Universitat Internacional de Catalunya

Caregiving from Birth to Adolescence

Caregiving from Birth to Adolescence
7
9083
3
First semester
OB
Module Nursing Care from Birth to Death
Nursing Care from Brirth to Adolescence
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dra. FUSTER LINARES, Maria del Pilar - pfuster@uic.es

Contact via e-mail with teachers.

 

Pilar Fuster  pfuster@uic.es

Cristina Naqui cristinaqui@uic.es

Ramón Mir    rmir@uic.es

 Anna Gil    agildeavalle@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

 

Objectives

General objectives:

  1. 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.
  2. To know the most common illnesses that affect women during the reproductive stage and children from birth to adolescence.  
  3. 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 person



The Caregiving from Birth to Adolescence (CBA) course develops a method of teaching / blended learning with aim of promoting, monitoring and evaluating the continuous and participatory learning by students through hours of active work during face-to-face classes and the use of ICT in virtual classes.

The reason for this mixed approach is to combine the presentation and explanation of all the topics by the lecturer, and at the same time give the students the opportunity to study the same topic in-depth through methods that help them assimilate and understand the content.

The use of this method implies that there will be some challenges faced by both the lecturer and the student since they will have to find time in their schedules, not only the scheduled class time, but also time for virtual working hours. Of course, the virtual work does not have to be done at a particular time, but the student and lecturer may recommend a specific time (which may vary according to contingencies that may arise). Also, students will have to submit their work within a maximum period of one week, as is detailed in the schedule.

To undertake this course, there is institutional support through technical support with the Moodle platform, teaching and tutoring in class and the appropriate rooms and classrooms.

Methodology, training activities and the ECTS credits

The course is developed through theoretical sessions (lectures), practical sessions, and guided and autonomous virtual learning.

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 hours (70 hours for 7 ECTS) are split as follows:

  • 41 master class hours with supervised activities. 
  • 29 hours of autonomous and cooperative work, both group and individual, supported by the Moodle platform.
  • Through the independent work, the student will learn to solve problems on their own and as a team, with the reinforcement of the material provided and information received in classes, in addition to the help from tutors. They will spend time searching for information and developing group and individual work, all to achieve the desired knowledge.
  • 58% lectures and 42% autonomous participation.
  • In addition to these contact hours, the various teaching methods require students to spend time outside the classroom working on tasks and studying the theoretical and practical issues in greater depth.

Evaluation systems and criteria

In person



In person

Continuous assessment with mixed methods (different assessment systems) through the various activities described below:

ACTIVITY 1- CRITICAL READING (LC)  

Students are expected to spend 2 hours on each critical reading.

ACTIVITY 2 - Case Method and class discussion. (MC)

Posted on Moodle 3 to 4 days prior to its study in the classroom. Group work in groups of 4-5 people which the students choose themselves. These must be maintained for the duration of this course (except for the end-of-group work). Classwork with the lecturer (1.30 hours), it is expected that students devote 2.30 hours to independent work.

(Moodle folder) will be submitted several days after it is worked on in class (the deadline will be advised by the lecturer).

ACTIVITY 3 - Medication Calculation Exercise. (EJCM)

Individual work. The exercise will be posted (specific Moodle folder) 5 days prior to the deadline. The student is expected to complete the exercise in 30 minutes.

ACTIVITY 4 - Group Work. Groups of 6 people. (V)

Case video. Resolution of clinical or primary care (mother and child) case studies.  Groups of 6 people will be formed (following the methodology of other courses such as LBS) to work on cases provided by lecturers. The cases will be assigned at random (drawn from a box). Groups should, following the approach proposed by the lecturers, carry out a role play in a simulated setting (LBS) and film it. The film will be posted on a space assigned by the lecturers in Moodle, and the videos will be viewed before the end of the final day of class by lecturers and students. The subsequent evaluation will be conducted by the course lecturers following a pre-established system (LBS).

The cases will be short, specific and all the roles of the participants will be defined. The video should be at least 5 minutes long and less than 10 minutes.

Each student will be assessed by each of the students in the group.
The mark will count for 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.

ACTIVITY 5: MOODLE QUESTIONNAIRE (Q)

Online questionnaire on knowledge of the course already acquired from the previous year (pathology courses) in light of the importance of recycling and updating knowledge. Time spent by students: 15-20 minutes

ACTIVITY 6: PEDIATRIC EVALUATION CONCEPTS THROUGH A WRITTEN EXAMINATION (EVCP)

Multiple choice test with a short question option.

ACTIVITY 7: EVALUATION OF NURSING CARE CONCEPTS IN OBSTETRICS AND GYNECOLOGY THROUGH A WRITTEN EXAM (EVCM)

Multiple choice test with a short question option.

 

Based on 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 and 3): 15%  

 

  • Oral presentations (Activity 4): 25%

 

  • Autonomous learning (Activity 1): 5%

EVALUATION EXAMINATION

The practical description of this evaluation is distributed and summarised on the following tasks with corresponding % assessment weighting:

  • Activity 1 (LC) = 5%

 

  • Activity 2 (Exercise Medication calculation gynec.) = 5% 

 

  • Activity 3(V) = 25%

 

  • Activity 4(Q) = 5%

 

  • Activity 5 (ACMP)= 15%

 

  • Activity 6 (EVCP) = 20%

 

  • Activity 7 (EVCM) = 25%

All activities are mandatory. If activities 6 and 7 are not passed with a mark of 5 each, they cannot be used to calculate the average for all the activities. The marks of the activities that have been passed are kept for the second examination sitting and students will only have to retake the parts they have previously failed, following the rules in EVALUATION FIRST EXAMINATION SITTING.

EVALUATION FIRST EXAMINATION SITTING.

Students must make up any parts of the examination they have failed according to the criteria set out below:

  • If students have failed any of the activities 3, 5, 6 and 7, they can be retaken through a written exam and will count for 55% of the total mark of the course for this new examination session.
  • If students have failed activities 1, 2, and 4, they may be retaken by undertaking an individual oral defence of a case before an examination panel. This will count for 45% of the total mark of the course for this resit.
  • The two sides must be passed in order to calculate the average.  
  • STUDENTS MAY NOT RESIT ELEMENTS OF THE SUBJECT TO RAISE THEIR MARK.
  • Honour qualifications will not be awarded in any second or subsequent sittings.

Second and subsequent examination sittings (3rd and 4th sittings, if these are offered) will follow the same evaluation system as the examination and first examination sittings. Before enrolling, students must ensure the compatibility of courses.  

If the group video activity, has been carried out correctly and was passed in the previous examination sitting, this will not be included, and the percentage it counts will be distributed among the other activities, based on the fact it is a face-to-face activity and the difficulty of undertaking it across different year groups. The evaluation will be in this case as follows:

 

  • Activity 1 (LC) = 5%
  • Activity 2 (Exercise Medication calculation gynec.)) = 10%
  • Activity 4 (Q) = 5%
  • Activity 5 (ACMP)= 20%
  • Activity 6 (EVCP) = 25%
  • Activity 7 (EVCM) = 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

E: exam date | R: revision date | 1: first session | 2: second session:
  • E2 03/07/2023 12:00h
  • R2 17/07/2023 12:00h

Teaching and learning material


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