Universitat Internacional de Catalunya
General Clinical Nursing
Other languages of instruction: Spanish
Teaching staff
Every day to 9:50 to 10:10 am, by appointment via e-mail.
Introduction
Justification.
The planning of nursing care for major healthcare issues requires a solid foundation of general skills that will be revised in learning the care plan for each pathology. These skills are progressively learned and internalised with a methodology that combines master classes for the more complex and newest issues, while the remaining topics are dealt with through group tutoring, the preparation and presentation of information, which will facilitate the assimilation of skills.
Description.
The General Clinical Nursing subject focuses on acquiring the knowledge to recognise adult health disorders, manifestations and care, and applying the Nursing Care Process P.A.E (from the Spanish term Proceso de Atención de Enfermería). During the subject, students will work on the care procedures to treat and / or prevent the problems which occur in the patients and their families through cooperative work with other team members and with the participation of the person receiving care and their families in the health and disease process. Some of these elements are the basis for other courses in areas such as Semiotics, Homeostasis and General Basic Principles of Clinical care.
Pre-course requirements
- None
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Objectives
- Students will develop cognitive and psychomotor abilities, as well as relationships that enable them to acquire a knowledge of basic general pathology in the adult, in order to provide adequate nursing care skills, and promote the development of autonomy, health maintenance, disease prevention and welfare of the patient, family and community.
- Acquire the necessary skills to transfer theoretical knowledge in the daily practice of the nursing profession.
- Know general nursing care associated with more frequent semiology, the person in critical situations, surgical, chronic and oncological diseases, using the following methodology:
- Integrate specific knowledge of the disease based on the holistic concept of the individual.
- Revise the pathogenesis, epidemiology, pathophysiology of semiology scientifically based on nursing care.
- Knowing prognoses and possible complications.
- Study the Nursing Care Process (P.A.E) by: Obtaining correct information for the rigorous development of the nursing care plan. The specific assessment of the signs, symptoms and problems, using clinical judgment and establishing priorities. Care planning based on problems and nursing diagnoses.
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Competences/Learning outcomes of the degree programme
- 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
- 12. B - Know and observe the ethical code of conduct of Spanish nursing, understanding the ethical implications of health in a changing global context.
- 14. G - Establish mechanisms for evaluation, taking into account scientific, technical and quality standards.
- 15. B - Work with the team of professionals as a basic unit in which uni or multidisciplinary and interdisciplinary professionals and other staff of health care are organized.
- 16. G - Know the health information systems.
- 19. B - Ability to make decisions based on critical thinking and reflective practice.
- 1. G - Ability to provide technical and professional health care appropriate to the health needs of the people they treat, with full technical and scientific autonomy, according to current and available scientific knowledge and to the quality standards and safety requirements set forth in the applicable legal standards and code of ethics.
- 24. G - Ability to work autonomously.
- 28. E - Leadership in nursing care and in nursing teams to improve quality care for people, participation in health policy and professional development.
- 2. E - Plan and provide nursing care for individuals or groups, taking health outcomes into account and their impact, through guidelines for clinical practice and care, which describe the four processes by which a health problem is diagnosed or treated.
- 3. E - Know and apply the theoretical and methodological foundations and principals of nursing.
- 5. G - Design systems of care programed for people or groups, assessing their impact and making necessary modifications.
- 6. E - Base nursing care on scientific evidence and available resources.
- 7. B - Understand people without prejudice, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, ensuring their right to privacy through confidentiality and professional secrecy.
- 8. B - Promote and respect the right of participation, information, autonomy and informed consent in decision-making of people treated, according to the way they live their health - disease process..
Learning outcomes of the subject
- Develop cognitive and psychomotor abilities and relationships which provide adequate nursing care to promote autonomy, health maintenance, disease prevention and the wellbeing of the patient, their family and community.
- Recognise the most frequent symptoms in major health disorders.
- Develop nursing care from the reflection on the pathogenesis, epidemiology, pathophysiology of semiology scientifically based on nursing care through the care plan which is based on problems and nursing diagnoses.
- Know the main diagnostic test imaging (radiology, scanner, PET etc.) and analysis, its foundation and application, as well as the therapeutic application, especially in cardiovascular and oncology interventions.
Syllabus
- Introduction to nursing care in medical-surgical diseases. The physical and chemical agents that cause disease. Thermoregulation.
- General Semiology. Nursing care in major clinical syndromes. Pain, fever, jaundice, nausea and vomiting, bleeding, dizziness, syncope, coma, dyspnoea, oligoanuria.
- Disorders of electrolyte and acid-base balance. Nursing care in patients with disorders of fluid and electrolyte balance. Fundamental concepts of fluid and electrolyte balance and acid-base homeostasis. Nursing care in patients with fluid therapy. Volumetric disorders. Imbalances of the main intra and extra cellular ions. Nursing care in patients with disorders of acid-base balance.
- Infection. Nursing care of patients with infection.
- Shock, sepsis and multi-organ failure. Nursing care to patients in shock.
- Chronic disease and acute disease. Definition and causes of acute and chronic disease. Differential diagnosis strategies and treatment. Nursing care in patients with chronic diseases.
