Biblioteca Cochrane Plus, 2008 Number 4. Oxford. Update Software LTD

Hodnett ED. Caregiver support for women during childbirth (Cochrane Review). La Biblioteca Cochrane Plus, 2008 no. 4. Oxford Caravaca E, Martínez M, Casajoana M, Lorente I. Hidratación y alimentación durante el trabajo de parto (Hydration and nutrition

during labour). "Scientific evidence review". Matronas Profesión 2009 Pérez, L. Manejo del dolor del trabajo de parto con métodos alternativos y complementarios al uso de fármacos (Managing labour

pain with complementary and alternative methods to the use of drugs). Matronas Prof 2006

Internet sources

Title Description URL

Protocol de seguiment

de l’embaràs a

Catalunya (Pregnancy

follow-up protocol for

Catalonia

Care protocol. 2nd revised edition

The Autonomous Government of

Catalonia. Department of Health and Social

Security.

Barcelona, 2005

http://www.gencat.cat/salut/depsalut/pdf/protsegui2006.

pdf

Protocol d’assistència

al part i al puerperi i

atenció al nadó

(Protocol for birthing,

postpartum and

newborn care)

Care protocol created by the Autonomous

Government of Catalonia. Department of

Health and Social Security. 2003

http://www.gencat.cat/salut/depsalut/pdf/protpart.pdf

Protocol d’atenció a

infants immigrants

(Care protocol for

immigrant children)

Follow-up programme to the

healthy child. The Autonomous

Government of Catalonia. Department of

Health Barcelona, 2005

http://www.gencat.cat/salut/depsalut/pdf/protoimmi200

6.pdf

NIDCAP International federation of new-born care

focused on -development

http://www.nidcap.org/

Recommendations for Resuscitation 2015 European Resuscitation Council (ERC)

EUROPEAN RESUSCITATION COUNCIL Recommendations for Resuscitation 2015 European Resuscitation Council (ERC)

http://www.semg.es/images/stories/recursos/2015/Recom

endaciones_ERC_2015_Resumen_ejecutivo.pdf

Recommendations for food in early childhood (0 to 3 years)

Healthy eating recommendations between the ages of 0-3 years. Update 2016.

http://salutweb.gencat.cat/web/.content/home/ambits_te

matics/per_perfils/centres_educatius/menus_escolars/pro

grama_revisio_programacions_menus_escolars_catalunya_

preme/documents/arxius/alimentacion_0_3_es.pdf

L’alimentació saludable en l’etapa escolar (Healthy eating for schoolchildren)

Recommendations for healthy eating at the school stage. Update 2017.

http://salutweb.gencat.cat/web/.content/home/ambits_te

matics/per_perfils/centres_educatius/menus_escolars/pro

grama_revisio_programacions_menus_escolars_catalunya_

preme/documents/arxius/guialimentacio.pdf

Audiovisual material

Title Description

El pit no té horari

(Breastfeeding on demand)

Audiovisual translated by ACPAM (Catalan Association for breastfeeding)

which explains the technique of breastfeeding as well as ways of putting it

into practice in the baby’s different evolutionary stages.

Teràpies Naturals en

Infermeria (Natural

therapies in nursing)

Audiovisual edited by the Escuela Universitaria Gimbernat on natural

therapies which teach about the importance of infant massage and which

shows the sequence for performing it.

http://www.gencat.cat/salut/depsalut/pdf/protsegui2006.pdf

http://www.gencat.cat/salut/depsalut/pdf/protsegui2006.pdf

http://www.gencat.cat/salut/depsalut/pdf/protoimmi2006.pdf

http://www.gencat.cat/salut/depsalut/pdf/protoimmi2006.pdf

http://www.semg.es/images/stories/recursos/2015/Recomendaciones_ERC_2015_Resumen_ejecutivo.pdf

http://www.semg.es/images/stories/recursos/2015/Recomendaciones_ERC_2015_Resumen_ejecutivo.pdf

15



BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books


Richard E, Behrman 2000 Nelson. Tratado de

Pediatría (Discourse on

Paediatrics)

17th Madrid Elsevier

Lewis, Heitkemper, Dirksen 2003 Enfermería

Medicoquirúrgica (Medico-

surgical nursing)

6th Madrid

Elsevier

Internet sources


Infeccions de transmissió

sexual (Sexually-transmitted

infections)

Protocols for prevention and epidemiology

from the Department of Health of the

Autonomous Government of Catalonia

http://www.gencat.cat/salut/dep

salut/html/ca/dir2040/index.html

Corbes de referència de pes,

perímetre cranial i longitud

en néixer (Reference graphs

for newborn weight, head

circumference and length)

Curves, graphs, of weight-to-height ratio

development

http://www.gencat.cat/salut/dep

salut/html/ca/dir2392/index.html

Audiovisual material

Title Description

Manual de procedimientos y

técnicas de enfermería en

pediatría (Manual of nursing

procedures and techniques

in paediatrics)

Audiovisual showing different

techniques that are used in paediatric

nursing. Made by teachers of the

course of mother and child health for

the purpose of theoretical and

practical demonstration.

COURSE SCHEDULE

This information will be available for students enrolled on this course via the virtual campus

http://www.libreriasaulamedica.com/resulbus.asp?adv=1&idautor=8452

http://www.gencat.cat/salut/depsalut/html/ca/dir2392/index.html

http://www.gencat.cat/salut/depsalut/html/ca/dir2392/index.html

16

MANAGEMENT AND QUALITY OF NURSING

SERVICES THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course MANAGEMENT AND QUALITY OF NURSING SERVICES

Code Academic year 2019/2020

ECTS


Year 3rd DEGREE Semester FIRST


Teaching language Catalan and Spanish

FACULTY INFORMATION

Teacher-in-charge

Name of teacher MONTSERRAT MONTAÑA PEIRONCELY



PREREQUISITES

There are no prerequisites for this course.

17


SERVICES THIRD YEAR

NURSING DEGREE


This course is part of the field Nursing Basics with History of Nursing Care and Thought,

Ethics and Legal Framework and Health Education. It is taught in the second semester of the

third year and is compulsory. With the rest of the courses in this field, it aims to give the

conceptual bases for professional exercise.

The need to know the basic concepts of the management and organisation of the health

system is justified for two main reasons:

1. Nurses are, on the one hand, the object of the administration process as in any

healthcare system the nursing profession represents a high percentage of human

resources - in Spain it is approximately 28% (MSC, 2003) - and between 60 and 70%

of the system’s budget goes on salaries and wages. And, on the other hand, they

are the subject, as they are involved in the use, directly or indirectly, of most of the

material resources used in the health system, given that they work at all levels of

healthcare.

2. When nursing is defined, it is associated with the development of four functions,

including the management function. Defined as the proper use of resources

available within the groups or institutions, so that the work can be carried out in a

systematic way and with the best results. This function is inherent to the exercise

of the system at any level, from the care nurse (in which the administrative task

focuses on the proper use of the resources available: patient information

management, coordination with other levels and professional assessment of the

situation of patients, planning of actions directed at care, implementation of

actions and assessment of results) up to the exercise within management teams (in

which the administrative function will involve making decisions that will guide the

general lines of action for all the nursing staff in charge of the department).

In order to understand the scope and give a knowledge base to the student it reviews, in an

intelligent way and open to discussion, all the elements that support the management and

quality of nursing services: people, their training and development, technologies,

organisational structure, the environment and organisational behaviour, without forgetting

the importance of shared knowledge.

18


SERVICES THIRD YEAR

NURSING DEGREE



Competency CE13. Demonstrate knowledge of the principles of health financing and

geriatric care and use resources appropriately.

Learning outcomes CE13.1 Describe and explain the Spanish health system.

CE13.2 Identify the principles of health and social health financing in the

health system of Spain and Catalonia.

CE 13.3 Analyse the health and social care resources available in different

situations.

CE 13.4 Explain the health system financing system.

CE13.5. Analyse the criteria of efficiency and effectiveness in relation to

needs and the management of available resources.

Competency CE16. Demonstrate your knowledge of health information systems.

Learning outcomes CE16.15. Select ICT available in the health field for obtaining, processing,

managing, analysing, planning and reporting.

CE16.16. Compare the features of the main health information systems.

CE16.17. Describe the care management computer programmes.

CE16.18. Analyse the information systems that the different health

organisations use.

CE16.19. Use the different computer systems/programmes as tools for

caring for people.


Competency CT1 Analyse and summarise complex phenomena.

Competency CT2 Search, assess, organise and maintain information systems.

Competency CT4 Express yourself fluently, coherently and properly following established

standards both orally and in writing.

Competency CT5 Acquire and use the necessary tools to develop a critical and reflective

attitude.

Competency CT6. Work closely and join groups and work teams.

19


SERVICES THIRD YEAR

NURSING DEGREE


Competency CG1 Develop critical thinking and reasoning and know how to communicate this

effectively both in your mother tongue and in other languages.

Competency CG2 Develop independent learning strategies.

Competency CG3 Respect the diversity and plurality of ideas, people and situations.

CONTENT

THEMATIC UNIT 1. GENERAL CONCEPTS

TOPIC 1. INTRODUCTION. Key concepts. Historical evolution of administration theories.

Nursing and administration.

THEMATIC UNIT 2. THE HEALTH SETTING

TOPIC 2. CONCEPT OF HEALTH SYSTEM, HEALTH MODEL AND THE HEALTH SYSTEM.

EVOLUTION OF MODELS. Concept of financing and basic economic indicators. Public and

private health systems. Differences and key concepts: equality, effectiveness, efficiency,

effectiveness and ethics.

TOPIC 3. THE SPANISH HEALTH SYSTEM. History and timeline. The [Spanish] General

Health Act The Spanish National Health System. Definition, features and organisation.

Distribution of competences State - Autonomous Communities. Difficulties and

shortcomings in the system

TOPIC 4. THE CATALAN HEALTH SYSTEM. Timeline. The Catalan Health Management Act

(LOSC). Databases and tools: The Catalan Health Service, The Health Plan, The SISCAT and

the health information systems.

THEMATIC UNIT 3. THE ADMINISTRATIVE PROCESS.

TOPIC 5. ELEMENTS OF THE MANAGEMENT PROCESS. The thinking phase: we plan and

organise. Planning: developing plans and formulating objectives. Organisation:

structuring, systematisation and installation. Guides, protocols and procedures. Time

management. Provided: template and physical presences. Factors that impact on the

calculation of nursing staff. Dependency levels and workloads. Different methodologies

that determine the number of professionals, as well as studies of physical presences which

take into account the variability of workloads.

20


SERVICES THIRD YEAR

NURSING DEGREE

TOPIC 6. THE IMPLEMENTATION PHASE: guidance and assessment. Guidance models.

Motivation theories. Communication and group processes. Supervision process. Assessment.

Requirements. Types of assessment:

THEMATIC UNIT 4. QUALITY AND NURSING SERVICES

TOPIC 7. DEFINITIONS AND AUTHORS Conceptualisation of quality. Attributes of care quality.

Quality and actors in health services. The definition of quality levels.

TOPIC 8. QUALITY OF SERVICE COMPANIES.

Quality management models: quality control, quality assurance and total quality. History of care

quality.

TOPIC 9. QUALITY MEASUREMENT.

Indicators. Types of indicators. Construction of indicators. Requirements. Monitoring and

follow-up.

TOPIC 10. QUALITY IMPROVEMENT.

Analysis of causes. Techniques for improving: objective, subjective and group. Rules, criteria and

standards. Assessment studies:

TOPIC 11. THE ACCREDITATION OF HEALTH CENTRES.

Authorisation and accreditation. The hospital accreditation process. Accreditation Act of

Catalunya. Other models of accreditation/certification: Joint Commission, ISO standards.

Awards for quality: EFQM.

TOPIC 12. PATIENT SAFETY.


During the classes different teaching-learning strategies will be used, lectures will be

combined with expert and discussion seminars:

Participatory lectures and expert seminars. Works on competencies CE 13, CE 16, CT1 and

CT5.

Classroom activities: Throughout the course, different activities will be proposed which will

be conducted in person in the classroom and that will reinforce the most relevant concepts.

Works on competencies CE 13, CE 16, CT1 and CT5.

21


SERVICES THIRD YEAR

NURSING DEGREE

Self-learning online: The different units will have virtualised content available in Moodle

for student self-learning. Works on competencies CE13, CE14, CT1, CT5, and CG2.

Participation in discussion forums on the Moodle platform. Works on competencies

CE13, CE14, CT1, CT5 and CG2.

TYPE OF

ACTIVITY ACTIVITY LEARNING OUTCOMES

HOURS

STUDENT

WORKLOAD

Teacher-led

act.

Participatory lectures CE13.1, CE13.2, CE13.3, CE14 22.5

Classroom activities CE13.1, CE13.2, CE13.3, CE14 -

Guided act.

Tutoring for writing and

presenting work -

2

Participation in discussion

forums CE13.1, CE13.2, CE13.3, CE14

7.5

Independen

t study act.

Information search and

processing CT2, CT5, CG2

7.5

Self-learning online CE13.1, CE13.2, CE13.3, CE14, CT1,

CT5 and CG2

12

Preparing individual work.

CE13.1, CE13.2, CE13.3, CE14, CE13.5,

CE16.16, CE16.17, CE16.18, CE16.19,

CT2 and CG2

12

Study

CE13.1, CE13.2, CE13.3, CE14, CE13.5,

CE16.16, CE16.17, CE16.18, CE16.19,

CT2 and CG2

16

TOTAL HOURS 74


SERVICES THIRD YEAR

NURSING DEGREE

22

ASSESSMENT

Assessment elements:

Assessed activity 1. Critical analysis of a document. Assesses the competencies CG1, CG2 and

CT4 and has a weighting of 30% of the mark. A sufficient level (5) has to be attained to be

averaged with the exam.

Assessed activity 2. Examination. Assesses the competencies CE13 and CE16 and has a

weighting of 50% of the mark.

*In the event of suspending this assessed activity (mark below 5), the student will have the


Assessed activity 3. Classroom activities. Assesses the competencies CE13 and CE16 and has a

weighting of 20% of the mark.

**Students will have the option to review their qualifications on the planned dates during the

qualifications publication period.

