General information


Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: First term

Credits: 6

Teaching staff: 

Carme Planas Campmany
Monica Ulloa Marin 

Skills


Basic skills
  • 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

  • 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
  • CE26_Professional internships, in the form of an independent clinical newspaper with a final evaluation of competencies, in health centers, hospitals and other healthcare centers that allow the incorporation of professional values, healthcare communication skills, clinical reasoning, clinical management and critical judgment, integrated in professional practice the knowledge, skills and attitudes of nursing, based on principles and values, associated with the competencies described in the general objectives and in the subjects that make up the degree

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

  • CG5_Design care systems aimed at individuals, families or groups, evaluating their impact and establishing the appropriate modifications

  • CG9_Foster healthy lifestyles, self-care, supporting the maintenance of preventive and therapeutic behaviors

  • 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

  • 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

Description


External clinical practice within the degree in Nursing at ESCS Tecnocampus are carried out in the following subjects:

  • Introductory Practicum I - II - III, in the Second Academic Year of the Degree in Nursing.
  • Clinical Practicum I - II - III, in the Third Academic Year of the Degree in Nursing.
  • Advanced Practicum I - II - III, in the fourth academic year of the Degree in Nursing.

These Subjects Guarantee The Credits and Clinical Training Hours As Set Out in Directive 2013 / 55eu of 20 Nov 2013.

External Clinical Practice Included All Teaching-Learning Activities Aimed At Acquiring Competences in the Different Environmental Environment in Which Nursing Develops Its Practice. For the follow-up and evaluation of the studies in the different journals of the practicum there are three relevant Figures: The Academic Tutor, The Clinical Tutor and the Follow-up Tutor. The Three Tutors Account and Ensure the Achievement of the Competences (Both Generic and Specific) of Each of the Practicums Through Continuous and Formativa Assessment.

The subject of the Clinical Practicum I include a period, where one of its main objectives is caring of people in childhood and adulthood, healthy or with acute or chronic health illness. The centers where the clinical stays are carried out include Acute Hospital Units of different levels of complexity, Primary Care Centers and Socio-health Centers in order to favor the learning of the basic cares of the people.

Important:

This subject has methodological and digital resources to enable hets continued in non-presential mode in case it is necessary for reasons story to the Covid-19. The TecnoCampus Will Provide Teachers and Students with the Digital Tools Needed to Carry Out the Course, As Well As Guides and Recommendations that Ease of Adaptation to the non-presential mode.

Learning outcomes


THE 7. Act in accordance with the ethical principles and legal rules governing the practice of care.

THE 14. Make Connections Between Theoretical Framework and the Practical Field of Intervention

LO 17. Acquire methodologies and work habits appropriate to the field where pre-professional practices are developed and apply the appropriate clinical guidelines.

THE 20. Development to Critical Spirit and Ability to Make Decisions.

LO 28. Applies knowledge of the sex / gender system in the analysis of the behaviors of men and women and in the evaluation and counseling of patients, groups and healthy populations.

THE 29. Communicates Effective with Patients by Demonstrating Awareness of the Power Power Difference, Including the USE of Language That Minimizes Power Imbalance

THE 30. Knows how to conduct critical information (differences by sex in morbidity and mortality, deviations and gender gaps) and adopt practices that incorporate knowledge of gender differences and gender inequalities.

Working methodology


MD2. Seminars

MD3. Teamwork

MD4. Individual work

MD5. Topic Presentations by Students

MD6. Face-to-Face Tutoring in Groups or individual

MD9. Directed Practice. 

MD 11. Autonomous work.

Contents


The Contents That Will Be Worked on the Practicum Are Related To the Following Axes of Knowledge:

  • Individualized Nursing Care Through the Nursing Care Process.
  • Prevention and Health Promotion.
  • Procedures and protocols according to the patient's needs and / or clinical situation.
  • Professional Practice in Different Areas and Situations.
  • Aspects of Communication and Relationship with the User.
  • Teamwork and Interprofessional Relationship.
  • Observation and assessment of the operation of a health center.
  •  Ethical and Legal Principles That Guide the Profession.
  • Roles and interventions of nursing professionals in the different areas of care: hospital, social health, primary care.

