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CB4_That students can convey information, ideas, problems and solutions to an audience, both specialized and non-specialized
CB5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CB2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study
CB1_That students have demonstrated knowledge and understanding of an area of study that is based on general education, and is usually found at a level that, while supported by advanced textbooks. Also includes some aspects that involve knowledge from the forefront of their field of study
CB3_That students have the ability to gather or interpret relevant data (usually within their area of study), to make judgments that include reflection on relevant social, scientific or ethical issues
CE11_Identify, integrate and relate the concept of health and care, from a historical perspective, to understand the evolution of nursing care
CE12_Understand, from an ontological and epistemological perspective, the evolution of the central concepts that make up the discipline of nursing, as well as the most relevant theoretical models, applying the scientific methodology in the process of caring and developing the corresponding care plans
CE14_Know and apply the principles that underpin comprehensive nursing care
CG3_Know and apply the foundations and theoretical and methodological principles of nursing
CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions
Historical and philosophical evolution of care is a compulsory subject that takes place during the first term of the first year and links with the subject Methodology of nursing care in the third term.
In this subject the student will acquire the first-year skills necessary to understand the progression of the nursing profession up to the present day by contextualizing it within society, identifying the key concepts that define us as a profession epistemologically and ontologically. In this way, the student will acquire the scientific bases that will be used for the further development of Nursing methodology as a scientific and professional tool.
The course includes the study of the historical bases of care and the philosophical basis of nursing. The historical analysis of the concept of care allows the student to understand the current role of the nursing professional within the health team and how it contributes differently to people's health through the application of care. professional. A care developed in its own conceptual framework, favored by the understanding of the nuclear phenomena of the discipline and the importance of nursing conceptual models as a philosophical basis.
LO 2. Develop cognitive, psychomotor, relational and communicative attitudes and skills.
LO 5. Develop critical reasoning: skills for the analysis, evaluation and reflective formulation of arguments. LO 8. To know the philosophical and epistemological bases of the care process methodology.
LO 8. To know the philosophical and epistemological bases of the care process methodology.
LO 12. Know the historical foundations of nursing
LO 13. Recognize the epistemological and historical characteristics that have contributed to the development of nursing as a science. RA 14. Understand the philosophical principles of nursing.
LO 14. Know the philosophical principles of nursing
LO 15. Analyze and compare the different theoretical approaches
LO 16. Transfer theoretical contributions to the realities of nursing in simulated situations. LO 17. Understand the theoretical and methodological principles of nursing
LO 17. Understand the theoretical and methodological principles of nursing
LO 18. Know and use the contributions of women and gender studies in their discipline
LO 19. Know how to make inclusive and non-sexist use of language
LO 20. Identify and problematize deviations, stereotypes and gender roles in their discipline and in the exercise of their profession.
MD 1. Expository class sessions
MD 2. Seminars
MD3. Work in group
MD 4. Individual work
MD 5. Presentations of topics by students
MD 6. Group or individual face-to-face tutorials
MD 11.Self-employed work
The contents studied in this subject include these areas of knowledge:
Block 1: Historical evolution of care
Unit 1: Domestic stage of care
Prehistory
Ancient civilizations
Classic World
Unit 2: Vocational stage of care
Christianity
Middle Ages
Modern world
Unit 3: Technical stage of care
My Contemporaries
The reform of nursing in the nineteenth century
The twentieth century
Spanish nursing in the technical stage of care
Unit 4: Professional stage of care
Millennium change
Professionalization of nursing[EMA1]
Nursing training
Block 2: Philosophical evolution of care.
Unit 5: Philosophy, metaparadigm, theories, nursing models.
Virginia Henderson
Marjory Gordon
Other nursing models and theories
Unit 6: Critical thinking, clinical reasoning and clinical judgment in nursing. Nursing care process
Block 3: Research, teaching and the historical future of the profession.
Activity | ECTS |
AF1. Master Class | 1,25 |
AF2. Face-to-face tutorials | 0,2 |
AF5. Seminars | 0,2 |
AF6. Work in group | 0,5 |
AF7. Individual work | 0,1 |
AF9. Personal study | 2,75 |
The evaluation will be carried out continuously based on the assessment of the skills achieved by the student and the activities for each block in the classroom and in the classroom of the subject are detailed.
Evaluation system | Weighting | Evaluated activity |
SE3. Work in group | 20% | Group activities |
SE5. Seminars | 30% |
Individual and group activities and monitoring |
SE1. Exam | 50% | Final exam |
A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.
Important:
Attendance at classes is recommended in order to achieve the subject's skills. The grade of the different activities can be affected individually within each member of the group in those cases that do not come to make the oral presentations on the designated days or do not participate in the classroom during the preparation of the same.
It is necessary to obtain a minimum grade of 5 in the average of the evaluation activities and the exam will have to equal or surpass the mark of 5 to pass the subject. In the event that the grade is lower, the subject will be suspended.
Recovery:
Only the exam grade can be recovered, the grades for the rest of the assessed activities can only be saved for the recovery period and are not susceptible to recovery.
Students will have the option of retrieving subjects that have been graded 'failed'.
To pass the subject, an average of 5 must be obtained between the evaluations of group work activities and seminars and the recovery assessment test. The weight of the assessment test will remain 50% of the grade.
The total or partial copy in any of the learning activities will mean a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.
Nightingale, F. Notes on Nursing. What is and what is not. 1st edition. Barcelona.Masson; 1990
Conesa J. History of nursing a historical analysis of nursing care. Madrid: McGraw - Hill; 1995.
Government of Catalonia. WHITE PAPER of the Health Professions of Catalonia. Barcelona: Generalitat de Catalunya, Department of Health and Social Security; 2003.
Henderson V. The Nature of Nursing. Reflections 25 years later, 1ª ed. Madrid: Interamericana-McGraw-Hill; 1994.
Raile Alligood, M. Models and theories in nursing. 9ª.ed.Barcelona: Elsevier, 2018.
Martín M. History of nursing: historical evolution of nursing care. 3rd edition. Barcelona: Elsevier Health Science; 2017
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Ducke, D. Florence Nightingale [film]. United Kingdom; 1985.
Adam E. Where the infirmary is going. Madrid: Interamericana; 1982.
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Mª del Carmen Sellán Soto. The profession went inside. Elements for a history of contemporary Spanish Nursing. 2010. FUDEN.