General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 4

Teaching staff: 

Carme Planas Campmany
Carmen Rosell Moreno 
Eva Diago Balart 
Juan Francisco Domínguez Rebato 
Marta Del Moral Pairada 
Mª Isabel Maestre Santamaría 
Ana Maria Codina Bassa 
Miquel Perea Garcia 
Gemma Garreta Parés 
Esther Mateo Aguilar 
Aida Fortuny Borsot 
Rosa Maria Sedano Hidalgo 


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
  • CE22_Know the Spanish Health System. Identify the characteristics of the managerial function of nursing services and care management. Know and be able to apply group management techniques

  • CE23_Know the applicable legislation and the code of ethics and deontology of Spanish nursing, inspired by the European code of ethics and deontology of nursing. Provide care, guaranteeing the right to dignity, privacy, intimacy, confidentiality and decision-making capacity of the patient and family. Individualize the course considering age, gender, cultural differences, ethnicity, beliefs and values.

General competencies
  • CG10_Protect the health and well-being of the people, family or groups cared for, ensuring their safety

  • CG4_Understand the interactive behavior of the person according to gender, group or community, within their social and multicultural context

  • CG11_Establish effective communication with patients, family, social groups and peers and promote health education

  • CG15_Working with the team of professionals as a basic unit in which the professionals and other staff of the healthcare organizations are structured in a unified and multidisciplinary and interdisciplinary way

  • CG1_To be able, in the field of nursing, to give adequate technical and professional attention to the health needs of the people they care for, in accordance with their state of development of the scientific knowledge of each moment and with the levels of quality and safety that are established in the applicable legal and deontological norms

  • CG2_Planning and providing nursing care aimed at individuals, families or groups, oriented to health outcomes, assessing its impact, through clinical practice and care guidelines, which describe the processes by which a patient is diagnosed, treated or treated health problem

  • CG7_Understand without prejudice to people, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, guaranteeing the right to privacy, through confidentiality and professional secrecy

  • CG8_Promote and respect the right to participation, information, autonomy and informed consent in the decision-making of the people cared for, according to the way in which they live their health-illness process

  • CG17_Perform nursing care based on comprehensive health care, which involves multiprofessional cooperation, integration of processes and continuity of care

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


Integrated Nursing II is a complex compulsory subject, but an ideal space for the student in small groups to integrate horizontally and vertically the specific nursing skills and the generic skills of the first year subjects.

For the simulation of the knowledge of the different curricular areas of the first course of the degree, are used mainly the combination of two techniques of cooperative of learning so much to Integrated I as to Integrated II: The learning based in problems (ABP) in which the teacher acts as a facilitating element of this learning; the “buzz group” technique where by discussing small groups of students in the different functions proposed, they agree on their ideas on a topic. These learning methodologies allow the development of all the competencies that will be complex to manage and evaluate from a teaching methodology. 

Due to the nature of the subject itself and the methodology used, teaching is carried out in small groups of no more than 25 students in the seminars and no more than 10 in the simulation sessions. 

The structure of the subject is:

  1. Seminar: group work of cases by means of ABP, with follow-up so much of the content of the work as of the participation of the student. 

  2. Reflective Diary: Individual observation work carried out by the student with group tutoring with advice on its development. 

  3. Simulation: Classes at the Center for Simulation and Innovation in Health (CSIS) are held in small groups where they work on technical skills or procedures, discussion, case analysis, theoretical knowledge, problem solving, taking of decisions, teamwork and all the basic activities performed by the care nurse. It consists of 9 sessions of 2 hours each. 

Learning outcomes

Seminar block:

LO 1. Develop attitudes and skills that favor the understanding of practical care situations.

LO 2. Develop cognitive, psychomotor, relational and communicative attitudes and skills.

LO 3. Argue in a structured, concise and contrasted way.

LO 4. Understand the bibliography consulted and place it in the nursing perspective.

LO 5. Develop critical reasoning: skills for the analysis, evaluation and reflective formulation of arguments.

LO 6. Relate positively with other people.

LO 7 Use reflective dialogue and self-assessment of their own learning experiences as a means for the continuous development of professional knowledge.

LO17 Know 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

LO 21. Identify and be able to analyze the structural causes and effects of violence against women and other gender-based violence.


Simulation Block:

LO 1. Develop attitudes and skills that favor the understanding of practical care situations.

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 16. Transfer theoretical contributions to the realities of nursing in simulated situations.


Working methodology

MD2. Seminars.

MD3. Work in group

MD4. Individual work.

MD5. Presentations of topics by students.

MD6. Face-to-face tutorials in groups or individually.

MD9. Directed practice.

