28111 - HISTORICAL AND PHILOSOPHICAL EVOLUTION OF CARE

Subject type: Mandatory

Coordinator: Montserrat Lamoglia Puig

Trimester: First term

Credits: 5

The subject is included in the training module of Nursing Sciences. As its name suggests, it introduces and introduces the student for the first time in the nursing profession and contextualizes their role in society. The study of this subject aims for the student to know the epistemological and ontological foundations of Nursing as a discipline. In this way it must acquire the scientific bases that will serve for the later development of the methodology of the Nursing like 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.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

The TecnoCampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.

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

The subject is structured in 2 different blocks that include the historical contents of the evolution of care and the philosophical bases of nursing, with special emphasis on the role of nurses within health teams and in society.

The contents of the first block are related to the historical evolution of care. To refer to them, the reference of the four stages described by Collière in his book has been used Promote life, from the practice of women caregivers to nursing care (Collière, 1993). Collière classifies the history of nursing into four stages, domestic, vocational, technical and professional. These have no defined time limits but do coincide in various periods of sociocultural evolution. This section also deals with the new challenges of the nursing profession, from a research and teaching point of view.

On the other hand, in the second block it is structured in 6 parts where the terms of metaparadigm, philosophy, conceptual models, concept of great theory and theory of average level among others will be defined and where the importance will be treated like main axis. of theories in nursing throughout history, while focusing on examples of nursing philosophies, conceptual models, theories, major theories, and middle-level theories. Finally, a debate on the future of nursing theories will be created.

The contents are distributed as follows:

Block 1: Historical evolution of care

Domestic stage of care

Prehistory

Ancient civilizations

Classical period

Vocational stage of healing

Beginning of the Christian era

High Middle Ages

Low Middle Ages

Modern Age

Vocational stage in Spain

Technical stage of care

Beginning of the Contemporary era

The reform of nursing in the nineteenth century

The twentieth century

Spanish nursing in the technical stage of care

Professional stage of care

Millennium change

Professionalization of nursing

Nursing training

We are challenged

Block 2: Models and theories in nursing 

Evolution of nursing theories

Meaning of theory, history and importance

Examples of nursing theorists

Structure and analysis of nursing knowledge

Nursing philosophies

Conceptual models in nursing

Theories and great theories

Intermediate level theories

The future of nursing theories

The following table summarizes the training activities and the methodology used in them, including the credits assigned to each of the activities and the competencies that are worked on in them. In this combination of activities, the aim is for the student to play an active role in their educational cycle and to interact with the rest of their classmates through activities that encourage critical thinking and cooperative learning. The main teaching methodologies used in seminars and group work sessions are the buzz group, a learning technique that helps to generate constructive ideas and that of the puzzle or jigsaw.

The following table summarizes the training activities, the weighting assigned to each of them and the competencies assessed. In this combination of activities it is intended that the student have an equitable assessment and consistent with the methodology of the subject. Encouraging students to interact with the rest of their peers through different academic methodologies.

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 is not compulsory, although it is recommended in order to be able to achieve the competencies of the subject. In order to obtain the marks of the works carried out in the seminars and group works, the student will have to attend the day of the presentation of the final works. In order to average, the exam must equal or exceed the mark of 5. In the event that the mark is lower, the subject will be suspended. Only the exam grade can be recovered, the grades of the rest of the works will be saved only for the recovery period.

Students will have the option of retrieving subjects that have been graded 'failed'.  Continuous assessment is not likely to recover.

As indicated in the section on the assessment system for the acquisition of competencies, the marks obtained from the group work will be retained, which will be averaged with the assessment test requested in the recovery period, provided that in this individual test obtains the minimum qualification of 5.

To pass the subject, an average of 5 must be obtained between the works presented in the subject 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.

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