Universitat Internacional de Catalunya
Caregiving from Birth to Adolescence
Other languages of instruction: Catalan, English
Teaching staff
Contact via e-mail with teachers.
Pilar Fuster pfuster@uic.es
Cristina Naqui cristinaqui@uic.es
Ramón Mir rmir@uic.es
María Llistosella mllistosella@uic.es
Introduction
The course, Caregiving from Birth to Adolescence, identifies the various stages and care in maternity to facilitate the adaptation of women and newborns to new demands, pre-empting any complications. It deals with the stages, clinical features and care for babies, children and adolescents, in relation to the most common health problems, and based on the process and proper procedures for nursing care. Students will learn how to care for healthy and ill children, to carry out diagnosis and treatment, and about health education aimed at parents and guardians and health education for children and adolescents. They will learn about primary, secondary and tertiary health prevention work from childhood to adolescence and the health programmes (the healthy child and health education at school programmes).
Pre-course requirements
- To have completed courses I and II.
- Prior knowledge of gynaecological and paediatric anatomy and physiology.
Rules for the course:
- Attendance and participation
- Exams and assessment activities
- Integrity and honesty in student work (e.g. no plagiarism)
- Reference to key elements of the institutional calendar
The Department of Nursing in the Faculty of Medicine and Health Sciences has agreed that it is compulsory for all students taking a Bachelor's degree in Nursing, when participating in online classes, to turn on their camera and remain visible to lecturers at all times.
Objectives
General objectives:
- To develop cognitive, psychomotor and relationship abilities that enable them to provide adequate nursing cures, promoting autonomy and maintaining health, preventing disease and fostering patient welfare, family and community skills.
- To know the most common illnesses that affect women during the reproductive stage and children from birth to adolescence.
- To take on board the specific knowledge of health and disease based on a holistic concept of the individual.
Competences/Learning outcomes of the degree programme
- 10. B - Protecting the health and welfare of individuals or groups by ensuring their safety.
- 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
- 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.
- 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.
- 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.
- 4. B - Understand the interactive behavior of the person according to their gender, group or community, within their social and multicultural context.
- 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..
- 9. E - Promote healthy lifestyles, self-care, as well as the maintenance of therapeutic and preventive behaviors.
Learning outcomes of the subject
At the end of the course “Caregiving from Birth to Adolescence”, you will be able to:
- Describe the characteristics of the different stages of the female reproductive cycle.
- Recognise the needs and changes that may occur at different stages of the female reproductive cycle.
- Plan, implement and evaluate comprehensive nursing care at each stage of the female reproductive cycle.
- Describe the process of motherhood, identifying the needs of women in the normal course of pregnancy, childbirth, and the changes that may occur.
- Know the characteristics of the newborn and interpret the newborn assessment systems.
- Know the characteristics of physical and psychomotor development of the healthy child.
- Know the benefits of breastfeeding and acquire the knowledge necessary to know how to help mothers during breastfeeding and to answer their questions.
- Learn the basics of healthy child care in food, screening and disease prevention.
- Learn to assess and assist children with a disease.
- Learn the basics of nursing care in relation to the age and condition of each child.
- Know and practice the main procedures in paediatric nursing.
- Know the preventive immunisations, screening methods and chemoprophylaxis in children.
- Know how to relate to a family group by providing health education and correctly indicating the appropriate individual preventive actions.
- Know the objectives and priorities to develop preventive actions.
- Identify prevailing health problems in the community and preventive activities.
- Identify at-risk groups.
- Acquire the necessary knowledge to provide quality health education.
Apply knowledge in prevention, developing health education and health promotion at school programmes.
Syllabus
Female anatomy and physiology. Obstetric and Gynaecological terminology. Health care programme for women. Biological evolution of women. Puberty. Reproductive age. Climacteric and menopause. Gynaecological disorders. Anamnesis. General exploration. Gynaecological consultation. Nursing care in gynaecological surgery. Health education in the pre, peri and post-operative stage. Pregnancy, childbirth and normal and complicated postpartum. The neonate. Breastfeeding. Epidemiological chain. Globulins. Nursing care for common neonatal pathologies. Nursing care for paediatric pathologies. Respiratory diseases. Urinary, digestive tract. Communicable paediatric diseases. CNS infections. Heart disease. Paediatric pharmacology. Nursing care for paediatric surgery.
