TecnoCampus Foundation
eCampus
University Business
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General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 4

Teaching staff: 

Carmen Rosell Moreno
Aida Fortuny Borsot 
Ana Maria Codina Bassa 
Esther Mateo Aguilar 
Eva Diago Balart 
Gemma Pérez Giménez 
Mª Isabel Maestre Santamaría 
Petra Riera Gayà 

Teaching languages

  • Catalan
  • Spanish

Skills

Basic skills

  • 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

Specific skills

  • CE22_Know the Spanish Health System. Identify the characteristics of the managerial function of nursing services and care management. Know and be able to apply group management techniques

  • CE23_Know the applicable legislation and the code of ethics and deontology of Spanish nursing, inspired by the European code of ethics and deontology of nursing. Provide care, guaranteeing the right to dignity, privacy, intimacy, confidentiality and decision-making capacity of the patient and family. Individualize the course considering age, gender, cultural differences, ethnicity, beliefs and values.

General competencies

  • CG10_Protect the health and well-being of the people, family or groups cared for, ensuring their safety

  • CG4_Understand the interactive behavior of the person according to gender, group or community, within their social and multicultural context

  • CG11_Establish effective communication with patients, family, social groups and peers and promote health education

  • CG15_Working with the team of professionals as a basic unit in which the professionals and other staff of the healthcare organizations are structured in a unified and multidisciplinary and interdisciplinary way

  • CG1_To be able, in the field of nursing, to give adequate technical and professional attention to the health needs of the people they care for, in accordance with their state of development of the scientific knowledge of each moment and with the levels of quality and safety that are established in the applicable legal and deontological norms

  • CG2_Planning and providing nursing care aimed at individuals, families or groups, oriented to health outcomes, assessing its impact, through clinical practice and care guidelines, which describe the processes by which a patient is diagnosed, treated or treated health problem

  • CG7_Understand without prejudice to 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

  • CG8_Promote and respect the right to participation, information, autonomy and informed consent in the decision-making of the people cared for, according to the way in which they live their health-illness process

  • CG17_Perform nursing care based on comprehensive health care, which involves multiprofessional cooperation, integration of processes and continuity of care

Transversal competences

  • CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions

Description

Integrated Nursing II is a complex compulsory subject, but an ideal space for the student in small groups to integrate horizontally and vertically the specific nursing skills and the generic skills of the first year subjects.

For the simulation of the knowledge of the different curricular areas of the first course of the degree, are used mainly the combination of two techniques of cooperative of learning so much to Integrated I as to Integrated II: The learning based in problems (ABP) in which the teacher acts as a facilitating element of this learning; the “buzz group” technique where by discussing small groups of students in the different functions proposed, they agree on their ideas on a topic. These learning methodologies allow the development of all the competencies that will be complex to manage and evaluate from a teaching methodology. 

Due to the nature of the subject itself and the methodology used, teaching is carried out in small groups of no more than 25 students in the seminars and no more than 10 in the simulation sessions. 

The structure of the subject is:

  1. Seminar: group work of cases by means of ABP, with follow-up so much of the content of the work as of the participation of the student. 

  2. Reflective Diary: Individual observation work carried out by the student with group tutoring with advice on its development. 

  3. Simulation: Classes at the Center for Simulation and Innovation in Health (CSIS) are held in small groups where they work on technical skills or procedures, discussion, case analysis, theoretical knowledge, problem solving, taking of decisions, teamwork and all the basic activities performed by the care nurse. It consists of 9 sessions of 2 hours each. 

Contents

The subject is structured in seminars that are worked in the classroom and simulated clinical practices in the installations of the CSIS of the ESCST, in which simulation sessions are given.

The seminars work on cases in small groups.