- Physiotherapy and rehabilitation. Concept. Methods. Main therapeutic indications. Nursing care in patients with self-care deficit, at risk or impaired physical mobility, skin integrity and altered pattern of elimination.
- General principles of medical and surgical oncology. Nursing care for cancer patients in relation to the cancer pathophysiology, epidemiology, prevention and early detection. Classification system: Tumours, Nodules and Metastases. General aspects of cancer treatment.
- Clinical tests. Diagnostics haematological, microbiological, immunological, biochemical and biological laboratory. Normal values for the most common clinical analysis. Analytical requests in daily practice, and outpatient hospital clinics.
- Diagnostic techniques. The clinical diagnostic process. Diagnostic radiology. Histopathological diagnosis. Endoscopy. Clinical monitoring. Special diagnostic techniques. Preparation of the patient undergoing diagnostic tests.
- The surgical patient. Nursing care in the pre-operative period. Intraoperative nursing care: positioning the patient on the operating table. Basic rules of surgical asepsis. The operating room. Sterilization. Surgical instruments. Nursing care in the post-operative period. The post-operative period: Post-operative care unit. Immediate interventions. Post-operative complications. Nursing care of a surgical wound. Surgical pathophysiology.
- Intensive care. Nursing care for critically ill patients. Structure and function of intensive care. Monitoring systems. Treatment systems.
See attached material
Teaching and learning activities
In person
In person
The table shows how the ECTS credits relate to the workload in hours of learning, based on the various methodologies used in the course. All calculations are made on the assumption that the plan contains 240 ECTS credits.
In this course, each ECTS credit is equivalent to 10 hours in which the lecturer has a classroom role. This may be in the form of lectures where the lecturer presents the main ideas and encourages participation and discussion. The lectures will deal with the main topics and concepts of the units detailed in the course syllabus. Methodology cases and exercises will be used in the practical sessions, taking a community and clinical perspective through cooperative and individual projects, fostering teamwork and guiding and advising the student throughout the learning process.
• The teachers of the subject have programmed and coordinated different methodological systems according to the skills and content to be taught. In this sense, they range from theoretical classes with participation in debate and kahoot, to classes with presentation of the agenda followed by individual student work to share and develop it together with the rest of the students.
The rest of the hours (15 to 25 hours for 1 ECTS), are split as follows:
- 7 hours autonomous work including 3 hours of tutorial with the lecturer using ICT (based on Moodle questionnaires with short questions regarding topics discussed in class previously) and 4 hours for the students to complete on their own.
- The remaining 8 hours that are not included in the tables are the directed study and independent student learning.
Through independent work, the student will learn to solve problems on their own with the reinforcement of the material provided and information received in the lectures. They will search for information, carry out individual study and produce work which will help them achieve the desired knowledge.
6 ECTS credits (4 x 25 hours = 150 hours).
• Directed work with the teacher in the classroom: 60 hours
o Master classes: 43 hours
o Case method: 7 hours
o Exercises: 4.5 hours
o Discussion and Critical Reading: 5.5 hours
• Work supervised by the teacher and carried out independently online: 18 hours (3 hours per ECTS credit)
• Individual work: (12 hours by ECTS): 72 hours. Work on understanding the notes, exercises and case studies from class and on non-compulsory bibliography, synthesis and study of notes taken..
Evaluation systems and criteria
In person
The evaluation of the subject is carried out through continuous evaluation. In the continuous evaluation, moodle autonomous work questionnaires will be worth 10%, 15% the work for participation in class (questionnaires after class work 40%, quiz 48% and strategy 12%), 20 % the first intermediate written test and 55% the last written test that will collect the entire subject.
Regarding the second call to note:
The percentages of the evaluation of the first call and the marks of the continuous evaluation will be maintained, except that it will be allowed to improve the mark of the autonomous questionnaires (up to 5), the mark of the first intermediate written test carried out during the first call , but for this second call its value will be 15%. The mark of the second call written test will be worth 60% of the total mark. MH will not be given in 2nd call.
Third and fourth and fifth and sixth examination sittings
The third and fourth and fifth and sixth examination sittings will have the same type of evaluation as the first examination and second sitting and in no case will partial marks or any kind of results from a course be applied to these subsequent examination sittings.
Evaluation of skills.
The competencies developed in the course will be regarded as achieved if the evaluation tests are completed and passed. The learning outcomes and assessment tools for the competencies can be found in Appendix 1.
Bibliography and resources
- Thibodeau GA, Paton KT. Estructura y Función del cuerpo Humano, 13ª edición de Elsevier, Madrid.2008
- Long, B. C., Phipps, W. J. (2002). Enfermería Médico-Quirúrgica (2ª ed.). Vol 1 y 2. Mosby 2000. Madrid.
- Smeltzer S.C., Bare B.G. Enfermería Médico-quirúrgica de Brunner y Suddarth. 12ª edición. LIPPINCOTT. 2013
- Herdman & Kamitsuru. Diagnósticos enfermeros. Definiciones y clasificación 2015-2017 Elsevier, 2015
- Mª T Luis. Los Diagnósticos enfermeros. Masson, Madrid, 9ª Edición.2014
Evaluation period
- E1 11/01/2023 12:00h
- R1 17/01/2023 14:00h
- E2 28/06/2023 10:00h
- R2 11/07/2023 11:00h