General information


Subject type: Mandatory

Coordinator: Montserrat Lamoglia Puig

Trimester: Third term

Credits: 4

Teaching staff: 

Esther Mateo Aguilar
Monica Ulloa Marin 

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
  • 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

General competencies
  • CG3_Know and apply the foundations and theoretical and methodological principles of nursing

  • CG6_Basing nursing interventions on scientific evidence and available media

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

Description


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.

Learning outcomes


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.

 

Working methodology


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

 

Contents


Block 1: Nursing in the XNUMXst century

  • Definition of Nursing
  • Concept and criteria of profession: professional languages
  • Skills and axes of the nursing profession
  • Communication: Teamwork
  • Ethics: Introduction to ethical concepts
  • Rights and duties of the patient

 

Block 2: Clinical reasoning process in nursing discipline

  • Definition of the nursing care process
  • Clinical reasoning process for care planning
    • Comprehensive user assessment through structured nursing interview based on the functional patterns of 11 Patterns by Marjory Gordon and 14 Needs by Virginia Henderson
    • Nursing diagnoses, objectives and interventions / activities: Standardized nursing languages: NANDA, NOC and NIC
    • Evaluation of the nursing care process

Block 3: Nursing news regarding the clinical reasoning process

  • Nursing Methodology Implementation Strategies: Standardized Care Plans and Clinical Trajectories
  • Records of the clinical reasoning process
  • ATIC terminology. The standardization of nursing language.

Learning activities


 

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

 

 

 

Evaluation system


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.

  • It is necessary to obtain a minimum grade of 5 in the final exam and 4 in the group work of the final case to weight the final 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.

Recovery

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.

                                                                                                                                                                                                                    

                                                                                                                                                                                                   

 

 

 

REFERENCES


Basic

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.

Butcher, HK .; Bulecheck, GM .; Dochterman, JM. & Wagner, CM. Nursing intervention Classification (NIC) 7th edition. Oxford: Elsevier; 2018.

Rifà, R .; Olivé, C. & Lamoglia, M. NIC language for treasury-practical learning in nursing. 2nd edition. Barcelona: Elsevier; 2020. 

NNN-Consult online tool: Nanda-I, NIC and NOC.

Complementary

AENTDE (Spanish Association of Nomenclature, Taxonomy and Nursing Diagnosis) Available at: http://www.aentde.com

ATIC terminology. Diagnostic axis. Juvé Udina, ME Edition: Naaxpot SLU; 2016.