*** The assessment criteria for each activity will be published on the virtual campus at the

start of the course

ASSESSMENT ACTIVITIES FINAL MARK

PERCENTAGE LEARNING OUTCOMES

HOURS STUDENT

WORKLOAD

Critical analysis of a document. 30% CG1, CG2 and CT4 -

Classroom activities 20% -

Exam 50% CE1, CT2, CE13 and CE16 1

TOTAL HOURS 1


Books


Chiavenato, I 1990

Introducción a la teoría general de la

administración (Introduction to the

general theory of administration)

3rd Mexico Mc Graw-Hill

Gillies, DA

1994 Nursing management: An alignment to

the systems

Barcelona Ed. Masson – Salvat


SERVICES THIRD YEAR

NURSING DEGREE

23

Mompart, MP

1994 Administración de los servicios de

enfermería (Administration of nursing

services)

Barcelona Ed. Masson-Salvat

Mompart, MP and

Duran M

2001 Administración y gestión de los servicios

de enfermería (Administration and

management of nursing services)

Madrid Ed. DAE

Others

Title Description

The [Spanish] General Health Act 14/1986, of 25 April. Ministry

for Health and Consumer Affairs

Health Management Act of Catalonia. Autonomous

Government of Catalonia. Department of Health and Social

Security

Articles

Author Title Journal Volume Year Pages Description/

comment

Internet sources


Health

planning:

Ministry of

Health of Spain

http://www.msc.es/

Department of

Health

Autonomous

Government of

Catalonia

http://www.gencat.cat/salut/depsalut/index.html

CatSalut http://www10.gencat.net/catsalut/cat/index.htm

Healthcare

providers

Catalonia:

List of CatSalut

providers

http://www10.gencat.net/catsalut/cat/coneix_proveidors.htm

Public

companies and

consortiums

http://www10.gencat.net/catsalut/cat/coneix_empreses.htm

Catalan Health

Institute

http://www.gencat.net/ics/

COURSE SCHEDULE


NURSING CARE IN MENTAL HEALTH THIRD YEAR

NURSING DEGREE

http://www.msc.es/

http://www.gencat.cat/salut/depsalut/index.html

http://www10.gencat.net/catsalut/cat/index.htm

http://www10.gencat.net/catsalut/cat/coneix_proveidors.htm

http://www10.gencat.net/catsalut/cat/coneix_empreses.htm

http://www.gencat.net/ics/

24

GENERAL INFORMATION

Course NURSING CARE IN MENTAL HEALTH

Code Academic year 2019-2020

ECTS

Credits 3 ECTS Course type CO

Year 3rd DEGREE Semester FIRST


Teaching language CATALAN-SPANISH

FACULTY INFORMATION

Teachers-in-charge

Name of teacher Cecilia Brando Garrido



Name of teacher Meritxell Sastre Rus



PREREQUISITES

There are no prerequisites to take this course


The Nursing Care in Mental Health course aims to introduce the student to the knowledge

and practice of the nursing care process to the mentally ill, integrated in the multidisciplinary

team of Mental Health and Psychiatry, starting from knowledge of the most prevalent

mental health problems, their clinical manifestations and the factors that influence their

development and control.

It is part of the subject of Clinical Nursing and runs in the first semester of the third year of

the degree.


NURSING DEGREE


mailto:[email protected]


25






Learning outcomes CE1.37. Scientific evidence-based arguments with the selection of the

most suitable nursing care for a professional service tailored to

people’s health needs.

CE1.41.Identify the most prevalent mental health problems, their

clinical manifestations and influential factors.

CE1.45. Identify, integrate and relate the concept of health and

nursing care in the specific area of mental health and psychiatry.

Competency CE5. Design care systems aimed at individuals, families or groups, by assessing

their impact and establishing appropriate modifications.

Learning outcomes CE5.8. Design nursing care plans to appropriately intervene and to

assess the impact of your intervention.

CE5.9. Propose care protocols aimed at people with a disease risk.

CE5.10. Draw up and implement care plans, according to the phase

and/or stage of disease the patient is at, using the theoretical and

methodological principles of nursing and assessing their results.




Competency CG3 Respect the diversity and plurality of ideas, people and situations.


NURSING DEGREE

CONTENT

26

THEMATIC UNIT 1. HISTORICAL AND THEORETICAL APPROACH TO THE CONCEPT OF

MENTAL HEALTH

TOPIC 1. INTRODUCTION AND GENERAL ASPECTS. APPROACH TO THE CONCEPT OF

MENTAL HEALTH. The concepts of normality and abnormality. Theories about the

etiology of a mental disorder. Genetic approach. Biologistics approach. Environmental

approach. The great psychological theories of the 20th century. Psychoanalytic theory.

Behaviourist theory. Historical evolution of mental health. The role of nursing. Some

important dates in the evolution of mental health.

THEMATIC UNIT 2. CARE LEVELS IN MENTAL HEALTH.

TOPIC 1. CONTINUITY OF CARE IN MENTAL HEALTH. Assistive devices. Continuity of care

circuits. Continuity of care protocols. Service integration process Portfolio of mental

health services.

THEMATIC UNIT 3. CHARACTERISTICS AND MANIFESTATIONS OF THE MAIN MENTAL

DISORDERS

TOPIC 1. NURSING ACTION IN THE ASSESSMENT OF THE MENTAL DISORDER. Non-verbal

language. Proxemics, kinesics, paralinguistics. Verbal language and containment.

Nursing problems approach.

TOPIC 2 NEUROTIC DISORDERS. ANXIETY CHARACTERISTICS. Symptoms of anxiety.

Anxiety disorders Panic attacks Phobic disorders. Agoraphobia. Social phobia. Simple

phobia. Obsessive-compulsive disorder Post-traumatic stress disorder Generalised

anxiety disorder. Conversion disorder. Hypochondria. Factitious disorders. Simulation.

Most relevant nursing action diagnosis for a patient with neurotic disorders.

Pharmacology of anxiety disorders. Care in nursing care

TOPIC 3. MOOD DISORDERS. Clinical manifestations of depression. Types of depressive

disorders. Bipolar disorders. Clinical manifestations of bipolar disorder. Most relevant

nursing action diagnosis for a patient with mood disorders (MD). Pharmacology of mood

disorders. Care in nursing care


NURSING DEGREE

http://www.internostrum.com/diccionaris.php?mot=Proxémica

http://www.internostrum.com/diccionaris.php?mot=Paralingüística

27

TOPIC 4. PSYCHOTIC DISORDERS. Characteristics of a psychotic disorder. Psychotic

symptomatology. Hallucinations. Delusions. Exogenous psychosis. Endogenous

psychosis. Schizophrenia. Diagnosis of schizophrenia. Subtypes of schizophrenia.

Delusional disorders. Most relevant nursing action diagnosis for a patient with

schizophrenia. Pharmacology of psychotic disorders. Care in nursing care

TOPIC 5. PERSONALITY DISORDERS. Characteristics of personality disorders. Types of

personality disorders. Most relevant nursing action diagnosis for a person with a

personality disorder. Pharmacology of personality disorders. Care in nursing care

TOPIC 6. EATING DISORDERS. Anorexia nerviosa. Characteristics of anorexia nervosa.

Most common physical symptoms of anorexia nervosa. Bulimia nerviosa. EDNOS, Pica.

Prader-Willi Syndrome. Most relevant nursing action diagnosis for a person with an

eating disorder. Pharmacology of eating disorders. Care in nursing care.

TOPIC 7. DISORDERS THAT START IN CHILDHOOD OR ADOLESCENCE. General

development disorders (GDD): Autism spectrum disorder, Rett Syndrome, Asperger's

Syndrome. Attention deficit hyperactivity disorder (ADHD). Most relevant nursing

action and diagnosis for disorders that start in childhood or adolescence. Pharmacology

in disorders that start in childhood or adolescence. Care in nursing care.

THEMATIC UNIT 4. NURSING ACTION IN A PATIENT WITH ADDICTIONS AND/OR DRUG

ADDICTIONS.

TOPIC 1. GENERAL CONCEPTS. Alcoholism, cannabis, opiates, cocaine, designer drugs

and drugs with an addictive potential. Most relevant nursing action and diagnosis for a

patient with addictions and/or drug addictions. Care in nursing care.

THEMATIC UNIT 5. VERBAL, PHARMACOLOGICAL AND MECHANICAL CONTAINMENT.

TOPIC 1. VERBAL, PHARMACOLOGICAL AND MECHANICAL CONTAINMENT.

Concept of psychomotor agitation. Aspects of communication and safety. Legal and

ethical aspects. Alternatives, use preferences and current zero containment trends.


NURSING DEGREE


28

Training activity 1. Introductory sessions and lectures on the different disorders outlined

in the teaching guide. Works on competencies CT1 and CG3.

Training activity 2. Holding of: 2 seminars (continuity of care and anti-stigma) related to

the practice of care that will be taught by experts in the field. 100% attendance of the

sessions is required. It works on the competence CE1.

Training activity 3. Resolution of assessed questionnaires after each thematic unit.

Students must solve a series of test questions from the material worked on in class. It

works on the competence CE1.

Training activity 4. Resolution of practical cases on the different disorders from the

perspective of nursing care, including psychotropic medication and psychopathology.

Students must solve a series of clinical cases by applying the nursing methodology from

the material contributed by the course teachers. Works on competencies CE1 and CE5.

Training activity 5. Theoretical and practical workshop on alternatives, use preferences

and current zero containment trends. Works on competencies CE1 and CE5.

TYPE OF


HOURS

STUDENT

WORKLOAD

Teacher-led

act.

(25-35% total

hours)

Presentations by the teacher CE1, CE 5.8 and CE 5.9.

CE 5.10 21 h Resolution of practical cases

Assessed questionnaires

Simulation workshop (mechanical

containment) CE 1.45 1.5h

Guided act.

(approx. 10%) Scheduled tutorials CE 1.37 and CE 1.41 7 h

Independent

study act.

(minimum 50%)

Research on nursing care to resolve the

case studies CE1.37 and CE1.41 21 h

Study CE1.37, CE1.41, CE1.45 22.5 h

TOTAL HOURS 73 h


NURSING DEGREE

ASSESSMENT

29

Assessed activity 1. Completion of questionnaires on the theoretical content worked on in

class after the lecture. They will be completed in class and the questionnaires will be

answered individually. The students will have a calendar available to them indicating the

date on which they will take place. Those submitted by other means will not be assessed.

It is necessary to get 80% to be added to the others. It has a weighting of 10% of the total

mark.

Assessed activity 2. Seminars on CONTINUITY OF CARE IN MENTAL HEALTH and ANTI-

STIGMA. 100% attendance is required in order to be assessed. Assesses the competencies

CE1 and CE5 and has a weighting of 15% of the total mark.

Assessed activity 3. Delivery of clinical cases (Portfolio). The resolution of cases is an

activity to be performed in a small group where students will demonstrate the

integration of the concepts covered in class and the contributions to research on

nursing care. The delivery of the cases should be individual and will be delivered via

Moodle on the day indicated at the end of the course. It has a weighting of 20% of the

total mark.

Assesses the competencies CE1 and CE5, CT1 and CG3 and has a weighting of 20% of the total

mark provided it contains 100% of the activities and meet the requirements listed in the

correction section.

Assessed activity 4. Theoretical/practical workshop on alternatives, use preferences

and current zero containment trends. (1 x 1.5 h session) 100% attendance is required

in order to be assessed. Participation and implementation of the technique will be

assessed. Assesses the competencies CE1 and CE5 and has a weighting of 5% of the

total mark.

Assessed activity 5. Multiple-choice exam. Assesses the competencies CE1 and CE5 and has

a weighting of 50% of the total mark.

*The final mark for the course will be arrived at through the weighted average of the

scheduled activities and the exam must be passed with a mark of 5 or more to be added to

the rest of the activities. If the student misses the exam, the final mark will be Not

Assessable (NA).

**In the event of suspending this assessed activity (mark below 5), the student will have

the option of taking a repeat exam.

Students will have the option to review their qualifications on the planned dates during

the qualifications publication period.

30


PERCENTAGE

LEARNING

OUTCOMES

HOURS STUDENT

WORKLOAD

Assessed activity 1. Completion of

assessed questionnaires 10% CT1 and CG3 -

Assessed activity 2. Attendance of

seminars on continuity of care and

combatting stigma.

15% CE1. -

Assessed activity 3. Submission of

clinical cases. 20% CE1. -

Assessed activity 4. Participation in

the zero-containment workshop. 5% CE1 and CE5 -

Assessed activity 5. Multiple-choice

exam. 50% CE 5.8, CE 5.9, CE 5.10 2

TOTAL HOURS 2 h


Books


Fornés, J 2011 Enfermería de Salud Mental y Psiquiátrica

(Mental Health and Psychiatric Nursing)

2nd Madrid Médica

Panamericana

Bobes J, Casas M,

Gutiérrez M

2003 Manual de evaluación y tratamiento de

drogodependencias (Assessment and

treatment of drug addiction manual)

Barcelona Ars Médica

Carballal MC, Fornés J 2001 Enfermería de salud mental y psiquiátrica

(Mental health and psychiatric nursing). Guía

práctica de valoración y estrategias de

intervención (A practical guide to assessment

and intervention strategies).

Buenos

Aires

Médica

Panamericana

CIE-10 2000 Clasificación de los trastornos mentales y del

comportamiento (Classification of mental and

behavioural disorders)

Madrid Médica

Panamericana

Cook JS, Fontaine KL 1991 Enfermería Psiquiátrica (Psychiatric Nursing) 2nd McGraw Hill

Interamericana

DSM-IV-TR 2002 Manual diagnóstico y estadístico de los

trastornos mentales (Diagnostic and Statistical

Manual of Mental Disorders)

Madrid Masson

APA 2014 DSM-5. Guía de Consulta de los Criterios

Diagnósticos del DSM-5 (Consultation Guide on

the Diagnostic Criteria of DSM-5)

Madrid Médica

Panamericana

Escotado A 1998 La cuestión del cáñamo (The question of

hemp)

Barcelona Anagrama

Isaacs A 1998 Enfermería de salud mental y psiquiátrica

(Mental health and psychiatric nursing)

Madrid McGraw-Hill

Interamericana

Johnson B 2000 Enfermería de salud mental y psiquiátrica


Madrid McGraw Hill

Interamericana


NURSING DEGREE

31


NURSING DEGREE

Kaplan H, Sadock B 1999 Sinopsis de Psiquiatría (Synopsis of

Psychiatry)

8th Madrid Médica

Panamericana

Luis MT 2002 Los diagnósticos enfermeros. Revisión crítica

y guía práctica (Nursing diagnoses. Critical

review and practical guide)

2nd Barcelona Masson

McCloskey J,

Bulechek G

2001 Clasificación de Intervenciones de Enfermería

(NIC)

3rd Madrid Harcourt

Mosby

Mejías F, Serrano MD 2000 McGraw Hill Interamericana Madrid D.A.E

Morrison M 1999 Fundamentos de Enfermería en Salud Mental

(Nursing Basics in Mental Health)

Madrid Harcourt

Mosby

Herdman TH,

Kamitsuru S.

2018 NANDA International Nursing Diagnoses:

Definitions & Classification, 2018-2020

Herdman

TH,

Kamitsuru

S.