MD 10. Simulation

MD 11. Self-employment

MD 12. Collaborative learning

MD 13. Critical reading


The subject is structured in seminars that are worked in the classroom and simulated clinical practices in the installations of the CSIS of the ESCST, in which simulation sessions are given.

The seminars work on cases in small groups.

The following contents are worked on in the simulation sessions: 

Block 5: Physical examination and assessment of the person 

5.1. Anamnesis 

5.2. Physical exploration

5.3. Head and neck examination 

5.4. Neurological examination 

5.5. Pulmonary and thoracic examination 

5.6. Breast examination 

5.7. Abdominal examination 

5.8. Exploration of limbs 

5.9. Vital Constants (TA, FC, Tª, FR, Sat02, pain) 

5.10. Capillary glycemia 


Block 6: Preparation and administration of medication and oxygen therapy 

6.1.Calculation of medication 

6.2. Oral medication, SNG, topical, ophthalmic, otic, intradermal, subcutaneous and intramuscular 

6.3. Intravenous medication I: Bolus, microdroplet and macrophotera 

6.4. Intravenous medication II: Serotherapy, use of dialaflow and perfusion pumps

6.5.Oxygen therapy 

6.6. Inhalation therapy 

6.7.Collection of sputum samples

Learning activities

Regarding the formative activities and the methodology used in the same, the following table summarizes them including the credits assigned in each one of the activities and the competitions in which in the same work. 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 cooperative learning activities, encouraging critical thinking.






AF5 Seminars



MD2. Seminars

MD3. Work in group

MD5. Presentations of topics by students

MD6. Face-to-face tutorials in groups or individually

MD9. Directed practice

MD10. Simulation

MD12. Collaborative learning

MD13. Critical reading


CB1, CB4, CG1, CG2, CG4, CG7, CG8, CG10, CG11, CG15, CG17, CE22, CE23, CT1

AF9 Personal study


MD4. Individual work

MD11. Self-employment

CB1, CB2, CB3, CB4, CB5

Evaluation system

As agreed in the Bologna Plan, the assessment will be carried out through the assessment of competencies. The weightings of the evaluation will realize of coherent form with the formative activities and methodological educational used in the asignatura:



Weighting Evaluated activity

SE3 Seminars


25% Evaluation of cases (seminars)

5% Follow-up evaluation (seminars)

SE2 Individual work


20% Reflective Diary

10% Clinical records

SE7 Practical test


Examination of the work developed in the simulation sessions

SE8 Individual monitoring (simulation sessions)


Participation, attitude, etc.


A system of quantitative (from 0 to 10) and qualitative (suspended, approved, excellent, honorary registration) is used according to RD 1125/2003. 

The evaluation of the cases realized in group, realizes by means of rubrics of evaluation that the student will have available in the dossier of the student.

Attendance at seminars and simulation sessions is included in the regulations available in the specific simulation and seminar dossiers. 

It is necessary to obtain a minimum grade of 6 in the reflective diary, 7 in the average of the seminars and 4 in the practical test to pass the subject. 


The assessment activities with the possibility of recovery are: group work, the reflective journal and the integrated practical test I and II.

  • The recovery of the group work of the seminars will be carried out in the recovery period corresponding to each quarter individually.
  • The retrieval of the reflective diary will be performed in the recovery period in each quarter.
  • The recovery of simulation of the practical test of Integrated Nursing I and II will realize in the 3rd trimester with surpassing of the corresponding scenario in the Objective Assessment Structured of Technical Skills- (AOEHT).
  • In the subject of Integrated Nursing III, if the practical test (AOETH) is suspended, it will not be able to be recovered.

NOTE: According to UPF regulations, students who have the option of retrieving the subject are those who have obtained a “suspended” grade, which are the only ones that can be modified in the recovery process. 

Attendance at both seminars and simulation sessions is mandatory.

It is very important that the student consults the following documents for the repercussion that can have the breach of the rule in the evaluation:

- Integrated Nursing I student file.

- Integrated Nursing Procedures Dossier I.

- Practical guide for immersion in clinical simulation - CSIS regulations.

These documents are in the Moodel virtual classroom of the subject.

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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Kozier B, Erg G, Blais K, Jonson JY, Temple JS. Techniques in clinical nursing. 4ªed. Madrid: McGraw-Hill Interamericana, 1998.

Martín-Zurro A, Jodar G. Family Care and Community Health. Barcelona: Elsevier, 2011.

Pagana KD, Pagana TJ. Guide to diagnostic and laboratory tests. 8ªed. Barcelona: Elsevier, 2008.

Perry AG, Potter PA. Nursing techniques and procedures. 7ª ed.Barcelona: Elsevier, 2011.

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