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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
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
CE13_Apply the nursing process to provide and guarantee the well-being, quality and safety of the people being cared for
CG3_Know and apply the foundations and theoretical and methodological principles of nursing
CG6_Basing nursing interventions on scientific evidence and available media
CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions
This subject is included in the Nursing Sciences Training Module of the Degree in Nursing.
The training in this subject allows to be a continuation of the nursing conceptual bases given to the subject of the first term Historical and Philosophical Evolution of the care. Specifically, it introduces the student to the use of nursing care plans through the nursing clinical reasoning process and to effective communication with the people he or she cares for. It allows at the same time an individualized action, either with the application of the different nursing models worked during the first trimester, as with the use of a standardized own language in the cares. The backbone of the whole subject will be this care plan, a basic tool that structures the nursing work that will be used, both in its learning process during its training in the Degree and in any of the areas where it will develop the his future professional work.
In this subject the student will acquire skills that will allow him to develop his thinking and clinical reasoning, choose the nursing model that best suits the current clinical situation of the person, make a complete and individualized nursing assessment taking into account the different nursing models, interpreting the nursing assessment, detecting possible nursing diagnoses arising from the nursing assessment and planning objectives with the respective interventions and activities. At all times the student will be able to evaluate and re-evaluate the whole process taking into account the person as a unique and personal being who lives in a situation of constant change in a specific environment and time, through different clinical cases that are will present.
The student will know different terminologies of nursing language that are currently used in the different areas of care so that he can interpret and use in the process of nursing care, both in the different subjects of the Degree in Nursing and in its development as a future Nursing professional.
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 1. Develop attitudes and skills that favor the understanding of practical care situations.
LO 8. Know the philosophical and epistemological bases of the care process methodology
LO 9. To know the components and activities of the methodology of the nursing care process.
LO 10. Understand the usefulness of nursing taxonomies in clinical judgment and decision-making.
LO 11. Analyze and interpret care situations using the methodology of the care process and nursing taxonomies.
LO 17. Understand the theoretical and methodological principles of nursing
LO 18. Know how to identify the intersection of gender inequalities with other axes of inequality (age, class, race, sexuality and gender identity / expression, functional diversity, etc.).
LO 21. Know how to make inclusive and non-sexist use of language
LO 22. Be able to perform a medical history, physical, psychological examination, or nursing diagnosis, or diagnostic activity of other health professions specifically for men and women.
MD1. Expository class sessions |
MD2. Seminars |
MD3. Work in group |
MD4. Individual works |
MD5. Presentations by topics by students |
MD6. Face-to-face / group tutoring |
MD11. Self-employment |
MD14. Case study |
Block 1: Nursing in the XNUMXst century
Block 2: Clinical reasoning process in nursing discipline
Block 3: Nursing news regarding the clinical reasoning process
training activities | ECTS | HOURS |
AF1. Master class | 0.75 credits | 18,75 |
AF2. Face-to-face tutorials | 0.1 credits | 2.5 |
AF5. Seminars | 0.2 credits | 5 |
AF6. Work in group | 0.5 credits | 12.5 |
AF7. Individual work | 0.1 credits | 2.5 |
AF9. Personal study | 2.35 credits | 58.75 |
The evaluation of the subject is a continuous evaluation favored by the use of different tools aimed at achieving each of the competencies established as necessary for passing the subject, as agreed by the Bologna Plan.
Different activities will be requested from those that can be consulted in the classroom of the subject and will be presented by the teachers. Rubrics available in the classroom are used to evaluate the activities.
Both generic and specific competencies will be assessed in the papers presented both individually and in groups, as well as in the final individual exercise that will demonstrate the integrated knowledge of the plenary sessions and the practical and seminar work. The following table specifies for each assessment activity which competencies and learning outcomes are worked on and their weight in the final grade of the subject:
Evaluation system | Evaluation activity | Weighting | Assessed skills | Learning outcomes |
SE1. Exam | Final exam | 40% | CB1, CB2, CB3, CB4, CB5, CG3, CG6, CE12, CE13 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 |
SE2. Individual works | Nurse Assessment | 10% | CB1, CB2, CB3, CB4, CB5, CG3, CG6, CE12 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 |
SE3. Teamwork | Cas 1 | 10% | CB1, CB2, CB3, CB5, CG3, CG6, CE12 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 |
Cas 2 | 10% | CB1, CB2, CB3, CB5, CG3, CG6, CE12, CE13 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 | |
Final case | 20% | CB1, CB2, CB3, CB5, CG3, CG6, CE12, CE13 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 | |
SE8. Individual follow-up | Participation in various activities, attitudes, .. | 10% | CB1, CB2, CB3, CB4, CB5, CG3, CG6, CE12, CE13 | RA1, RA8, RA9, RA10, RA11, RA17, RA18, RA 21, RA 22 |
TOTAL: | 100% |
Individual projects
Students performed an individual activity in the classroom during Seminar 1, non-attendance at the seminar and / or non-performance of the activity during the session implies a 0 in this section. This activity is not likely to be recovered.
Teamwork
The student will carry out 3 compulsory group work that will be guided through the sessions of seminars and group work by the teachers during the subject. The regulations will be presented through the classroom and / or plenary sessions.
Failure to appear in the time set in the classroom of activity 1, 2 and 3 is equivalent to a score of 0 in each activity.
Individual follow-up
The student will have an individual follow-up note, see more information in the classroom of the subject.
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 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.
The only assessment activity with the possibility of retaking in the event of failing the subject is: The final exam. The exam will be retaken in the period established according to the academic calendar. NOTE: According to UPF regulations, students will have the option of retrieving the subject that has obtained a “suspended” grade, which are the only ones that can be modified in the recovery process. |
Alfaro-Lefevre R. Critical thinking, clinical reasoning, and clinical judgment: a practical approach. 6th edition Barcelona: Elsevier; 2017.
Bulechek, GM .; Moorhead, S .; Johnson, M .; Butcher, HK .; Maas, ML. & Swanson, E. NOC and NIC links to NANDA-I and medical diagnoses: Support for critical reasoning and quality of care. Barcelona: Elsevier; 2012.
Moorhead, S .; Swanson E .; Johnson M. & Maas ML. Classification of Nursing Outcomes (NOC), 6th edition. Madrid: Elsevier; 2018.
Heather Herdman, T. & Kamitsuru Shigemi. Nursing diagnoses: Definitions and classification 2018-2020. Eleventh edition. Barcelona: Elsevier; 2019.
Nanda International. The International Nursing Knowledge Association: http://nanda.org/
Alligod, MR. & Marriner, A. Models and theories in nursing. 9th edition. Barcelona: Elsevier; 2018.
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