2018

Novel G, Lluch MT,

Miguel MD

2003 Enfermería psicosocial y salud mental

(Psychosocial nursing and mental health)

Barcelona Masson

O´Brien PG, Kennedy

WZ, Ballard KA

2001 Enfermería Psiquiátrica (Psychiatric Nursing) Mexico McGraw Hill

Interamericana

Ortiz de Zárate San

Agustín A, Alonso

Durana I, Ubis

González A, Ruiz de

Azúa Velasco MA

2010 Trastorno mental grave de larga evolución

(Serious long-term mental disorder)

Barcelona Elsevier

Masson


Agustín A, Alonso

Durana I, Ubis


Azúa Velasco MA

2011 Trastornos del estado de ánimo (Mood

disorders)

Barcelona Elsevier

Masson


Agustín A, Alonso

Durana I, Ubis


Azúa Velasco MA

2011 Psychotic disorders Barcelona Elsevier

Masson


Agustín A, Alonso

Durana I, Ubis


Azúa Velasco MA

2010 Dual pathology Barcelona Elsevier

Masson


Agustín A, Alonso

Durana I, Ubis


Azúa Velasco MA

2011 Addictions Barcelona Elsevier

Masson

Peplau H 1990 Relaciones Interpersonales en Enfermería

(Interpersonal Relationships in Nursing)

Barcelona Salvat

Rigol A, Ugalde M 1995 Enfermería de salud mental y psiquiátrica


Barcelona Masson

Toro J, Vilardell E, 1987 Anorexia Nerviosa Barcelona Martínez Roca

Vallejo J 2002 Introducción a la psicopatología y la

psiquiatría (Introduction to psychopathology

and psychiatry)

5th Barcelona Masson

32


NURSING DEGREE

Articles

Author Title Journal Volu

me

Year Pages Description/

comment

Lluch Canut MT, Biel

Tres A

La adherencia al

tratamiento en pacientes

psicóticos desde una

perspectiva de Enfermería

(Adherence to treatment

in psychotic patients from

a nursing perspective)

Presencia 2 (3) 2006 15-20 El objetivo de este

artículo es el abordaje de

la adherencia al

tratamiento en pacientes

psicóticos crónicos desde

una perspectiva de

enfermería (The objective

of this article is the

approach to treatment

adherence in chronic

psychotic patients from a

nursing perspective)

Arrillaga Arizaga M,

Sarasqueta

Eizaguirre C, Ruiz

Feliu M, Sánchez

Etxeberria A.

Actitudes del personal

sanitario de atención

primaria hacia el enfermo

mental, la psiquiatría y el

equipo de salud mental

(Attitudes of primary

healthcare personnel

towards the mentally ill,

psychiatry and the mental

health team)

Atención

Primaria

33 2004 491-5 The objective of this

study is to assess the

reliability of a scale of

attitudes and knowledge

of primary care

healthcare personnel

towards mental health

Montorio I, Izal M.

Envejecimiento y salud

mental. Reflexiones en

torno a la atención en el

sistema público de salud

(Ageing and mental health.

Reflections on care in the

public health system)

Revista

Esp. Geriatría

Gerontología

42 2007 65-8 Analyses the most

prevalent mental health

problems in old age and

their coverage by the

health system

Internet sources Title Description URL Psiquiatría.com Page dedicated to the field of psychiatry and mental health. www.psiquiatria.com Presencia. Revista

d'infermeria de salut

mental (Presence.

Journal of Mental

Health Nursing)

Body of the mental health nursing association. www.index_f.com/presencia/revista

.php

American Psychiatric

nurses association.

Official web page of the association of American mental

health nurse specialists.

www.jap.sagepub.com

International Journal

of Mental Health

Nursing

International Journal of Mental Health Nursing is a fully

refereed journal examining current trends and

developments in mental health practice and research.

https://onlinelibrary.wiley.com/jour

nal/14470349

Journal Enfermería y

Salud Mental

Quarterly publication focused on health promotion, which

aims to identify and utilize the tools necessary to provide a

welfare state by doing so.

http://www.enfermeriaysaludmenta

l.com/

BIB

http://www.elsevier.es/es/revistas/atencion-primaria-27/actitudes-personal-sanitario-atencion-primaria-enfermo-mental-13061608-originales-2004










http://www.elsevier.es/es/revistas/revista-española-geriatria-gerontologia-124/envejecimiento-salud-mentalreflexiones-torno-atencion-sistema-publico-13102338-editoriales-2007








http://www.psiquiatria.com/

33


NURSING DEGREE

BASIC BIBLIOGRAPHY IN ENGLISH required reading

LIOGRAFI Internet sources Title Description URL

Psychiatric mental health

nursing: Concepts of care

in evidence-based practice

Comprehensive coverage of psychiatric

mental-health nursing delivers what

nursing students need to meet the

challenges of health care today. Its

evidence-based,

holistic approach to nursing practice

focuses on both physiological and

psychological.

Townsend, M. C., & Morgan, K. I. (2017). Psychiatric

mental health nursing: Concepts of care in evidence-

based practice. FA Davis.

Mental health nursing

staff's attitudes towards

mental illness: an analysis

of related factors.

The aim of the present study was to

investigate factors associated with

mental health nursing staff's attitudes

towards persons with mental illness.

Mårtensson, G., Jacobsson, J. W., & Engström, M. (2014).

Mental health nursing staff's attitudes towards mental

illness: an analysis of related factors. Journal of

psychiatric and mental health nursing, 21(9), 782-788.

Pharmacology training in

mental health nurse

education: Justification for

an increase in frequency

and depth in the UK.

This article explores the role and

importance of Pharmacology within

mental health nurse education.

Pearson, M., Carter, T., McCormick, D., & Wright, N.

(2017). Pharmacology training in mental health nurse

education: Justification for an increase in frequency and

depth in the UK.


Books Author/s Year Title Edition Place Publisher

Shives LR

2007 Enfermería psiquiátrica y

salud mental (Psychiatric

nursing and mental

health) Basic concepts

Madrid McGraw-Hill /

Interamericana

Ortiz de Zárate A, Alonso

Durana I, Ubis González A,

Ruiz de Azúa Velasco MA

2011 Adicciones (Addictions)

Madrid Elsevier España

Bobes García JB

1994 Salud mental:

Psicopatología (Mental

health:

psychopathology)

Madrid Síntesis

34


NURSING DEGREE

COURSE SCHEDULE


Internet sources


WHO. Salud Mental

(Mental Health)

The WHO web page in Spanish, dedicated

to mental health

http://www.who.int/topics/mental_healt

h/es/

FECAFAMM FECAFAMM is the Catalan federation of

associations of relatives and people with

mental health problems

http://www.fecafamm.org/coneix00.htm

Enfermería Psiquiátrica y

Salud Mental

(Psychiatric Nursing and

Mental Health)

Web page of Professor José Antonio de la

Torre

www.uclm.es/profesorado/jtorre/avis_p

siq.htm

Articles


comment

Gómez Ayala AM

Salud física y salud

mental. Un binomio

indisoluble (Physical

and mental health. An

indissoluble binomial)

Farmacia

Profesional

21 2007 53-6 Analyses the

influence of

psychological factors

on cardiovascular

system diseases or

cancer.

Fernández MC,

Buitrago F, Ciurana R,

Chocrón L, García J,

Montón C, Redondo

MJ, Tizón J

Programa de

prevención en salud

mental en atención

primaria (Prevention

programme in mental

health in primary

care)

Aten. Primaria 39 2007 88-108 Anaylses the role of

primary healthcare

(PHC) in the

prevention of mental

health problems .

Tizon JL

Migraciones y salud

mental: recordatorio

(Migration and

mental health:

reminder)

Gac. Sanit. 3 1989 527-9 Reflection on the role

of migration as a

psychosocial conflict

that has an impact on

mental health .

http://www.elsevier.es/es/revistas/farmacia-profesional-3/salud-fisica-salud-mental-un-binomio-indisoluble-13108595-farmacia-abierta-2007






http://www.elsevier.es/es/revistas/atencion-primaria-27/programa-prevencion-salud-mental-atencion-primaria-13126850-grupos-expertos-papps-2007







35

ADVANCED PRACTICUM III THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course ADVANCED PRACTICUM III


ECTS


Year 3rd DEGREE Semester One



FACULTY INFORMATION

o Teacher-in-charge

Name of teacher Pilar Flor Pérez



PREREQUISITES

In order to take the Advanced Practicum III course, the student must have taken and passed the

Advanced Practicum I and the Community Nursing course.


The Advanced Practicum III is a compulsory course worth 9 credits that is followed during

the first semester of the third year of the degree, with a total of 200 classroom hours.

This course is part of the subject-matter of the Practicum and intends for the Nursing

student to have the opportunity to put into practice and in real situations all the

theoretical and theoretical-practical knowledge worked on previously during their training

process and can develop all their competencies, as a third-year student and within the

community and Primary Healthcare field.

COMPE


36


NURSING DEGREE

TENCIES AND LEARNING

OUTCOMES



Competency CE 2. Plan and provide nursing care aimed at individuals, families and groups,

health results-orientated assessing its impact by means of clinical practice and

care guidelines, which describe the processes by which a health problem is

diagnosed, or treated or cared for.

Learning outcomes CE 2.27. Describe and apply the nursing procedures and care carried

out on people whose health is altering.

Competency CE 6. Base nursing interventions on scientific evidence and on the means

available.

Learning outcomes CE 6.30. Describe the existing relationships between knowledge and

the practical interventions that you perform.

Competency CE 7. Demonstrate unprejudiced understanding of people, considering their

physical, psychological and social aspects, as autonomous and independent

individuals, ensuring respect for their opinions, beliefs and values, guaranteeing

the right to privacy through confidentiality and professional secrecy.

Learning outcomes CE 7.54. Apply a respectful relationship with the user/family/health

team, without value judgments.

Competency CE 9. Promote healthy lifestyles and self-care, supporting maintaining therapeutic

and preventive behaviours.

Learning outcomes CE 9.15. Identify healthy lifestyles for the independence of the person

in your process.

CE 9.20. Propose educational and informational interventions that

foster healthy lifestyles and self-care.

Competency CE 10. Protect the health and well-being of people, family or groups cared for,

ensuring their safety.

Learning outcomes CE 10.24. Apply safety standards to professional actions.

CE 10.26. Assess the risk and apply the measures to protect the

health and well-being of individuals, families or groups.

37


NURSING DEGREE

Competency CE 11. Establish effective communication with patients, families, social groups and

partners and promote health education.

Learning outcomes CE 11.30. Use strategies and skills that enable effective

communication with patients, families and social groups.

CE11.34. Apply the skills learned to communication techniques.

Competency CE 20. Use scientific methodology in your interventions.

Learning outcomes CE 20.8. Develop skills in the scientific method in nursing

interventions.


Competency CT3. Identify, analyse and take the most suitable option to respond to problems in

a professional context, efficiently and effectively.

CT4. Express yourself fluently, coherently and properly following established


CT6. Work closely and join work groups.

CT9. Respect the environment and promote sustainable development.


Competency CG1. Develop critical thinking and reasoning and know how to communicate in an

effective way both in your mother tongue and in other languages.

CG3. Respect the diversity and plurality of ideas, people and situations.

CONTENT

Competency Profile EUE Gimbernat

Competency CPG1. Demonstrate a capacity for initiative, motivation and entrepreneurial spirit

in relation to self-learning and with the professional activity.

CONTENT

During the Advanced Practicum III, students will do their placement in primary healthcare centres,

where they will be able to put the theoretical and practical knowledge previously worked on into

practice in real environments. All areas linked to health promotion and disease prevention, both for

the individual, the family and the community in general are of interest.

38


NURSING DEGREE


Activity 1. Clinical practice in primary healthcare centres.

The student will perform a period of clinical practice, which may take place in primary

healthcare centres, both in general medicine and paediatrics. These practice placements

will be tutored by teachers from the school linked to the areas of knowledge specific to

each field, or by professionals specific to the placement centres. Works on competencies

CE 2, CE7, CE 9, CE 10, CE11, CE20, CT3, CT4, CT6, CT9, CG3 and CPGG.1

Activity 2. Preparing a training session.

This consists of the design of a training activity aimed at the professionals of the

healthcare centre or even the community. The activity should be prepared according to

specific guidelines and must be presented to the selected group (professionals, patients,

or community) during the placement period.

The work will include a section of reflection on their learning process throughout their

placement. Works on competencies CE6, CE7, CE9, CE10, CE20, CT3, CT4, CG1 and CG3.

Activity 3. Practical application of a protocol.

This consists of performing an analysis and reflection on the implementation of

protocols or guides for clinical practice in the placement environment.

The work will include a section of reflection on their learning process throughout their

placement. Works on competencies CE2, CE6, CE9, CE11, CE20, CT3, CT4, CT6, CG1 and

CG3.

Activity 4. Creating an infographic.

From the identification of the educational needs of the population assigned, the student

must design an information document to meet the needs identified. The format of the

document must be an infographic. Works on competencies CE6, CE9, CE11, CT3, CG1 and

CPG1.

39


NURSING DEGREE

ACTIVITY LEARNING

OUTCOMES

HOURS STUDENT

WORKLOAD

Healthcare field placement

CE2, CE7, CE9, CE10,

CE11, CE20, CT3, CT4,

CT6, CT9, CG3 and

CPGG.1

200

Face-to-face tutorials CG1, CT4, CPGG1 During the

placement

Preparing a training session

or

Practical application of a protocol

CE6.30, CE7.54,

CE9.20, CE10.26,

CE20.8, CT3, CT4,

CG1 and CG3

15

Creating an infographic

CE6, CE9, CE11, CT3,

CG1 and CPG1 10

TOTAL HOURS 225

ASSESSMENT

The assessment consists of the following parts:

Assessed activity 1: Completing the placement. Continuous assessment and

tutored follow-up during placement in the field of healthcare. Assesses

competencies CE2, CE7, CE9, CE10, CE11, CE20, CT3, CT4, CT6, CT9, CG3 and CPGG.1

This activity consists of two pieces of evidence:

1. Assessment of the competencies developed during the practice period

by means of a report by the reference nurse. Constitutes 50% of the

mark.

2. Assessment of the follow-up and tutoring process by the practice tutor.

The student’s participation, involvement and commitment in the

learning process will be assessed. Constitutes 30% of the mark.

40


NURSING DEGREE

This activity must be passed to be able to calculate the final total. If it is not passed or is

graded as not submitted, the final mark for the course will be Not Assessable (NA).

Assessed activity 2: Focus on preparing a training session. Constitutes 10% of the

mark and assesses competencies CE6, CE7, CE9, CE10, CE20, CT3, CT4, CG1 and

CG3.

Assessed activity 3. Practical application of a protocol. Constitutes 10% of the

mark and assesses competencies CE2, CE6, CE9, CE11, CE20, CT3, CT4, CT6, CG1

and CG3.

The student ONLY one has to complete ONE of the assessed activities 2 or 3. At the start

of the placement, the student will choose which one and notify their tutor.

Assessed activity 4: Infographic. Constitutes 10% of the mark and assesses

competencies CE6, CE9, CE11, CT3, CG1 and CPG1.

*Students will have the option to review their qualifications on the planned dates during their

publication period.