Teaching and learning activities
In blended
Totes les tasques avaluatives es poden mantenir ja que es poden realitzar de forma presencial semi-presencial
En cas de que la situació de pandèmia no permeti la presencialitat, es proposarà la sustitució del treball grupal vídeo per una tasca grupal que pugui ser realitzada i avaluada de forma semi-presencial.
The Care from Birth to Adolescence (CBA) course will develop a method of teaching / blended learning with the intent to promote, monitor and evaluate a continuous and participatory learning of students with the use of hours of active work during classes and also with the use of ICT in virtual classes.
The reason for this mixed approach is to combine the presentation and explanation of all issues by the professor, but at the same time the students have the opportunity to delve into the same course by methodologies that help them internalize and endorse the content.
In order to develop this method, it is necessary to emphasize that there will be some challenges faced by both the professor and the student since both will have to incorporate into work schedules, not only the hours and scheduled face time, but also space for virtual working hours. Of course, the virtual work will not have an exact time to be done, but the student and professor may recommend a specific time (which may vary according to contingencies that may arise). Also, students will have to present their work within a maximum period of one week, as will be seen in the schedule.
To develop this course we have institutional support through technical support with the Moodle platform, teaching and tutoring in class and physical spaces and adequate classrooms.
Methodology, training activities and relationship with the burden of ECTS.
The course is developed through theoretical sessions (lectures), practical sessions, and guided and autonomous virtual learning.
In this course, everyone's ECTS are equivalent to 10 hours in which the professor has a classroom role. The workload may be done through lectures where the professor will present the main ideas and encourage participation and discourse. The content of the lectures will consist of the main topics and concepts of the units which are detailed in the course syllabus. Methodology cases and exercises will be used, from a community and clinical perspective through cooperative and individual projects by promoting work among peers and where the student will be accompanied in the learning process, being guided and advised at all times.
The distribution of those hours (70h for 7 ECTS) is:
- 41 master class hours with supervised activities. (6 of these hours are taught in English)
- 29 autonomous and cooperative work hours, through group and individual work, with great support from the Moodle platform.
- In autonomous work the student will learn to solve problems on their own and as a team, with the reinforcement given material and information received in classes, in addition to receiving help from mentoring professors. There will be hours spent searching for information, development of group and individual work, all to achieve the desired knowledge.
- 58% lectures and 42% autonomous participation.
- In addition to these contact hours, different teaching methods require that students spend time outside the classroom to prepare tasks and go into depth in theoretical and practical issues.
Evaluation systems and criteria
In blended
Totes les tasques avaluatives es poden mantenir ja que es poden realitzar de forma presencial/semipresencial i on-line.
Es valorarà la sustitució del treball grupal vídeo per una tasca grupal que pugui ser realitzada i avaluada totalment on-line en cas necessariContinuous assessment with mixed methods (different assessment systems) through various activities described below:
ACTIVITY 1- CRITICAL READING (LC)
2 hours of dedication is expected by students for each critical reading.
ACTIVITY 2 - Case Method and class discussion. (MC)
Posted on Moodle 3 to 4 days prior to its development in the classroom. Group work with groups of 4-5 people which the students choose themselves. These must be maintained throughout the course for this course (except for the end-of-group work). Classwork with the professor (1'30h), it is expected that students devote 2'30h to independent work.
(Moodle folder) will be given some days after its development in class (the day of delivery will be communicated by the professor).
ACTIVITY 3 - Medication Calculation Exercise. (EJCM)
Individual development. The exercise will be posted (specific Moodle folder) 5 days prior to the day it is due. The student is expected complete the exercise in 30 minutes.
ACTIVITY 4 - Group Work. Groups of 6 people. (V)
Case video. Resolution of clinical cases or primary care (mother and child). From cases provided by professors, groups of 6 people will be formed (the groups will be conducted following the methodology of other courses such as LBS).These cases will be randomized (removal of the case by a member of a box). Groups should, following the approach proposed by professors script, make a role play in a simulation environment (LBS) and film it. This film will be posted in a space assigned by professors in Moodle. The videos will be displayed before the end of the last day of class by professors and students. The subsequent evaluation will be conducted by the course professors following a predesigned schedule (type LBS).