The following contents are worked on in the simulation sessions: 

Block 5: Physical examination and assessment of the person 

5.1. Anamnesis 

5.2. Physical exploration

5.3. Head and neck examination 

5.4. Neurological examination 

5.5. Pulmonary and thoracic examination 

5.6. Breast examination 

5.7. Abdominal examination 

5.8. Exploration of limbs 

5.9. Vital Constants (TA, FC, Tª, FR, Sat02, pain) 

5.10. Capillary glycemia 

 

Block 6: Preparation and administration of medication and oxygen therapy 

6.1.Calculation of medication 

6.2. Oral medication, SNG, topical, ophthalmic, otic, intradermal, subcutaneous and intramuscular 

6.3. Intravenous medication I: Bolus, microdroplet and macrophotera 

6.4. Intravenous medication II: Serotherapy, use of dialaflow and perfusion pumps

6.5.Oxygen therapy 

6.6. Inhalation therapy 

6.7.Collection of sputum samples

Evaluation system

The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 4 - Basic Nursing Sciences:

Evaluation system

Minimum weighting

Maximum weighting

SE1. Exam

  

20%

60%

SE2. Individual works

  

5%

40%

SE3. Teamwork

  

5%

40%

SE4. Classroom participation

  

5%

40%

SE5. Seminars

  

5%

30%

SE7. Practical test

  

20%

50%

SE8. Individual follow-up

  

5%

20%

A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.

The total or partial copy in any of the learning activities means 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.

According to UPF regulations, students who have the option of retrieving the subject are those who have obtained a “suspended” grade, which are the only ones that can be modified in the recovery process.

The evaluation system and recovery period are detailed in the Learning Plan available in the virtual classroom at the beginning of the subject.

REFERENCES

Basic

Fernández, G., González, I. Garcia, P. Diversity in front of the mirror, health, interculturality and migratory context. Ed. Abya-yala: Quito. 2008.

Jamieson EM. Clinical nursing procedures. 5th ed. Madrid: Elsevier, 2008.

Kozier B, Erg G, Blais K, Jonson JY, Temple JS. Techniques in clinical nursing. 4ªed. Madrid: McGraw-Hill Interamericana, 1998.

Martín-Zurro A, Jodar G. Family Care and Community Health. Barcelona: Elsevier, 2011.

Pagana KD, Pagana TJ. Guide to diagnostic and laboratory tests. 8ªed. Barcelona: Elsevier, 2008.

Perry AG, Potter PA. Nursing techniques and procedures. 7ª ed.Barcelona: Elsevier, 2011.

Nursing Database: http://teledoc.urv.es/cuidatge

National Library of Health Sciences: http://bvsalud.isciii.es/

Science database: http://www.ncbi.nlm.gov/pubmed

Complementary

Leininger, M. “Caring for those from different cultures requires the knowledge and skills of cross-cultural nursing”, Cultura de los cuidados, 1999, no 6, Alicante: 5-8. http://rua.ua.es/dspace/bitstream/10045/5126/1/CC_06_01.pdf

Ngo de la Cruz J. Nutrition in other unconventional cultures and diets. In AEPap ed. Pediatric Update Course 2012. Madrid: Exlibris Ediciones; 2012. p. 355-67. Available: http: //cursosaepap.exlibrisediciones.com/files/49-128- fichero / 9% C2% BA% 20Curso_Alimentaci% C3% B3n% 20en% 20otras% 20culturas.pdf

American Nurses Association www.nursingworld.org

Royal Decree 1302/2018, of 22 October, amending Royal Decree 954/2015, of 23 October, which regulates the indication, use and authorization of dispensing of medicines and health products for human use by nurses. Available at: https://www.boe.es/boe/dias/2018/10/23/pdfs/BOE-A-2018-14474.pdf

Iatrogenic traumas by nasogastric tube in very Premature infants: our cases and literature review. Gasparella M, Schiavon G, Bordignon L, Buffo M, Benetton C, Zanatta C, Hierro M, Zoppellaro F, Perrino G. http://www.ncbi.nlm.nih.gov/pubmed/22111291

Moreno Preciado, M. The relationship with the immigrant patient. Research perspectives. Index Enferm v.14 n.50 Granada nov. 2005. Available at: http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1132-12962005000200005

Drennan, V. et al. Establishing new nursing roles: a case study of the English community matron initiative. J Clin Nurs. 2011; 20 (1): 2948-2957.

Central venous catheterization of peripheral insertion in intensive care newborns. Peripherally-inserted Central Venous Catheter in Newborn Intensive Care Unit. Mauricio Barra P.1 *, Gema Santander M.1 ** http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0370-41062006000200003

Business creation. Available at: http://www.creatuempresa.org/es- ES / Paginas / CEHome.aspx