PERCENTAGE

LEARNING

OUTCOMES

HOURS

STUDENT

WORKLOAD

Completing clinical practice:

assessment of competencies 50%

CE2, CE7, CE9, CE10,

CE11, CE20, CT3, CT4,

CT6, CT9, CG3 and

CPGG.1

-

Completing clinical practice:

follow-up process 30%

CE6.30, CE7, CE9.15,

CE9.20, CE10.26,

CE11.34, CG1, CG3

and CPGG.1

-

Submission of the placement

work 10%

CE6.30, CE7.54,

CE9.20, CE10.26,

CT3, CT4, CG1 and

CG3

-

Submission of infographic 10% CE20.8, CT4 and CG1 -

TOTAL HOURS -

41


NURSING DEGREE


Books


Martín Zurro A, Cano Pérez

JF, Gene Badia, J

2016 Conceptos, organización y

práctica clinica en Medicina

de Familia (Concepts,

organisation and clinical

practice in Family Medicine)

4th Barcelona ELSEVIER

Boixadera M, et al. 2004 Catàleg d’intervencions de

cures d’infermeria familiar i

comunitaria (Catalogue of

family and community

nursing care interventions)

Barcelona Associació

infermeria familiar i

comunitaria

Perea Quesada R 2009 Promoción y educación para

la salud. Tendencias

Innovadoras (Health

education and promotion.

Innovative trends)

Diaz de Santos


Books


José Ramón Martínez

Riera, Rafael del Pino

Casado

2013 Manual práctico de Enfermería

comunitaria (Practical community

nursing manual)

2013 Barcelona Elsevier

Articles

Author

Morales Asencio

JM, Gonzalo

Jiménez E, Martín

Santos FJ,

Morilla Herrera JC

J. Carlos Contel,

Blanca Muntané,

Lourdes Camp

Title

Salud Pública basada en la evidencia,

recursos sobre la efectividad de

intervenciones en la comunidad

(Evidence-based public health,

resources on the effectiveness of

interventions in the community).

La atención al paciente crónico en

situación de complejidad: el reto

construir un escenario de atención

integrada (Chronic patient care in a

situation of complexity: the challenge

of building a scenario of integrated

healthcare)

Journal

Rev Esp

Salud

Pública

Atención

Primaria

Volume

82

44

Year

2008

2012

Pages

5-20

107-113

Description/

It is essential to have

access to optimal

methodological

sources in order to be

able to organise both

the practical and

research guidelines

on community-based

interventions.

The ageing of the

population and the

increase in people

with chronic diseases

makes it necessary to

establish integrated

healthcare networks.

42


NURSING DEGREE

COURSE SCHEDULE


Internet sources


Enfermería Comunitaria

(Community Nursing)

Journal of the federation

of associations of family

and community nursing

and primary healthcare.

www.faecap.com/revista/

Infermera Virtual (Virtual

Nursing)

Health portal http://www.infermeravirtual.com/ca-

es/home.html

The Autonomous

Government of Catalonia

Health http://www.gencat.cat/temes/cat/salut.htm

http://www.faecap.com/revista/

http://www.infermeravirtual.com/ca-es/home.html

http://www.infermeravirtual.com/ca-es/home.html

http://www.gencat.cat/temes/cat/salut.htm

43

ADVANCED PRACTICUM IV THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course ADVANCED PRACTICUM IV


ECTS


Year 3rd DEGREE Semester One



FACULTY INFORMATION

Teacher-in-charge




S

PREREQUISITES

In order to take the Advanced Practicum IV course, the student must have taken and passed the

Advanced Practicum II and the Adult Nursing Care Complete Module course.


Advanced Practicum-IV (PA-IV) is a course worth 9 ECTS credits that belongs to the Practicum field

and that is completed during the first semester of the third year, with 5-week hospital placement,

corresponding to a total of 200 classroom hours.


44


NURSING DEGREE







Learning outcomes CE1.69. Apply the knowledge and skills acquired to healthcare

practice.

CE1.71. Apply a health, technical and professional care according to

the needs of the people treated.




treated or cared for.

Learning outcomes CE2.22. Apply the nursing process to provide and ensure the well-

being, quality and safety to the people cared for.

CE1.23. Demonstrate expertise in implementing nursing procedures

and techniques.



Learning outcomes CE5.31 Create nursing care plans to appropriately intervene and



Learning outcomes CE6.30. Describe the existing relationships between knowledge and

the practical interventions that you perform.

Competency CE7. Demonstrate unprejudiced understanding of people, considering their




Learning outcomes CE7.53. Apply the principles of confidentiality of user information.

CE7.54. Apply a respectful relationship with the user/family/health

team, without value judgments.

45


NURSING DEGREE

Competency CE10. Protect the health and well-being of people, family or groups cared for, ensuring

their safety.

Learning outcomes CE10.23. Assess the risk and protect the health of people by ensuring

their safety.

CE10.25 Use protection and safety measures to ensure the well-being

of the individual, families and communities.

Competency CE11 Establish effective communication with patients, families, social groups and


Learning outcomes CE11.30. Use strategies and skills that enable effective

communication with patients, families and social groups.

CE11.32 Communicate by adapting the language to everyone

involved.

Competency CE20. Use scientific methodology in your interventions.

Learning outcomes CE20.8. Develop skill at applying the scientific method to nursing

interventions.


Competency CT3 Identify, analyse and take the most suitable option to respond to problems in


Competency CT4. Express yourself fluently, coherently and properly following established


Competency CT6. Work closely and join groups and work teams.

Competency CT9. Respect the environment and promote sustainable development.


Competency CG1. Develop critical thinking and reasoning and know how to communicate


Competency CG3. Respect the diversity and plurality of ideas, people and situations.




46


NURSING DEGREE

CONTENT

The learning process develops in a hospital care setting, which allows the student to

integrate the knowledge, skills and attitudes associated with the competencies described in

professional practice, and in accordance with the level of complexity of the courses

followed.

In addition, the student will develop their skills in a real environment, dealing with caring for

hospitalised patients in acute care units with the most prevalent health problems, in a

supervised learning process.

Placements are completed in different hospitalisation departments: medicine, surgery,

traumatology, cardiology, oncology, geriatrics and other specific clinical areas such as

hospital outpatient clinics and/or hospital nursing consultations.


Activity 1. Clinical practice in a hospital setting.

There will be a period of clinical practice in a hospital setting, in basic hospitalisation units.

Throughout this period, the student will be assigned a tutor responsible for conducting

individualised follow-up of the student, who will guide the student through reflective

practice, will supervise the work designed and assess their learning process. Works on

competencies CE1, CE2, CE5, CE10, CE7, CE 11, CE20, CT3, CT4, CT6, CPGG1, CT9, CG1 and

CG3.

Activity 2. Application of NCP (II) work

During the clinical practice period, individual work will be done which consists of the

practical application of the methodology of the nursing care process (NCP) in a patient's

care. In this work, the student must complete an individualised care plan, which includes

the nursing assessment, nursing problems identified, the formulation of objectives and

planning of nursing activities that are appropriate for the objectives set. It should also

include a reflection on the implementation and evaluation of the activities. The work must

end with a nursing discharge document. Works on competencies CE6, CE2, CE20 and CT3.

47


NURSING DEGREE


STUDENT WORKLOAD

Clinical practice in a hospital

setting

CE1.69, CE1.71, CE2.22, CE2.23, CE5.31,

CE10.23, CE10.25, CE7.53, CE7.54,

CE11.30, CE11.32, CE20.8, CT3, CT4, CT6,

CT9, CPGG1, CG1 and CG3

200

Tutorials CE6.30, CT3, CG1 During the placement

Application of NCP (II) work CE2.22, CE6.30, CE20.8, CT3 25

TOTAL HOURS 225

ASSESSMENT

Assessed activity 1. Completing the placement. Continuous assessment with follow-up

and tutoring during the clinical residence. 100% attendance and maintaining punctuality

is required to pass. Assesses competencies CE1, CE2, CE5, CE10, CE11, CE7, CE14, CE20,

CT3, CT4, CT6, CT9, CPGG1, CG1 and CG3.

This activity consists of two pieces of evidence:

1. Assessment of the competencies developed during the practice period by

means of a report by the reference nurse. Constitutes 50% of the mark.

2. Assessment of the follow-up and tutoring process by the practice tutor.

The student’s participation, involvement and commitment in the learning

process will be assessed. Constitutes 30% of the mark.

This activity must be passed to be able to calculate the final total. If it is not passed or is

graded as not submitted, the final mark for the course will be Not Assessable (NA).

Assessed activity 2. Application of NCP (II) work Constitutes 20% of the mark for the

course.

* Students will a have specific guide in the course’s virtual campus to complete the work

which will contain the writing guidelines and assessment criteria.

* Students will have the option to review their qualifications on the planned dates during

their publication period.

48


NURSING DEGREE

ASSESSMENT

ACTIVITIES

FINAL MARK


HOURS

STUDENT

WORKLOAD

Completing clinical

practice: assessment

of competencies

50%

CE1.69, CE1.71, CE2.22, CE2.23,

CE5.31, CE10.23, CE10.25, CE7.53,

CE7.54 CE11.30, CE11.32, CE20.8, CT3,

CT4, CT6, CT9, CPGG1, CG1 and CG3

-

Completing clinical

practice: follow-up

process

30%

CE1.69, CE1.71, CE2.22, CE2.23,

CE5.31, CE10.23, CE10.25, CE7.53,

CE7.54 CE11.30, CE11.32, CE20.8, CT3,

CT4, CT6, CT9, CPGG1, CG1 and CG3

-

Submission of the

application of NCP (II)

work

20% CE2.22, CE6.30, CE20.8, CT3 -

TOTAL HOURS 0


Books


Alonso D, Aradilla A,

Falcó A, Fernández L,

Fernández P, Flor P et al.

2006 Manual de procediments i tècniques

d’infermeria I (Nursing procedures

and techniques manual I)

2nd Bellaterr

a

Servei de Publicacions

Universitat Autònoma

de Barcelona

Aradilla A, Edo M, Falcó

A, Fernández L,

Fernández P, Flor P et al.

2006 Manual de procediments i tècniques

d’infermeria II (Nursing procedures

and techniques manual II)

2nd Bellaterr

a



de Barcelona

Aradilla A, Antonin M,

Fernández P, Flor P

2008 Competències en Infermeria. Perfil

formatiu basat en competències

(Competencies in Nursing. Skill-

based training profile)

Bellaterr

a



de Barcelona

Fernández P, Antonin M,

Aradilla A, Flor P

2007 Simulation Practice Programme Bellaterr

a



de Barcelona

Carpenito-Moyet L 2005 Planes de Cuidados y

documentación clínica en

enfermería (Care Plans and clinical

documentation in nursing)

4th Madrid McGraw-

Hill·Interamericana

Carpenito LJ 2002 Diagnósticos de enfermería.

Aplicaciones a la pràctica clínica

(Nursing diagnoses. Applications to

clinical practice)

9th Madrid McGraw-


Johnson M, Bulechek G,

Butcher H, McCloskey

Dochterman J, Maas M,

Moorhead S et al.

2007 Interrelaciones NANDA, NOC y NIC

(NANDA, NOC and NIC

Interrelationships)

2nd Barcelon

a

Elsevier Mosby

49


NURSING DEGREE


Books


Chocarro L, Venturini C 2006 Guia de procedimientos prácticos

en enfermería médico-quirúrgica

(Guide to practical procedures in

medical-surgical nursing)

Madrid Plaza Edición

Kozier B, Glenova E, Blais K,

Young Johnson J, Smith

Temple J

1999 Técnicas en enfermería clínica

(Techniques in clinical nursing).

4th Madrid McGraw-Hill-

Interamericana;

COURSE SCHEDULE


50

ADVANCED NURSING CARE IN COMPLEX

SITUATIONS THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course ADVANCED NURSING CARE IN COMPLEX SITUATIONS


ECTS


Year 3rd DEGREE Semester SECOND


Teaching language Catalan/Spanish

FACULTY INFORMATION

Teachers-in-charge

Name of teacher PILAR FERNÁNDEZ NARVÁEZ



Name of teacher ESTHER ESPUÑES MESTRES



Name of teacher HELENA VERGEZ ABADAL



PREREQUISITES

This course does not have any prerequisites but must be passed in order to be able to enrol

on the Specialist Practicum IV.


Advanced nursing care in complex situations is a compulsory course taken in the 2nd semester

of the 3rd year.

It is part of the Clinical Nursing field and works on the contents related to all-round care of

adults in complex health problem situations such as acute problems that require urgent

attention or specialist care in critical or very specific care units (intensive care units, semi-

critical units, postsurgical resuscitation units, haemodialysis or surgical areas).




51



NURSING DEGREE




of the people treated, in accordance with the development of scientific knowledge

at any given time and the quality standards and safety requirements set out in the

applicable legal and ethical standards.

Learning outcomes CE1.36. Design care plans appropriate to the most prevalent nursing

problems in our field.

CE1.37. Scientific evidence-based arguments with the selection of the

most adequate nursing care for a professional service tailored to

people’s health needs.

CE1.40. Explain the pathophysiology of critical and urgent

abnormalities in adult health and nursing care in such cases.


Learning outcomes CE6.11. Analyse nursing interventions justifying them with scientific

evidence and/or input from experts that support them.



Competency CE3 (G). Apply the basics and theoretical and methodological principles of nursing.

Learning outcomes CE3.3 Solve nursing problems and collaboration issues, using medical

history, nursing diagnoses and result to be achieved criteria.

CE3.5. Apply the nursing methodology in the context of health-

disease.


Competency CT1. Analyse and summarise complex phenomena.





in an effective way both in your mother tongue and in other languages.

52



NURSING DEGREE

CONTENT

THEMATIC UNIT 1: NURSING CARE IN INTENSIVE CARE UNITS

TOPIC 1. STRUCTURE AND MANAGEMENT OF THE UNITS (ICUs). Architectural distribution,

facilities. Characteristics of patient care in ICU. Competencies of the nursing professional

in the ICU. Introduction to records.

TOPIC 2. THE CRITICAL PATIENT. Methodology for assessing a critical patient (ABCDE).

Characteristics of a critical patient and specific care. Aspects related to communication and

accompaniment.

Patient safety; zero pneumonia and zero bacteraemia projects.

TOPIC 3. MONITORING A CRITICAL PATIENT. Invasive and non-invasive haemodynamic

monitoring. Monitoring breathing. Coma (Glasgow) and sedation (Ramsay) assessment

scales.

TOPIC 4. MECHANICAL VENTILATION. Intubation and tracheostomy; procedure and care.

Mechanical ventilation; ventilatory procedures, ventilation circuit, weaning. Non-invasive

mechanical ventilation. Alarm surveillance and control. Caring for a patient with

mechanical ventilation.

TOPIC 5. NURSING CARE FOR MAJOR BURNS. Specific care.

TOPIC 6. NURSING CARE FOR A PATIENT WITH SEPSIS. Specific care.

TOPIC 7. NURSING CARE FOR A NEUROCRITICAL PATIENT: Neurological assessment.