Learning activities


The Following Table Shows The Training Activities and The Methodology Used:

 

Activity

 

ECTS

 

Methodology

 

Competencies

AF4. Clinical practice

6

MD2. Seminars

MD3. Teamwork

MD4. Individual work

MD5. Topic Presentations by Students

MD6. Face-to-Face Tutoring in Groups or individual

MD9. Directed practice. 

MD 11. Autonomous work.

CB2, CB3, CG5, CG8, CG9, CG10, CG15, CG17, CE26, CT1

 

Evaluation system


The evaluation will be carried out Continuously Based on the advisment of the competences acquired by the Student.

  

 

Assessment

Percentage

ASSISTED ACTIVITY

SE8

Individual follow-up 

50%

Individual follow-up

SE5

Seminars

20%

Individual follow-up

SE2

Individual work

30%

10% Oral Presentation

20% Final Work of Practicum

  

Individual follow-up:

The individual follow-up of the student is carried out in the health institutions with the accompaniment and support of a clinical tutor and a follow-up tutor, both of whom are nursing professionals who ensure the improvement and acquisition of student skills during their clinical practice .

The evaluation is carried out jointly consider the evolution of the studio hard the practical journal.

Seminars:

During the journal of clinical practice and, Two Online Seminars Are Held, In Small Groups (10-12 Students), and facilitated by The Academic Tutor.

Final Work:

Students, During the Practical Stays, Carry Out An Evaluable Written Work That They Will Hav.

Important information:

Attendance at external internships and seminars is mandatory and is subject to the "Regulations for External Internships in Healthcare Institutions for UPF Students" and the "Regulations for External Internships for ESCST Degree in Nursing Students" approved on July 10, 2019.

Each Seminar Will Hav a Weighting That Will Be Part of the Final Evaluation of the Seminars. In the case of not attending for a justified reason, this evaluation will not be counted in the final grade of the seminars.

It will be needed to pass the written work of the practicum, as well as the evaluation of the clinical tutor in order to be able to average. In case of failing of the work the studnt will be able to write it again and deliver it on the journal of recovery. In case of failing the evaluation by the clinical tutor, The Subject of the Practicum Will Be Suspended and Will Have to Be Return Duing The Months of June-Jul. Seminar evaluation is not subject to reassessment.

In case of failing the external internships, the grade of the approved parts for recovery will be saved and only the suspended part will be evaluated. A quantitative (from 0 to 10) and qualitative (suspended, approved, excellent, honors matriculation) qualification system will be 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.

Registration Requirements:

To be able to enroll in the Clinical Practicum I, the student must have passed at least one of the three subjects of the Introductory Practicum.

REFERENCES


Basic

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Atkins, S., Williarns A. Registered nurses' experiences of mentoring undergraduate nursing students. J of Adv Nurs. 1995; 21: 1006-15.

Bulechek, GM (2009). Classification of nursing interventions (NIC). Elsevier Health Sciences 

Cibanal, L., Arce MC & Carballal, MC Communication techniques and relationship of help in health sciences. 3rd ed. Barcelona: Elsevier; 2014.

Herdman, TH, & Kamitsuru, S. (Edits.). (2014). NANDA International. Nursing Diagnoses: Definitions and classification. 2015-2017. Barcelona: Elsevier. 

Herdman, TH, & Kamitsuru, S. (Eds.). (2012). Nursing diagnoses: definitions and classification 2012-2014 (pp. XXXII-533). Elsevier. 

Moorhead, S., & Johnson, M. (2009). Classification of nursing outcomes (NOC). Elsevier Health Sciences. 

Queirós, PJ The knowledge of expert nurses and the practical-reflective rationality. Invest Educ Enferm. 2015; 33 (1): 83-91.

Renshaw, PD Dialogic Learning Teaching and Instruction. A: van der Linden J, Renshaw PD. Dialogic Learning. Dordrecht: Springer; 2004. 1-15.

Rodrigo, L., & Teresa, M. (1997). Nurse diagnosis. ROL. Spanish Journal of Nursing, 1997, vol. XX, num. 222, p. 27-31