HISTORICAL AND PHILOSOPHICAL EVOLUTION OF CARE TecnoCampus | Centers attached to Pompeu Fabra University and Business Park

General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: First term

Credits: 5

Teaching staff:

Esther Mateo Aguilar

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

CE11_Identify, integrate and relate the concept of health and care, from a historical perspective, to understand the evolution of nursing care
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
CE14_Know and apply the principles that underpin comprehensive nursing care

General competencies

CG3_Know and apply the foundations and theoretical and methodological principles of nursing

Transversal competences

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

Description

Historical and philosophical evolution of care is a compulsory subject that is carried out during the first term of the first year and that links with the subject Methodology of nursing care during the third term.

In this subject the student will achieve the first year skills needed to understand the progression of the nursing profession to date contextualizing within society, identifying the key concepts that we define as a profession in an epistemological and ontological way. In this way the student will 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.

Learning outcomes

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

LO 18. Know and use the contributions of women and gender studies in their discipline

LO 19. Know how to make inclusive and non-sexist use of language

LO 20. Identify and problematize deviations, stereotypes and gender roles in their discipline and in the exercise of their profession.

Working methodology

MD 1. Expository class sessions

MD 6. Group or individual face-to-face tutorials

MD 2. Seminars

MD 5. Presentations of topics by students

MD 4. Individual work

MD 11.Self-employed work

The group work and seminars were worked with the project-oriented methodology (PDO), the student will be presented with different challenges throughout the course with the same thread, the groups will be created, the respect will be analyzed, they will be solved by the students accompanied by the teacher, they will elaborate the project and presented it to the rest of the students. At the same time, students will be involved throughout the learning process by making them active actors in their own learning using different tools available in the classroom, such as the forum where students from different groups will communicate and at the same time send. mini challenges to work on a weekly basis, surveys, database, creation of a film glossary where students will be updated with films, series, ... who want to advise the rest of the student setting them according to the historical moment that represents them and realizing reflections on the same.

Learning activities

Activity	ECTS
AF1. Master Class	1,25
AF2. Face-to-face tutorials	0,2
AF5. Seminars	0,2
AF6. Group work	0,5
AF7. Individual work	0,1
AF9. Personal study	2,75

Evaluation system

The assessment of generic and specific competencies will be carried out continuously with the following activities.

Evaluation system	Weighting	Evaluated activity
SE3. Work in group	20%	Activity 1 Block 1
SE5. Seminars	30%	Activity 2 Block 1 (5%) Activity 3 Block 1/2 (5%) Activity 4 Block 2 (15%) Activity 5 Block 2 (5%)
SE1. Exam	50%	Final exam Block 1, 2 and 3

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. The grade of the different activities can be affected individually within each member of the group in those cases that do not come to make the oral presentations on the days marked or do not participate in the classroom during the preparation of the same.

It is necessary to obtain a minimum grade of 5 in the average of the evaluation activities and the exam will have to equal or surpass the mark of 5 to pass the subject. In the event that the grade is lower, the subject will be suspended.

Recovery:

Only the exam grade can be recovered, the grades of the rest of the works can be saved only for the recovery period.

Students will have the option of retrieving subjects that have been graded 'failed'. The evaluation of the evaluative activities of the group work and seminars are not susceptible 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.

REFERENCES

Basic

Nightingale, F. Notes on Nursing. What is and what is not. 1st edition. Barcelona.Masson; 1990

Conesa J. History of nursing a historical analysis of nursing care. Madrid: McGraw - Hill; 1995.

Government of Catalonia. WHITE PAPER of the Health Professions of Catalonia. Barcelona: Generalitat de Catalunya, Department of Health and Social Security; 2003.

Henderson V. The Nature of Nursing. Reflections 25 years later, 1ª ed. Madrid: Interamericana-McGraw-Hill; 1994.

Raile Alligood, M. Models and theories in nursing. 9ª.ed.Barcelona: Elsevier, 2018.

Martín M. History of nursing: historical evolution of nursing care. 3rd edition. Barcelona: Elsevier Health Science; 2017

Siles, J. History of nursing. Alicante: Aguaclara; 1999.

Potter, P. Fundamentals of Nursing. Madrid: Mosby / Doyma; 1996.

MF necklace. Promote life. Madrid: Inter-American McGrawHill; 1993.

Complementary

Rodriguez FE. Framework Statute of the Statutory Staff of the Health Services. Law on the Regulation of the Health Professions. Seville: Ed. MAD .; 2003.

Donahue MP. History of Nursing. Missouri: Doyma, 1985.

García C, Martínez, M. Historia de la enfermería. Historical Evolution of Nursing Care. Madrid: Humanities and Health Sciences; 2001.

Ducke, D. Florence Nightingale [film]. United Kingdom; 1985.

Adam E. Where the infirmary is going. Madrid: Interamericana; 1982.

Kérouac S, Pepin J, Ducharme F, Duquette A, Major F. Nursing thought. Barcelona: Masson; 1996.

28111 - HISTORICAL AND PHILOSOPHICAL EVOLUTION OF CARE

Degree in Nursing

School of Health Sciences