Diagnostic tests. STROKE code. Alterations of intracranial pressure (ICP). Nursing care.

TOPIC 8. NURSING CARE FOR CRITICALLY ILL PATIENTS WITH ACUTE RENAL FAILURE

(ARF). Pathophysiology of RF. Nursing care for the RF process and alternative renal

treatment.

TOPIC 9. NURSING CARE FOR TRANSPLANTED PATIENTS: Logistics and coordination of

transplants. Specific nursing care.

TOPIC 10. PHARMACOLOGICAL ASPECTS SPECIFIC TO CRITICAL PATIENTS. Management

of drugs in haemodynamic stabilisation; serotherapy, inotropes, haemotherapy.

Intubation and ventilation; sedation, analgesia, muscle relaxation, drugs. Clinical safety

aspects.

53



NURSING DEGREE

THEMATIC UNIT 2: NURSING CARE IN EMERGENCY UNITS

TOPIC 1. STRUCTURE AND MANAGEMENT OF THE EMERGENCY UNIT. Architectural

distribution. Logistics and coordination of the unit. Characteristics of emergency patient

care. ABCDE methodology. Competencies of emergency nursing staff. Introduction to

records.

TOPIC 2. NURSING CARE IN TRAUMA EMERGENCIES. Nursing care in a trauma and

polytrauma patient.

TOPIC 3. NURSING CARE IN MEDICAL EMERGENCIES. Nursing care in respiratory

emergency situations; ARF, TEP, respiratory distress. Nursing care in emergency heart

situations: acute coronary syndrome (ACS), defibrillatable and non-defibrillatable

arrhythmias, heart failure and acute pulmonary oedema (APO). Patient care with

metabolic emergencies. Patient care with acute poisonings.

TOPIC 4. NURSING CARE IN SURGICAL EMERGENCIES. Acute abdomen. Haemorrhages.

Specific nursing care.

THEMATIC UNIT 3: NURSING CARE IN THE SURGICAL WING.

TOPIC 1. STRUCTURE AND FUNCTION OF THE SURGICAL AREA. Physical structure of the

unit and management. Characteristics of perioperative nursing. Specific devices of the

surgical area. Maintaining asepsis. Instrumentation bases.

TOPIC 2. THE PATIENT IN THE PERIOPERATIVE STAGE. Patient care in the perioperative

process. Anaesthesia

54



NURSING DEGREE


Activity 1. Participatory lectures. Works on competencies CE1, CE6, CE3, CT1 and CT3.

Activity 2. Case study. Allows the student to integrate their theoretical knowledge and

implement skills to solve problems arising from situations close to reality. The in-person

sessions will focus on different clinical situations related to the topic that is being taught.

Works on competencies CE1, CE6, CE3, CT1 and CT3.

Activity 3. Self-assessment questionnaires. Self-completion of questionnaires via the

course’s virtual platform is proposed that would reinforce the conceptual learning of the

contents of the course. It works on competency CE1.

Activity 4. Analysis of articles, scientific documents. Critical reading or viewing of

documents allows the student to compare the information worked through during the

course with other reliable sources of knowledge, while facilitating an approach from

different perspectives or positions. The analysis by the student of different documents

throughout the course is proposed. Works on competencies CT1, CE6 and CG1.

Activity 5. Infographics. Creating an infographic that represents a concept related to the

topic is proposed. The infographics made will be shared on the virtual campus and will

constitute a study tool for all the students enrolled. The activity will be performed in groups

of 3 people. Works on competencies CE1, CE6 and CT1.

Activity 6. Classroom activities. Throughout the course, different activities will be proposed

which will be conducted in person in the classroom and that will reinforce the most relevant

concepts. Works on competencies CE1, CE6, CE3, CT1, CT3 and CG1.

* To perform the different activities, students will have guides in the course’s virtual campus

which will contain drafting guidelines and the assessment criteria.

55



NURSING DEGREE

TYPE OF


HOURS

STUDENT

WORKLOAD

Teacher-led

act.

Theoretical presentations CE1.36, CE1.40, CE.6.15,

CE6.11, CE3.5, CT1 and CT3 30

Case studies CE1.36, CE1.37, CE6.15,

CE6.11, CE3.3 CT1 and CT3 Lecture

Classroom activities

CE1.36, CE1.40, CE.6.15,

CE6.11, CE3.5, CT1, CT3 and

CG1

Lecture

Guided act.

Tutorials CG1 3

Infographic CE1.40, CE6.15, CT1 9

Independent

study act.

Self-assessment

questionnaires. CE1.37 and CE1.40 1

Independent study work CE1.40, CE6.11, CT1, CT3, CG1 30

TOTAL HOURS 73

ASSESSMENT

The overall assessment of the course will be done by means of the following activities:

Assessed activity 1. Written assessed test. The test will consist of two parts: a test

part which will assess knowledge of the different thematic units and a part with

clinical situations related to the nursing intervention fields focussed on during the

course, which must be solved by applying the contents studied and nursing

methodology. This activity has a weighting of 50% of the final course mark and must

be passed to be added to all the assessed activities. If the student is absent, the final

mark will be Not Assessable (NA). Assesses competencies CE1, CE6, CT1, CE3, CT3 and

CG1.

In the event of suspending this assessed activity (mark below 5), the student will

have the option of taking a repeat exam.

Assessed activity 2. Self-assessment questionnaires. Completing the different

questionnaires proposed throughout the course will have a weighting of 10% of the

final mark. Assesses competency CE1.

56



NURSING DEGREE

Assessed activity 3. Infographic. Completing the activity according to the minimum

quality criteria will count for 10% of the final mark for the course. Assesses

competencies CE1, CE6 and CT1.

Assessed activity 4. Classroom activities. Completing the different activities

proposed throughout the course will have a weighting of 30% of the final mark.

Assesses competencies CE1, CE6, CE3, CT1, CT3 and CG1.

Students will have the option to review their qualifications on the planned dates during their

publication period.

ASSESSMENT

ACTIVITIES

FINAL MARK


HOURS

STUDENT

WORKLOAD

Written assessed

test 50%

CE1.36., CE1.37, CE1.40,

CE.6.15, CE6.11, CE3.3, CT1,

CT3 and CG1

2

Self-assessment

questionnaires. 10% CE1.37 and CE1.40 -

Infographic 10% CE1.40, CE6.15, CT1 -

Classroom activities 30%

CE1.36, CE1.40, CE.6.15,

CE6.11, CE3.3, CT1, CT3 and

CG1

-

TOTAL HOURS 2


The basic bibliography will be provided at the beginning of the course via the virtual campus.

Books


Fernández Narváez P,

Espuñes Mestres E.

2012 Manual de Enfermería

Quirúrgica (Surgical Nursing

Manual). Vol 1

1st Barcelona UAB

Fuller JK 2007 Instrumentación quirúrgica

(Surgical Instrumentation)

4th Mexico Médica

Panamericana

Basozabal Zamakona, B,

Durán Díaz de Real, MA

2003 Manual de enfermería

quirúrgica (Surgical nursing

manual).

Galdakao Galdakao

Hospital


57



NURSING DEGREE

García García MA,

Hernández Hernández V,

Montero Arroyo R, Ranz

González R

2005 Enfermería de Quirófano

(Operating Room Nursing)

Madrid DAE

Fuentes Pumarola C, Bonet

Sarís A, Sirvent JM, Brugada

Motjé N

2012 Manual de Enfermería

Intensiva (Intensive Nursing

Manual)

1st Girona Documenta

Universitaria

Jiménez Murillo L, Montero

Pérez FJ

2015 Urgent and Emergency

Medicine

5th Barcelona Elsevier

Articles


comment

Recommended

Practices

Committee.

Association of

Perioperative

Registered Nurses

AORN

Recommended

Practices for

Sponge, Sharp and

Instrument Counts

AORN J 70 1999 1083-1089

Gómez Ávila E, Ruiz

López R

Protocolos

quirúrgicos (Surgical

protocols)

Enfermería Global 7 2005 1-14

Gawande A,

Studdert D, Orau J,

Brennan T, Zinder M

Risk Factors for

Retained

Instruments and

Sponges after

surgery

The New England

Journal of Medicine

348 (3) 2003 229-235

Internet sources


Manual de aplicación de la lista OMS de

verificación de la seguridad de la cirugía

2009: la cirugía segura salva vidas (Manual

on how to implement the WHO Surgical

Safety Checklist 2009: safe surgery saves

lives).

http://whqlibdoc.who.int/pu

blications/2009/9789243598

598_spa.pdf

Spanish Society of Nephrology (SEN) http://www.senefro.org/ Download interesting

clinical guidelines for

caring for a

nephrological patient

Spanish Society of Intensive Care Nursing

and Coronary Care Units

http://www.semicyuc.org/inicio

COURSE SCHEDULE


http://whqlibdoc.who.int/publications/2009/9789243598598_spa.pdf



http://www.senefro.org/

http://www.semicyuc.org/inicio

58

SPECIALIST PRACTICUM I THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course SPECIALIST PRACTICUM I


ECTS


Year 3rd DEGREE Semester Second



FACULTY INFORMATION

Teacher-in-charge




Other teachers

Name of teacher ENCARNACIÓN GARCÍA-UCEDA



Name of teacher

e-mail

Tutoring schedule

PREREQUISITES

In order to take the Specialist Practicum I course, the student must have performed and

passed the Advanced Practicum I course and the Nursing Care for Women, Children and

Adolescents course.



59


NURSING DEGREE


The Specialist Practicum I is a course worth 9 ECTS and is part of the field of psychology; it

runs throughout the second semester of the third year. The course consists of a clinical

practice period in the Mother and Child hospital field for five weeks which correspond to a

total of 210 classroom hours.







Learning outcomes CE1.67. Plan and provide the nursing care needed, identified in each

case.

CE1.69. Apply the knowledge and skills acquired to healthcare

practice.





Learning outcomes CE2.23. Demonstrate expertise in implementing nursing procedures

and techniques.

CE2.25. Provide nursing care in an individualised way.



Learning outcomes CE5.31 Create nursing care plans to appropriately intervene and



Learning outcomes CE6.32. Perform nursing interventions according to scientific evidence

and the means available.

60


NURSING DEGREE





Learning outcomes CE7.55. Integrate the psychosocial aspects into the individualised

care plan, ensuring respect for opinions, beliefs and values.

CE7.56. Apply the principles of right to privacy, confidentiality and

professional secrecy to all care provided.

CPGG2. Maintain an attitude of respect for opinions, values, beliefs,

and behaviour.

Competency CE10. Protect the health and well-being of people, family or groups cared for, ensuring

their safety.

Learning outcomes CE10.25 Use protection and safety measures to ensure the well-being

of the individual, families and communities.

CE10.24. Apply safety standards to professional actions.

Competency CE11 Establish effective communication with patients, families, social groups and


Learning outcomes CE11.29. Establish an empathetic and respectful relationship with the

patient and family, according to the person’s situation, health

problem and stage of development.

CE11.32 Communicate by adapting the language to everyone

involved.

CE11.33. Apply effective communication with patients, families, social

groups and partners identifying interventions to promote health

education.

Competency CE15. Work with the team of professionals as the basic unit in which the professionals

and other professionals from healthcare organisations are structured in uni or

multidisciplinary and interdisciplinary way.

Learning outcomes CE15.6 Join multi and interdisciplinary work teams and share common

goals.

Competency CE20. Use scientific methodology in your interventions.

Learning outcomes CE20.8 Develop skills at applying scientific method to nursing

interventions.

61


NURSING DEGREE


Competency CT3 Identify, analyse and take the most suitable option to respond to problems in


Competency CT4. Express yourself fluently, coherently and properly following established


Competency CT9. Respect the environment and promote sustainable development.







CONTENT

Throughout the placement, students can integrate and consolidate the knowledge acquired

on the course of Nursing Care for Women, Children and Adolescents and other course

materials, developing their skills in a real environment caring for hospitalised patients in the

areas of the promotion, prevention, recovery and rehabilitation of the health of women,

mothers and children at different stages of life and development. Placements are done in care

units specific to: Delivery Room, Obstetrics, Gynaecology, Neonatology, Paediatrics,

Paediatric Intensive Care Units and Paediatric Emergency Room.

62


NURSING DEGREE


Activity 1. Clinical practice in a mother and child hospital setting. There will be a period of

clinical practice in a mother and child hospital setting. Throughout this period, the student

will be assigned a tutor responsible for conducting the student’s individualised follow-up,

supervising the work designed by the school and assessing their learning process. Works on

competencies CE1, CE2, CE5, CE6, CE7, CE10,CE11, CE15, CE20, CT3, CT4, CT9 and CPGG1.

Activity 2. Work on applying NCP in the specific area of maternal and child health (NCP III).

During the clinical practice period, individual work will be done on the nursing care process

(PAE) in the care of a specific patient in a mother and child health context. In this work, the

student must complete an individualised care plan, which includes the nursing assessment,

nursing problems identified, the formulation of objectives and planning of nursing activities

that are appropriate for the objectives set. It should also include a reflection on the

implementation and evaluation of the activities. All the work must feature and differentiate

the specificities of an obstetric and/or paediatric patient. The work must end with a nursing

discharge document. Works on competencies CE1, CE6, CE7, CE20, CT4 and CG1.


STUDENT WORKLOAD

Clinical practice in a hospital setting

CE1.69, CE2.23, CE2.25, CE5.31,

CE6.32, CE7.55, CE7.56, CE10.24,

CE10.25, CE11.29, CE11.32, CE11.33,

CE15.6, CE20.8, CT3, CT4, CT9 and

CPGG1

210

Tutorials CE6.32, CT3, CG1 During the placement

Application of NCP (III) work. CE1.67, CE6.32; CE7.55, CE20.8, CT4

and CG1 15

TOTAL HOURS 225

63


NURSING DEGREE

ASSESSMENT

Assessed activity 1: Completing the placement. Continuous assessment with follow-up

and tutoring during clinical practice. Features two pieces of evidence:



2. Assessment of the follow-up and tutoring process by the practice tutor. The

student’s participation, involvement and commitment in the learning process

will be assessed. Constitutes 30% of the mark.

100% attendance and maintaining punctuality of schedules is required to pass. Assesses

competencies CE1, CE2, CE5, CE6, CE7, CE10,CE11, CE15, CE20, CT3, CT4, CT9 and CPGG1.

This activity must be passed to calculate the final total.

The final mark for the course will be Not Assessable if the activity is classified as not

submitted.

Assessed activity 2: Application of NCP work. Constitutes 20% of the mark and assesses

competencies CE1, CE6, CE7, CE20 CT4 and CG1.

* Students will a have specific guide in the course’s virtual campus to complete the NCP

work which will contain the writing guidelines and assessment criteria.

*Students will have the option to review their qualifications on the planned dates during their

publication period.