The cases will be short, specific and all the roles of the participants will be defined. The duration of filming may not exceed 10 minutes and should be at least 5 minutes.
An assessment of each student will be included by each of the students in the group
The mark will count as 5% of the total project
The cases and groups will be distributed on the first day of class, and the presentation will take place on the last day of class.
ACTIVITY 5: MOODLE QUESTIONNAIRE (Q)
Online questionnaire on already acquired knowledge of the course in the previous year (courses of pathology) because it is necessary to maintain updated knowledge in order to continue taking courses. Dedication planned by students 15-20 minutes
ACTIVITY 6: PEDIATRIC EVALUATION CONCEPTS THROUGH A WRITTEN EXAMINATION (EVCP)
Multiple choice test with an option for a short question.
ACTIVITY 7 - EVALUATION OF NURSING CARE CONCEPTS IN OBSTETRICS AND GYNECOLOGY THROUGH A WRITTEN EXAM (EVCM)
Multiple choice test with an option for a short question.
According to the different assessment methodologies, the percentage value of each evaluation system would be:
- Written tests (activities 5, 6 and 7): 55%
- Written work (activities 2 i 3): 15%
- Oral presentations (Activity 4): 25%
- Autonomous learning (Activity 1): 5%
EVALUATION EXAMINATION
The practical description of this evaluation is distributed and summarized on the following tasks with corresponding evaluative % load:
- Activity 1 (LC) = 5%
- Activity 2 (MC ) + ACTIVITY 3 (Exercise Medication calculation) = 15%
- Activity 4 (V) = 25%
- Activity 5 (Q) = 5%
- Activity 6 (EVCP) = 20%
- Activity 7 (EVCM) = 30%
All activities are mandatory, if the activity 6 and 7 are not passed with a 5 each, students cannot take an average with other activities. The marks of the activities that are passed on the examination count towards the first resit and students will only have to recuperate the failed parts according to the written rules EVALUATION 1ST RESIT.
EVALUATION 1ST RESIT.
- Students must make up the failed parts of the examination according to the criteria set out below:
- If students have failed any of the activities 3, 5, 6 and 7, they can be recuperated through a written exam and will count as 55% of the total mark of the course for this resit.
- If students have failed activities 1,2, and 4, they may be recuperated with an oral defense of a case before the court, conducted individually. Counting as 45% of the total mark of the course for this resit.
- The two sides should be passed in order to take an average.
- STUDENTS CAN NOT USE THE RECUPERATION OF TASKS TO RAISE THE MARK OF THE COURSE.
- Honor qualifications will not be awarded in any resit
2ND RESIT and subsequent ones (3rd and 4th if granted) will follow the same evaluation system as the examination and 1st resit. Before enrolling, you must ensure the compatibility of courses. L'activitat vídeo grupal, en cas d'haver-se realitzat i aprobat sense incidències en convocatòria anterior, es substituirà i es repartirà el seu % entre les altres activitats degut a la obligatorietat de la presencialitat per realitzar-la i la dificultat de fer-ho amb grups de cursos diferents. L'avaluació quedarà en aquest cas de la següent forma(1=5%, 2=10%, 4=5%, 5=20%, 6=25% i 7=35%)
Bibliography and resources
The learning resources of this material are distributed and allocated in the course schedule:
- Master Class 58,5%
- Case Method 18,5%
- Exercises9,5%
- Coperative learning 13.5%
Evaluation period
- E1 10/01/2022 12:00h
- R1 27/01/2022 12:00h
- E2 27/06/2022 12:00h
- R2 07/07/2022 12:00h
Teaching and learning material
- Asociación Española Enfermería Pediátrica
- Asociación española de pediatria (protocolos)
- Cuidados Neonatales Individualizados y centrados en el desarrollo
- Enfermería en Cuidados Críticos y Neonatales
- European Society for Paediatric Gastroenterology, Hepatoogy and Nutrition
- Sociedad Española de Gastroenterología, Hepatología y Nutrición Pediátrica
- Sociedad española de pediatría extrahospitalaria y atención primaria