28311 - CLINICAL PRACTICE I

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: First term

Credits: 6

Academic year: 2025

Teaching course: 3

• Catalan

The languages that coexist in the classroom are Catalan, Spanish and English. The final test will be in Catalan.

El Clinical Practicum I is a mandatory subject of 6 ECTS within the Practicum subject of the Nursing Degree. The external internships within the Nursing Degree of the Tecnocampus Health Department are carried out in the following subjects:

• Integrated Nursing III, in the first academic year of the Degree in Nursing.
• Introductory practicum I - II - III, in the second academic year of the Degree in Nursing.
• Clinical Practice I - II - III, in the third academic year of the Degree in Nursing.
• Advanced Practicum I - II - III, in the fourth academic year of the Degree in Nursing.

These subjects guarantee the credits and clinical training hours as set out in Directive 2013/55EU of 20 November 2013. External internships include all teaching-learning activities aimed at acquiring skills in the different environments where Nursing develops its practice. There are three relevant figures in charge of monitoring, tutoring and evaluating students in the different periods of the Practicum: the academic tutor, the clinical tutor and the liaison tutor. The three figures accompany and ensure the achievement of the skills (generic and specific) of each of the Practicums through continuous and formative assessment.

The subject of Clinical Practicum I covers a period where one of its main objectives is based on taking care of people in childhood and adulthood, healthy or with acute or chronic health conditions. The centers where the clinical stays are carried out include Acute Hospital Units of different levels of complexity, Primary Care Centers, Social Health and Residential Centers in order to promote the learning of basic care for people.

Nota 1: The classroom (physical or virtual) is a safe space, free from sexist, racist, homophobic, transphobic and discriminatory attitudes, whether towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from others. 

Note 2: The use of artificial intelligence (AI) in this subject is regulated in the Learning Plan. It should be consulted to find out the specific conditions of use. 

The contents that will be worked on in the Practicum are related to the following axes of knowledge:

• Individualized nursing care through the Nursing Care Process.
• Prevention and health promotion.
• Procedures and protocols according to the patient's needs and / or clinical situation.
• Professional practice in different areas and situations.
• Aspects of communication and relationship with the user.
• Teamwork and interprofessional relationship.
• Observation and assessment of the operation of a health center.
• Ethical and legal principles that guide the profession.
• Roles and tasks of nursing professionals in the different areas of care: hospital, social health, primary care.

The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 6 - Practical:

A quantitative (0 to 10) and qualitative grading system (fail, pass, outstanding, excellent, honors) is used according to RD 1125/2003. According to UPF regulations, students who have the option of retaking the subject are those who have obtained a "fail" grade, which are the only ones that can be modified in the retake process. The evaluation system and the retake period are detailed in the Learning Plan available in the virtual classroom at the beginning of the subject.

Enrollment requirements: To be able to register for Clinical Practice I, the student must have passed at least one of the three subjects of the Introductory Practice.

Note: Any form of academic fraud will be sanctioned in accordance with the center's assessment regulations. If signs of fraud are detected, including the improper use of generative artificial intelligence tools, the subject's teaching staff may call the student for an individual interview with the aim of verifying their authorship.

Álvarez, González CJ The relationship between Vygotsky language and thought in the development of modern psycholinguistics. RLA Theoretical Linguistic Rev and Apl (Internet). 2010; 48 (2).

Atkins, S., Williarns A. Registered nurses' experiences of mentoring undergraduate nursing students. J of Adv Nurs. 1995; 21: 1006-15.

Bulechek, GM (2009). Classification of nursing interventions (NIC). Elsevier Health Sciences 

Cibanal, L., Arce MC & Carballal, MC Communication techniques and relationship of help in health sciences. 3rd ed. Barcelona: Elsevier; 2014.

Herdman, TH, & Kamitsuru, S. (Edits.). (2014). NANDA International. Nursing Diagnoses: Definitions and classification. 2015-2017. Barcelona: Elsevier. 

Herdman, TH, & Kamitsuru, S. (Eds.). (2012). Nursing diagnoses: definitions and classification 2012-2014 (pp. XXXII-533). Elsevier. 

Moorhead, S., & Johnson, M. (2009). Classification of nursing outcomes (NOC). Elsevier Health Sciences. 

Queirós, PJ The knowledge of expert nurses and the practical-reflective rationality. Invest Educ Enferm. 2015; 33 (1): 83-91.

Renshaw, PD Dialogic Learning Teaching and Instruction. A: van der Linden J, Renshaw PD. Dialogic Learning. Dordrecht: Springer; 2004. 1-15.

Rodrigo, L., & Teresa, M. (1997). Nurse diagnosis. ROL. Spanish Journal of Nursing, 1997, vol. XX, num. 222, p. 27-31