HOURS

STUDENT

WORKLOAD

Continuous assessment during

clinical practice: assessment of

competencies

50%

CE1.69, CE1.71, CE2.22, CE2.23, CE5.31

CE10.23, CE10.25, CE7.53, CE7.54 CE11.30,

CE11.32, CE20.8, CT3, CT4, CT6, CT9 and

CPGG1

-

Continuous assessment during

clinical practice: follow-up process 30% CT3, CT4, CT6, CT9, CPGG1

Submission of the application of

NCP work 20% CE2.22, CE6.30, CE20.8, CT3 -

TOTAL HOURS 0

64


NURSING DEGREE


Books

Author/s Year Title Editi

on

Place Publisher

Edo M, March G, Giró I, Querol M 2009 Procediments i tècniques

d’infermeria en pediatria

(Nursing procedures and

techniques in pediatrics)

Bellate

rra


Universitat Autònoma de

Barcelona

Aguado J, Gómez A, Hernández

MT, Lasarte JJ, Lozano MJ, Pallás

CR

2007 Manual de Lactancia Materna.

De la teoría a la pràctica

(Breastfeeding manual. From

theory to practice).

Madrid Editorial Médica

Panamericana

Díaz, M 2001 Paediatric nursing care Madrid Síntesis

Aradilla A, Antonin M, Fernández

P, Flor P

2008 Competències en Infermeria.

Perfil formatiu basat en

competències (Competencies

in Nursing. Skill-based training

profile)

Bellate

rra



Barcelona

Fernández P, Antonin

M, Aradilla A, Flor P

2007 Simulation Practice

Programme

Bellate

rra



Barcelona

Carpenito-Moyet L 2005 Planes de Cuidados y

documentación clínica en

enfermería (Care Plans and

clinical documentation in

nursing)

4th Madrid McGraw-


Johnson M, Bulechek G, Butcher

H, McCloskey Dochterman J,

Maas M, Moorhead S et al.

2007 Interrelaciones NANDA, NOC

y NIC (NANDA, NOC and NIC

Interrelationships)

2nd Barcel

ona

Elsevier Mosby

Articles


comment

Maisels MJ Primer on phototherapy

for the jaundiced newborn

Contemp

Pediatr

22 (6) 2005 38-57


Books


Fernández R, Prats R 2003 Protocol d’assistència al part

i al puerperi i d’atenció al

nadó (Protocol for birthing,

postpartum and newborn

care)

Barcelona Direcció General de Salut

Pública. The Autonomous

Government of Catalonia

Dominguez G, Molina

JC, De la Torre M.

2008 Manual de urgencias

pediátricas (Paediatric

emergency room manual)

Madrid Ergon

65


NURSING DEGREE

Articles


comment

Hart G, Cameron

R

The importance of

irradiance and area in

neonatal phototherapy

Arch Dis Childhood

Fetal Neonatal Ed

90 2005 437-440

COURSE SCHEDULE


66

NURSING AND PALLIATIVE CARE THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course NURSING AND PALLIATIVE CARE


ECTS





FACULTY INFORMATION

Teacher-in-charge

Name of teacher Amor Aradilla Herrero



Other teachers

Name of teacher Montserrat Edo Gual



Name of teacher Cristina Lasmarías Martínez



PREREQUISITES

There are no prerequisites


The palliative care course is to enable the student to develop skilled care when the disease process

goes beyond the acute situation and the healing process; and when the patient and their family face

an end of life process.

The nursing professionals should assess, treat and understand the physical, emotional and spiritual

aspects of people who are in this situation and provide specific care for the accompaniment to a

dignified death both for the patient and their family.




67


NURSING DEGREE



Competency CE1. Provide technical and professional healthcare appropriate to the health needs of

the people we treat, in accordance with the state of development of scientific

knowledge at any given time and the quality standards and safety requirements set out

in the applicable legal and ethical standards.

Learning outcomes CE1.35. Recognise health needs during the different stages of the life cycle,

from birth until end of life.

CE1.44 Identify the structural, functional, psychological modifications and

forms of life associated with the ageing process and in advanced and

terminal patients.


Learning outcomes CE6.15. Demonstrate skills of analysing information according to the


Competency E7. Demonstrate unprejudiced understanding of people, considering their physical,

psychological and social aspects, as autonomous and independent individuals, ensuring

respect for their opinions, beliefs and values, guaranteeing the right to privacy through

confidentiality and professional secrecy.

Learning outcomes CE7.26. Identify and understand the psychosocial responses to loss and

death and know the right measures to help the person and the family in

these circumstances.

Competency CE18. Demonstrate knowledge of strategies to adopt comfort and attention to

symptoms measures, intended for the patient and family, in the implementation of

palliative care that contributes to alleviating the situation of advanced and terminal

patients.

Learning outcomes CE18.1. Consider the care needs and strategies of nursing care to people in

situations of advanced and terminal diseases and their families.

CE18.2. Identify strategies and the basics of nursing care to control the

symptoms in terminally ill patients.

CE18.3. Identify and prioritise the different comfort measures in a physical,

emotional and spiritual context in the advanced phase of the disease and

at end of life.

CE18.4. Plan care aimed at people in an advanced and terminal disease

situation that includes appropriate strategies to improve comfort and

ease the situation.

68


NURSING DEGREE


Competency CT1. Analyse and summarise complex phenomena.


Competency CG1. Develop critical thinking and reasoning and know how to communicate it

effectively.

CONTENT

THEMATIC UNIT 1. PALLIATIVE CARE

TOPIC 1. INTRODUCTION TO PALLIATIVE CARE Concept of palliative care. Definition of a

patient at the end of life. Therapeutic basics. Basic instruments.

TOPIC 2. NURSING IN PALLIATIVE CARE. The role of nursing in palliative care. Nursing

competencies to care for people at the end of life. Analysis of the impact of continued contact

with people who are dying and their families. Emotional distress and compassion fatigue.

Coping strategies.

THEMATIC UNIT 2. DEATH

TOPIC 1. CONCEPTUALISATION OF DEATH. Historical view of death. Current experience of

death. Different approaches to the death process.

TOPIC 2. EMOTIONAL AND LOSS EDUCATION. Analysis of emotions in a loss. Understanding

and expression of emotions. Dealing with loss.

TOPIC 3. GRIEF PROCESS. Usual reactions when grieving. The grief process. Complicated

grieving. The professional’s grief.

TOPIC 4. CHILDREN AND DEATH. Development of the concept of death. The grieving process

in children. Adult mistakes. Preparing children for life and death. Strategies for talking to

children about death. Impact of the death of children.

TOPIC 5. SPIRITUALITY AT THE END OF LIFE. Definition and conceptual framework. Basic

needs. Suffering at the end of life. Meaning of life in patients with an advanced disease.

TOPIC 6. ETHICAL CONFLICTS AT THE END OF LIFE. Advance planning of decisions. Limitation

of therapeutic effort. Palliative sedation.

69


NURSING DEGREE

THEMATIC UNIT 3. NURSING CARE IN CONTROLLING SYMPTOMS

TOPIC 1. GENERAL PRINCIPLES OF CONTROLLING SYMPTOMS. General characteristics of

controlling symptoms. Methodological principles. Criteria on the use of drugs.

TOPIC 2. NURSING CARE FOR GASTROINTESTINAL SYMPTOMS. Nausea and vomiting.

Constipation. Intestinal obstruction. Anorexia.

TOPIC 3. NURSING CARE FOR RESPIRATORY SYMPTOMS. Dyspnoea. Cough. Pre-mortem

wheezing.

TOPIC 4. NURSING CARE FOR NEUROPSYCHOLOGICAL SYMPTOMS. Anxiety. Depression.

Confusional state.

TOPIC 5. MOUTH AND SKIN CARE. Mouth care. Skin care.

THEMATIC UNIT 4. PAIN

TOPIC 1. MEANING OF PAIN. Definition of pain. Type of pain. Experience of pain. Pain

assessment.

TOPIC 2. BASES FOR TREATING PAIN. General principles for using painkillers. Prejudices about

the use of morphine.

TOPIC 3. PHARMACOLOGICAL TREATMENT. The WHO analgesic ladder. Drug administration

routes.

TOPIC 4. NON-PHARMACOLOGIC MEASURES. Organisational measures. Physical measures.

Other.

THEMATIC UNIT 5. COMMUNICATION AT THE END OF LIFE.

TOPIC 1. THE LISTENING PROCESS IN ACCOMPANIMENT AT THE END OF LIFE. Basics of

listening. Active listening. Feedback. Listening strategies.

TOPIC 2. BAD NEWS. Do you tell the truth or not? Common communication mistakes with a

patient at the end of life. How to accompany giving bad news.

TOPIC 3. FAMILY SUPPORT. Family assessment. Respecting patient-family relations. Caring for

grief. Conspiracy of silence

70


NURSING DEGREE


Various training activities will be used during the classes:

Activity 1. Participatory lectures. Works on competencies CE1, CE7 and CE 18.

Activity 2. Seminars on socio-emotional skills in the end of life process. Dynamics in small

groups to work on skills to facilitate communication with patients at the end of life and their

families. Through these seminars the aim is to consolidate theoretical knowledge, as well as

offer strategies for analysing clinical situations, identifying our values and emotions that arise

when we talk and think about our death or that of others, and understanding the diversity of

opinions and expectations about the death process. The seminars are a set of very diverse

activities that are carried out in the classroom individually or in a group to achieve the

competencies defined, the following are performed, among other learning activities: analysis

of clinical situations, reflections on written documents, watching and analysing films, group

debates and reflections, and role-playing. Works on competencies CE7, CE 18 and CT1.

Activity 3. Learning folder. The learning folder is a tool that promotes learning, reflection on

the learning process and facilitates critical thinking and decision-making. These aspects move

closer to meaningful, long-lasting and reflective learning that they will need future

professionals to address the complex situations of their future work.

Students must include several activities-evidence of learning in the learning folder. Some of

them will be binding and others will be optional. Also, some activities will have a group

character, and others individual.

Critical analysis of articles, books and audiovisuals. Reading and critical analysis

of articles and books enables the student to relate the theoretical concepts with

everything that has been studied in the seminars. However, it allows the student

to make a personal assessment and careful analysis about that presented by the

experts. Works on competencies CE6, CE7, CT1 and CE 1.

Analysis of cases. Brings together knowledge, analysis of situations and decision-

making. Works on competencies CE1 and CE18.


NURSING DEGREE

71

Personal reflection on one’s learning. Students are required to complete

reflection work on what it the end of life process means to them, which entails

caring for people in the process of death and the emotions this experience

evokes. Works on competencies CE7 and CG1.

Creative activity. The students will submit any creative resource, such as

drawings, diagrams, photos, poems, songs, etc. to make a personal reflection

and analysis of any of the specific aspects of the course. Works on

competencies CT1 and CG1.

Activity 4. Self-assessment questionnaires. Self-completion of questionnaires via the

course’s virtual platform is proposed to reinforce the conceptual learning of the contents.

Works on competencies CE6 and CE7.

* Students will have specific guides in the course’s virtual campus to complete the

different work which will contain the writing guidelines and assessment criteria.

TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES

HOURS

STUDENT

WORKLOAD

Teacher-led

act.

Theoretical and participatory

presentations.

CE1.35, CE1.44, CE18.1,

CE18.2, CE18.4 and

CE7.26

16.5 h

Authorised seminars

CE18.3, CT 1 and CE 7.26 9 h

Guided act. Scheduled tutorials - 2 h

Independent study

act.

Information search and

processing CE6.15 and CE7.26 5.5 h

Completion of work CE6.15, CG1, CT1 and

CE7.26 20 h

Study CE1.44 and CE 1.35 18 h

Self-assessment questionnaires. CE6.15 and CE7.26 2 h

TOTAL HOURS 73 h


NURSING DEGREE

72

ASSESSMENT

Assessment elements:

1. Exam on theoretical content. Represents 50% of the mark (the mark must be equal to or

greater than 5 to add other elements). Will assess competencies CE1 and CE18.2. In the

event of suspending this assessed activity (mark below 5), the student will have the


2. Learning folder*. Represents 35% of the mark. Assesses competencies CE6, CE7.26, CG 1

and CT 1.

3. Self-assessment questionnaires: Represent 15% of the mark. Work on competencies CE6

and CE7.

* Students will a have specific guide in the course’s virtual campus to complete the learning

folder which will contain the writing guidelines and specific assessment criteria. To add up

all the marks of the different assessed elements activities 1, 2 must be completed. Otherwise

the course will be NA.





HOURS STUDENT

WORKLOAD

Assessed questionnaires 15% CE6.15 and CE7.26 -

Learning folder 35% CE6.15, CG1, CT1, CE7.26 -

Exam 50% CE1.35, CE1.44, CE18.1,

CE18.2, CE18.4 2

TOTAL HOURS 2 h


NURSING DEGREE


73

Books


Arranz P,

Barbero JJ,

Barreto P and

Bayés R

2003 Intervención emocional en cuidados

paliativos (Emotional intervention in

palliative care)

Barcelona Ariel

Astudillo, W

Astigarraga, I

Salinas, A

Mendinueta, C

Navajas, A

De Souza, C

Jassal, S

2015 Medicina paliativa en niños y

adolescentes (Palliative medicine in

children and adolescents)

Donostia Paliativos sin

fronteras

(Palliative care

without barriers)

Benito E

Barbero, J

2010 El acompañamiento espiritual en cuidados

paliativos (Spiritual accompaniment to

palliative care)

Madrid Aran Editores

Buckman R 1998 Com donar les males notícies (How to

give bad news)

Valls Eumo

García González, A

Pedraz Marcos, A

2011 Enfermería en cuidados paliativos

(Nursing in palliative care)

Madrid Editorial

universitaria

Ramon Areces

López Imedio, E 2007 Enfermería en cuidados paliativos

(Nursing in palliative care)

Madrid Panamericana

Martínez Cruz, B 2012 Enfermería en cuidados paliativos y al

final de la vida (Nursing in palliative care

and end of life)

Barcelona Elsevier

Poch C,

Herrero O

2003 La muerte y el duelo en el contexto

educativo (Death and grief in the

educational context)

Barcelona Paidós

Worden, W 2004 El tratamiento del duelo: asesoramiento

psicológico y terapia (Treating grief:

psychological counselling and therapy)

Barcelona Paidós

Articles

Author/s Title Journal Volume Year Pages

PLoncán, P., Gisbert,

A., Fernández, C.,

Valentín, C., Teixidó,

A.,

Vidaurreta, R.,

Saralegui, I.

Cuidados paliativos y medicina

intensiva en la atención al final

de la vida

del siglo XXI (Palliative care and

intensive medicine in end-of-life

care for the twenty-first century)

An. Sist. Sanit.

Navar.

30 2007 113-128

García-Rueda, N.,

Errasti-Ibarrondoa, B.,

and María

Arantzamendi

Solabarrieta

La relación enfermera-paciente

con enfermedad

avanzada y terminal: revisión

bibliográfica y análisis

Conceptual (The nurse-patient

relationship with advanced and

terminal disease: literature

review and conceptual analysis)

Med Paliat. 23(3) 2016 141-153


NURSING DEGREE

74

Krikorian A, Limonero,

JT., Maté, J

Suffering and distress at the end-

of-life

Psycho-Oncology

21: 799–808 (2012)

21 2012 799-808

Warnock, C. Breaking bad news: issues

relating to nursing practice

Nursing Standard 28 2014 51-58

Muñoz Cobos F 1,

Espinosa Almendro JM

2, Portillo Strempel J 3,

Rodríguez González de

Molina G 4

La familia en la enfermedad

terminal (The family in terminal

illness) (I)

Medicina de Familia 3 2002 38-47

Steffen T Simon, C,

Ramsenthaler, C

Bausewein, N.,

Krischke, G

Core attitudes of professionals

in palliative care:

A qualitative study

International

Journal of Palliative

Nursing 2009, Vol

15, No 8

15(8) 2009 405-411

Internet sources


Guía práctica clínica cuidados paliativos (Palliative care clinical

practice guide)

http://www9.euskadi.net/sanidad/osteb

a/datos/e_06_08_Cuidados_Paliat.pdf

Explicame qué ha pasado (Explain to me what has happened).

Guide to assist adults to talk about death and grief with children

http://www.fundacionmlc.org/actualidad

/noticias/descarga-aqui-guia-duelo/

Guía para familiares en duelo (Guide for grieving family members) http://ico.gencat.cat/web/.content/minisi

te/ico/lico/documents/arxius/treballsocia

l_familiars_en_dol.pdf



Bayés R 2001 Psychology of suffering and death

Barcelona Martínez Roca

Benítez del Rosario M

A,

Salina Martín A

2000 Cuidados Paliativos y Atención Primaria

(Palliative Care and Primary Healthcare)

Barcelona Springer-Verlag

Ibérica

Broggi, M 2012 Per una mort apropiada (For a suitable

death)

Barcelona Edicions 62

Cobo Medina C 1999 El valor de vivir (The value of living)

Madrid Ediciones

Libertarias

Cobo Medina C 2000 Los tópicos de la muerte. La gran negación

(Topics about death. The great denial)

Madrid Ediciones

Libertarias

Cobo Medina C 2001 Ars Moriendi. Vivir hasta el final (Living until

the end)

Madrid Ediciones

Libertarias

Comitè de Bioètica de

Catalunya (Bioethics

Committee of

Catalonia)

2010 Recomanacions als professionals sanitaris

per a l’atenció als malalts al final de la vida

(Recommendations to health professionals

for end-of-life care)

Barcelona Gencat


NURSING DEGREE

De Hennezel M 1996 La muerte íntima (Intimate

death)

Barcelona Plaza & Janés

http://www9.euskadi.net/sanidad/osteba/datos/e_06_08_Cuidados_Paliat.pdf

http://www9.euskadi.net/sanidad/osteba/datos/e_06_08_Cuidados_Paliat.pdf

http://www.fundacionmlc.org/actualidad/noticias/descarga-aqui-guia-duelo/

http://www.fundacionmlc.org/actualidad/noticias/descarga-aqui-guia-duelo/

http://ico.gencat.cat/web/.content/minisite/ico/lico/documents/arxius/treballsocial_familiars_en_dol.pdf



75

Elias N 1987 La soledad de los moribundos

(The loneliness of the dying)

Mexico Fondo de Cultura

Económica (Economic

Culture Fund)

Florez J A 1997 La comunicación y

comprensión del enfermo

oncológico (The

communication and

understanding of the cancer

patient)

Madrid Ergon

Kübler-Ross E 1993 Sobre la Muerte y los

Moribundos (On Death and

Dying)

Barcelona Grijalbo

Kübler-Ross E 1997 La rueda de la vida (The wheel

of life)

Barcelona Ediciones B

Kübler-Ross E 1997 La muerte un amanecer (Death

is a sunrise)

17th Barcelona Luciérnaga

Kübler-Ross E 1999 Los niños y la muerte (Children

and death)

Barcelona Luciérnaga

Neimeyer, R 2002 Aprender de la pérdida. Una

guía para afrontar el duelo

(Learning from loss. A guide to

tackling grief)

Barcelona Paidós

Poch i Avellán C 1996 De la vida i de la mort (On life

and death)

Barcelona Claret

Serra i Llanas, X 2014 I jo també em moriré? (Will I

die too?)

Barcelona Columna Edicions

Serrano S 2003 El regal de la comunicació (Gift

of communication)

Barcelona Ara Llibres

Internet sources


La dama y la muerte (The Lady

and death)

http://www.theblog.es/mt/archives/2010/02/la_dama_y_la_muerte.php

Spanish Society for Palliative

Care (SECPAL)

http://www.secpal.com/index.php

European association for

palliative care (EAPC)

http://www.eapcnet.eu/

Cuidados paliativos y control de

síntomas (Palliative care and

symptom control)

https://issuu.com/ipain/docs/cuidados_paliativos

COURSE SCHEDULE


SPECIALIST PRACTICUM II THIRD YEAR

NURSING DEGREE

GENERAL INFORMATION

76

COURSE DATA

Course SPECIALIST PRACTICUM II


ECTS


Year 3rd DEGREE Semester Second



FACULTY INFORMATION

Teacher-in-charge




PREREQUISITES

In order to take the Specialist Practicum II course, the student must have taken and passed

the Advanced Practicum I course.


The Specialist Practicum II is a compulsory course worth 12 credits that runs for seven weeks

of the second semester of the third year of the degree course, for a total of 280 hours. This

course is part of the subject-matter of the Practicum and intends for the Nursing student to

have the opportunity to put into practice and in real situations all the theoretical and

theoretical-practical knowledge worked on previously during their training process and can

develop all the competencies that they may encounter as a third-year student within the

social care and mental health field.

1. COM


NURSING DEGREE

2. PETENCIES AND LEARNING OUTCOMES


77

Specific competencies:

Competency CE 2. Plan and provide nursing care aimed at individuals, families and groups,

health results-orientated assessing its impact by means of clinical practice and

care guidelines, which describe the processes by which a health problem is

diagnosed, or treated or cared for.

Learning outcomes CE 2.21. Applies nursing care following the health protocols and plans

designed for individuals as well as for the community and assesses

the results.

CE 2.27. Describes and applies the nursing techniques and procedures

that are carried out with people suffering from an altered health

situation.

Competency CE 6. Base nursing interventions on scientific evidence and on the means

available.

Learning outcomes CE 6.29. Argue nursing interventions with scientific evidence and

taking into account the means available in each situation.

CE 6.31. Develop skills of applying scientific evidence in professional

nursing practice.

Competency CE 7. Demonstrate unprejudiced understanding of people, taking account of their

physical as well as psychological and social aspects, as autonomous and

independent individuals, ensuring respect for their opinions, beliefs and values,

guaranteeing the right to privacy through confidentiality and professional

secrecy.

Learning outcomes CE 7.50. Identify the ethical references of the nursing profession.

Competency CE 8. Promote and respect the right of participation, information, autonomy and

informed consent in the decision-making of the people treated, according to how

they experience their health-disease process.

Learning outcomes CE8.16 Respect the patient's rights in relation to the request and need

for information, privacy, and ability to make decisions.

Competency CE 10. Protect the health and well-being of people, family or groups cared for,

ensuring their safety.

Learning outcomes CE10.22 Prioritise health prevention measures during your

interventions in the health centres assigned.

CE10.24 Apply safety standards to professional actions.


NURSING DEGREE

78

Competency CE 11. Establishes effective communication with patients, families, social groups

and partners and promotes health education.

Learning outcomes CE 11.29 Establishes an empathetic and respectful relationship with

the patient and family, according to the person’s situation, the health

problem they are suffering from and the stage of its progression.

CE11.32 Communicates by adapting the language to everyone

involved.

Competency CE 15. Work with the team of professionals as the basic unit in which the

professionals and any other professionals from healthcare organisations are

structured in uni or multidisciplinary and interdisciplinary way.

Learning outcomes CE15.6 Join multi and interdisciplinary work teams and share common

goals.

Competency CE 20. Use scientific methodology in your interventions.

Learning outcomes CE 20.7. Analyse all interventions through the different phases of the

nursing process.




CT4. Express yourself fluently, coherently and properly following established


CT7. Identify, analyse and solve ethical problems in complex situations.


Competency CG1. Develop critical thinking and reasoning and know how to communicate in an

effective way both in your mother tongue and in other languages.

CG3. Respect the diversity and plurality of ideas, people and situations.




CONTENT

During the Specialist Practicum II, students will be able to do their placement in both

centres, such as geriatric centres, or in centres that can cater to patients with mental illness.


NURSING DEGREE


79

Activity 1. Clinical practice.

The student will complete a placement within the social services, geriatric or mental health

field. These placements will be tutored by teachers from the school or by professionals

responsible for the different placement centres. Works on competencies CE2, CE8, CE10,

CE11, CE15, CE20, CT3, CT7, CG3 and CPGG1.

Activity 2. Making an overall assessment and clinical course.

Throughout the placement, the student must choose a patient and perform an overall

assessment, following the guidelines laid down that, for this purpose, have reflected a

methodological guide. In addition, the patient follow-up will be reflected in a clinical

course. Works on competencies CE2, CE6, CE7, CE8, CE10, CE15, CE20, CT3, CT4, CT7 and

CG1.


STUDENT WORKLOAD

Clinical practice

CE2.21, CE8.16,

CE10.22, CE10.24, CE11.29,

CE11.32, CE15.6, CE20.7,

CT3, CT7,CG3 and CPGG1

300

Face-to-face tutorials CE6.29, CE7.50, CE20.7,

CT3, CT4, CG1 and CG3 During the placement

Making an overall assessment and clinical

course

CE2.27, CE6.29,

CE7.50, CE20.7, CT3, CT4,

CT7 and CG1

During the placement

TOTAL HOURS 300


NURSING DEGREE

ASSESSMENT

80

The assessment consists of the following parts:

Assessed activity 1: Completing the placement. Continuous assessment and tutored

follow-up during placement in the field of healthcare. Will assess competencies CE2, CE8,

CE10, CE11, CE15, CE20, CT3, CT7, CG3 and CPGG1. This activity consists of two pieces of

evidence:



4. Assessment of the follow-up and tutoring process by the practice tutor. The

student’s participation, involvement and commitment in the learning process

will be assessed. Constitutes 30% of the mark.

Assessed activity 2: Making an overall assessment and clinical course. Constitutes 20%

of the assessment and assesses competencies CE2, CE6, CE7, CE20, CT3, CT4, CT7 and

CG1.

In order to be able to assess this Practicum students must attend 100% of their placements in the reference field assigned and have all the parts that make up the passed assessment. In the event of not attending all of the placements or not to submitting the corresponding work, the course will be assessed as Not Assessable (NA).

*Students will have the option to review their qualifications on the planned dates during


ACTIVITATS

D’AVALUACIÓ

FINAL MARK

PERCENTAGE RESULTATS D’APRENENTATGE

HORES

DEDICACIÓ DE

L’ESTUDIANT

Completing clinical

practice: assessment of

competencies

50%

CE2.21, CE8.16,

CE10.22, CE10.24, CE11.29,

CE11.32, CE15.6, CE20.7,

CT3,CT7, CG3 and CPGG1

-

Completing clinical

practice: follow-up

process

30% CT3, CT7, CG3 and CPGG1

Submission of work 20% CE2.27, CE6.29, CE6.31, CE7.50,

CE20.7, CT3, CT4, CT7 and CG1. -

TOTAL HOURS 0


NURSING DEGREE

81


Books


Novel G, Lluch MT,

Miguel MD

2003 Enfermería psicosocial y salud mental

(Psychosocial nursing and mental

health)

Barcelona Masson

Guillen Llera F 2008 Síndromes y cuidados en el paciente

geriátrico (Syndromes and caring for

a geriatric patient)


Millán JC 2006 Principios de geriatría y Gerontología

(Principles of Geriatrics and

Gerontology)

Madrid McGraw-Hill

Interamericana

Benítez del Rosario MA,

Salina Martín A

2000 Cuidados Paliativos y Atención

Primaria (Palliative Care and Primary

Healthcare)

Barcelona Springer-Verlag

Ibérica

Articles


comment

Fernández-

Ballesteros R,

Capara MG, García

L F

Promoción del envejecimiento

activo: efectos del programa “ vivir

con vitalidad” Promoting active

ageing: effects of the “live with

vitality” programme

Geriatría

gerontológica

40 2005 92-102

De la Revilla L,

Bailón M Muñoz E

La atención domiciliaria y la

atención familiar en el anciano

(Home-based care and family care in

the elderly)

Atención

Primaria

10 2003 249-54

Fernández MC,

Buitrago F,

Ciurana R,

Chocrón L, García

J, Montón C,

Redondo MJ,

Tizón J

Programa de prevención en salud

mental en atención primaria

(Prevention programme in mental

health in primary care)

Aten

Primaria.

39 2007 88-108

Ferrarotti F Las Historias de Vida como método

(Life Stories as a method)

Acta

sociológica

59 2011 95-119

Solano Mª C, y

Siles J

Análisis de las vivencias de un

paciente

en cuidados intensivos desde la

perspectiva

de la complejidad (Analysis of

patient experiences in the intensive

care unit from the perspective of

complexity)

Cultura de los

cuidados

(Culture of

care)

14 2003 83-91

Fombella Posada

MJ, Cereijo

Quinteiro MJ

Historia de la Historia Clínica

(History of Medical History)

Galicia Clinica 73 2012 21-6


NURSING DEGREE





82

Internet sources


Asociación Espanyola de enfermería

geriàtrica y gerontológica

http://www.seegg.org

Plan Nacional de Cuidados Paliativos.

Bases para su desarrollo (National

Plan for Palliative Care. Bases for its

development)

http://www.msc.es/organizacion/sns/planC

alidadSNS/docs/PlanNacional.pdf

Psiquiatría.com www.psiquiatria.com


Books


Sáez Cárdenas S, Marqués

Molias F, Colell Brunet R.

2006 Health education. Técnicas para el

trabajo con grupos pequeños

(Techniques for working with small

groups)

3rd Lleida Editotorial

Milenio

Castanedo C, García M, 2004 Guía de intervención ràpida en

Enfermería geriátrica (Quick intervention

guide in Geriatric Nursing)

1st Madrid Avances de

Enfermería

(Nursing

Advances)

Shives LR.

2007 Enfermería psiquiátrica y salud mental

(Psychiatric nursing and mental health)

Basic concepts

Madrid McGraw-Hill /

Interamericana

Articles

Author

Frias Osuna A et al.

Title

La práctica enfermera en

atención domiciliaria: perfil

sociodemográfico y práctica

profesional (Nursing

practice in home care:

sociodemographic profile

and professional practice)

Journal

Atención Primaria

Volume

29

Year

2002

Pages

495-501

Description/

comment

Muñoz Cobos F,

Espinosa Almendro

JM, Portillo

Strempell, J,

Benítez del Rosario,

MA

Cuidados paliativos:

Atención a la familia

(Palliative care: caring for

the family)

Atención Primaria 30 2002 576-80

Internet sources


Ministry of Health, Social Affairs and

Equality

http://www.msc.es/ciudadanos/p

roteccionSalud/home.htm

COURSE SCHEDULE


http://www.seegg.org/

http://www.msc.es/organizacion/sns/planCalidadSNS/docs/PlanNacional.pdf

http://www.msc.es/organizacion/sns/planCalidadSNS/docs/PlanNacional.pdf

http://www.psiquiatria.com/

http://www.elsevier.es/es/revistas/atencion-primaria-27/cuidados-paliativos-atencion-familia-13040178-series-2002#19ad50ba115baea7268ecb003bc2649e

http://www.elsevier.es/es/revistas/atencion-primaria-27/cuidados-paliativos-atencion-familia-13040178-series-2002#19ad50ba115baea7268ecb003bc2649e

http://www.elsevier.es/es/revistas/atencion-primaria-27/cuidados-paliativos-atencion-familia-13040178-series-2002#921449bf1083b21ccc6f36aa5112e5a5

http://www.elsevier.es/es/revistas/atencion-primaria-27/cuidados-paliativos-atencion-familia-13040178-series-2002#921449bf1083b21ccc6f36aa5112e5a5

83

NURSING CARE IN THE AGEING PROCESS THIRD YEAR NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course NURSING CARE IN THE AGEING PROCESS


ECTS




Teaching language CATALAN-SPANISH

FACULTY INFORMATION

Teacher-in-charge

Name of teacher SUSANA MIGUEL GONZALEZ



Other teachers

Name of teacher

e-mail

Tutoring schedule

PREREQUISITES

There are no prerequisites for this course


84

NURSING CARE IN THE AGEING PROCESS THIRD YEAR

NURSING DEGREE


Helping people, regardless of age, gender, status and ideology, is the essence of the work

done by nurses in any area in which they are required. Helping older people to live this new

stage of their lives is part of this objective, as they are confronted with situations of change

that they have to adapt to.

The nurse needs to be a highly qualified professional to care for individuals, families, and

their reference community. On this course, emphasis will be placed on the nursing care

aimed at older people, both healthy and sick, the family and the main caregiver, without

forgetting the interdisciplinary health team and levels of care.

This course also seeks to ensure that students acquire the skills competencies through a

teaching methodology based on project-based learning.

Through this methodology, motivation for scientific research and the production of

knowledge is developed because the course focusses on appealing learning experiences

that engage students in complex and real-world projects where skills and knowledge are

developed and applied.



Competency CE1 Provide technical and professional healthcare appropriate to the health needs of

the people we treat, in accordance with the state of development of scientific

knowledge at any given time and the quality standards and safety requirements set

out in the applicable legal and ethical standards.

Learning outcomes CE1.36. Design care plans appropriate to the most prevalent nursing

problems in our field.

CE1.37. Scientific evidence-based arguments with the selection of the most

suitable nursing care for a professional service tailored to people’s health

needs.

CE1.38. Justify quality nursing care appropriate for health needs.

CE1.44. Identify the structural, functional, psychological modifications and

forms of life associated with the ageing process and in advanced and

terminal patients.

CE1.72. Identify the most common health problems in older people.

CE1.73. Identify strategies aimed at readjusting daily life by means of local

and support resources.

85


NURSING DEGREE





Learning outcomes CE2.9. Assess and comprehensively treat the health needs of the elderly.



Learning outcomes CE5.10. Draw up and implement care plans, according to the phase and/or

stage of disease the patient is at, using the theoretical and

methodological principles of nursing and assessing their results.


Learning outcomes CE6.12. Argue nursing interventions with scientific evidence.

CE6.13. Establish relationships between knowledge and practice.

CE6.14. Put forward scientifically-based proposals for analysis that also

match resources.







Learning outcomes CE7.26. Identify and understand the psychosocial responses to loss and

death and know the right measures to help the person and the family in

these circumstances.

CE7.27. Interpret the cultural aspects and values that determine health

behaviour.

CE7.28. Design strategies that consider the cultural aspects, ensuring

respect for the views, beliefs and values, as well as the right to privacy

and secrecy.

CE7.29. Identify the design of care considering age, gender, cultural

differences, ethnicity, beliefs and values.

CE7.32. Indicate the necessary interventions to show understanding and

respect for an autonomous and independent individual.

86


NURSING DEGREE

Competency CE9. Promote healthy lifestyles, self-care, supporting maintaining therapeutic and

preventive behaviours.

Learning outcomes CE9.7. Identify the risk factors in the health-disease process on a physical,

emotional, and social level.

CE9.8. Explain the risk factors that affect the health-disease process.



CT3 Identify, analyse and take the most suitable option to respond to problems in


CT7 Identify, analyse and solve ethical problems in complex situations.


Competency CG1 Develop critical thinking and reasoning and know how to communicate this


CG2 Develop independent learning strategies.

CG3 Respect the diversity and plurality of ideas, people and situations.

CONTENT

THEMATIC UNIT 1: A HEALTHY OLDER PERSON

TOPIC 1: AGEING. Ageing from a demographic perspective. Morbidity and mortality in older

people. Future trends from a demographic point of view. The social model of the elderly.

Gender and ageing. Stereotypes and prejudice more common in the world of the elderly.

Characteristic features of older people. Difference between chronological, physiological,

psychological and social ages.

TOPIC 2: A HEALTHY OLDER PERSON. Physical, psychological, social and spiritual changes

that occur in ageing. The subjectivity of the ageing process. Health prevention and

promotion programmes aimed at healthy older people. A person's perception about their

own health.

87


NURSING DEGREE

THEMATIC UNIT 2: A SICK OLDER PERSON

TOPIC 1: GERIATRIC SYNDROMES. Incontinence syndrome. Immobility syndrome. Chronic

pain syndrome. Acute confusional state. Falls. Bed sores. Malnutrition. Care plan and role

of the nurse. Clinical safety in the patient.

TOPIC 2. OVERVIEW OF DISEASE IN OLDER PEOPLE. Comorbidity, symptomatic

particularities. Typology of elderly people. Characteristics of a healthy elderly person, a frail

elderly person and a geriatric patient. Most important risk factors for a geriatric patient.

Polypharmacy and adverse drug reactions in older people. Loss and grief.

TOPIC 3: NURSING CARE FOR A GERIATRIC PATIENT WITH A CHRONIC ILLNESS.

Characteristics of a chronic geriatric patient. Type of actions aimed at achieving a better

quality of life for these patients. Care models for chronic processes in older people.

TOPIC 4: A HOSPITALISED GERIATRIC PATIENT. Characteristics of a hospitalised geriatric

patient. Type of actions aimed at achieving a better quality of life for these patients.

TOPIC 5: THE COMPREHENSIVE GERIATRIC ASSESSMENT. The overall assessment of a

geriatric patient. Physical, psychological and social assessment. Validated assessment

scales. Role of the nurse in these assessments. Benefits and drawbacks of using the

comprehensive geriatric assessment. Elements of innovation in the CGA.

THEMATIC UNIT 3: SOCIAL CARE RESOURCES FOR AN ELDERLY PERSON

TOPIC 1. CARE SYSTEMS FOR THE ELDERLY. SERVICES AND RESOURCES. Definition and

characteristics of geriatric hospital units, home care teams (PADES), geriatric

interdisciplinary health and welfare units (UFISS); Health and Social Research Centres

(CESS), day hospitals, nursing homes and home services.

THEMATIC UNIT 4: NURSING CARE FOR OLDER PEOPLE WITH NEUROLOGICAL DISORDERS

AND THEIR FAMILIES

TOPIC 1. NURSING CARE FOR OLDER PEOPLE WITH DEMENTIA AND/OR ALZHEIMER'S

DISEASE OR PARKINSON'S DISEASE. Dementia, manifestations of the dementia process,

dysfunctions related to dementia, nursing interventions. Parkinson's Disease, key points of

nursing care in patients with Parkinson's Disease.

TOPIC 2. NURSING CARE FOR THE MAIN CAREGIVER OF A PERSON WITH DEMENTIA

AND/OR ALZHEIMER'S DISEASE OR PARKINSON'S DISEASE. Nurse intervention with the

family caregiver of patients with dementia and Parkinson's Disease.

88


NURSING DEGREE


To achieve the competencies proposed we have opted for a series of teaching strategies

that combine different forms of learning and learning styles:

Lectures and participatory classes, works on competencies CE1, CE2, CE9, CT1, CT3, CG1, CG2

and CG3.

Project-based learning, works on competencies CE1, CE2, CE5, CE6, CT1, CT3, CT7, CG1, CG2

and CG3.

Throughout the course there will be three dynamics: the first activity will consist of creating

the character of an older person taking into account the characteristics and circumstances

that indicate ageing. Then the second activity will apply the comprehensive geriatric

assessment by introducing innovative elements, and the third activity will determine

present or potential geriatric syndromes and the actions or interventions to be taken.

These three dynamics will be presented orally and will culminate with the delivery of a

dissertation covering everything that has been studied throughout the sessions.

Expert seminar, during the course seminars will be organised with the aim of finding out

about different experiences related to the theoretical concepts studied during the course

and with practical applicability. Different educational methodologies will be used in the

seminars to facilitate student participation.

Attendance of the seminars is compulsory. Work on competencies CE6, CE9 and CG1.

TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES

HOURS

STUDENT

WORKLOAD

Teacher-led

act.

(25-35% total hours)

Theoretical-

participatory and

dynamic presentations.

CE1.36, CE1.37, CE1.38, CE1.44,

CE1.72, CE1.73, CE2.9, CE6.12,

CE6.13, CE6.14 and CE6.15

27 h

Guided act.

(approx. 10%) Scheduled tutorials

CT1, CT3, CT7, CG1, CE6.14, CE6.15

and CG2 2 h

Independent study

act.

(minimum 50%)

Research, field work

and information

processing

CE1.37, CE1.44, CE6.12, CE6.14, CG2,

CT1, CT3 and CG2 18 h

Study CE1.36, CE1.37, CE1.38, CE1.44,

CE1.72, CE1.73 and CE2.9 27 h

TOTAL HOURS 74

89


NURSING DEGREE

ASSESSMENT

The students are active subjects of the learning process, this means they must have an

attitude of active and meaningful participation, commitment and responsibility for

achieving the learning objectives proposed.

Assessed activities:

Project-based learning - will represent 30% of the mark. Assesses competencies

CE1, CE2, CE5, CE6, CT1, CT3, CT7, CG1, CG2 and CG3.

. Dynamic 1: work and defence (10%)



Exam - will represent 50% of the mark. Assesses competencies CE1, and CE9.

In the event of suspending this assessed activity (mark below 5), the student will

have the option of taking a repeat exam.

Final work - will represent 20% of the mark. Assesses competencies CE1, CE6, CT1,

CT3, CT7, CG1, CG2 and CG3.


the qualifications publication period.


PERCENTAGE

LEARNING

OUTCOMES

HOURS

STUDENT

WORKLOAD

Problem-based learning 30%

CE1.36, CE1.37,

CE1.38, CE1.44,

CE1.72, CE1.73,

CE6.12, CE6.13,

CE6.14 and CE6.15

-

Final work submission 20% -

Exam 50% CE1.44, CE1.72,

CE7.26, CE9.7 1

TOTAL HOURS 1 h

90


NURSING DEGREE


Books


García M, Martínez R 2012 Enfermería y envejecimiento

(Nursing and ageing)

Barcelona Masson

Bajo JM 2015 La ética en las instituciones

geriátricas (Ethics in geriatric

institutions)

Tarragona L’Onada serveis

Martin B, Hanington B,

Hanington MB

2012 Universal Methods of Design:

100 Ways to Research

Complex Problems, Develop

Innovative Ideas, and Design

Effective Solutions.

Rockport

Publishers

Articles

Author

Lea E, Marlow

A, Altmann E,

Courtney-

Pratt H.

Title

Nursing student’s

preferences for clinical

placements in the

residential aged care

settings

Journal

J Clin Nurs

Volume

27

Year

2018

Pages

143-152

Description/

comment

Miguel S,

Alvira C, Farre

M, Risco E,

Cabrera E,

Zabalegui A.

Quality of life and

associated factors in

older people with

dementia living in long-

term institutional care

and home care.

European Geriatric Medicine 7 2016 346-351

Risco E,

Cabrera E,

Farré M, Alvira

C, Miguel S,

Zabalegui A.

Perspective About

Health Care provision

In Dementia Care in

Spain: A qualitative

Study Using Focus-

Group Methodology

American Journal of Alzheimer’s

disease & other dementias

2015 1-8

Zabalegui A,

Hamers JPH,

Karlsson S,

Leino-Kilpi H,

Renom-

Guiteras A,

Saks K, Soto

M, Sutcliffe C,

Cabrera E.

Best practices

interventions to

improve quality of care

of people with

dementia living at

home

Patient Education and

counselling

95 2014 175-84

Internet sources


Spanish Association of Geriatric and

Gerontological Nursing

http://www.seegg.org

Online nursing resources http://www.fisterra.com

Institute for social services and the

elderly

http://www.imsersomayores.es

91


NURSING DEGREE


Books


Martinez T 2012 Entrenar la memoria e

intervenir en reminiscencia

(Train the memory and

intervene in reminiscence)

1st Madrid Panamericana

Millán J 2011 Gerontología y Geriatría.

Valoración e intervención

(Gerontology and Geriatrics.

Assessment and intervention)

Madrid Panamericana

Guillen Llera F 2008 Síndromes y cuidados en el

paciente geriátrico

(Syndromes and caring for a

geriatric patient)


Articles

Author

Title Journal Volume

Year

Pages

Description/

comment

Rodríguez

MT, Pérez Mª

N, Cruz F

Propuesta de plan estandarizado de

cuidados para prevenir la dependencia y la

fragilidad (Proposal for a standardised care

plan to prevent dependency and fragility)

Gerokomos 25 2014 137-143

Rubio M Comprendiendo la experiencia y las

necesidades al ser cuidador primario de un

familiar con enfermedad de Alzheimer

(Understanding the experience and needs

of being the primary caregiver of a family

member with Alzheimer's Disease). Case

study

Gerokomos 25 2014 98-102

Fernández E,

Estévez M

La valoración geriátrica integral en el

anciano frágil hospitalizado: revisión

sistemática (The comprehensive geriatric

assessment in a frail elderly hospitalised

person: a systematic review)

Gerokomos 24 2013 11-16

Internet sources


idescat www.idescat.es

National Statistics Institute www.INE.es

Gentgran.org. The portal of the Gent Gran de

Catalunya. Barcelona: FATEC

www.gentgran.

http://org

COURSE SCHEDULE


Documents

Nursing Degree Third Year · DEGREE MAJORS A major is a university pathway organised, in this case, by our centre and aimed at students of a bachelor’s degree in Nursing. It is