Universitat Internacional de Catalunya
Caregiving for Adults II
Other languages of instruction: Spanish
Teaching staff
Students can contact teachers preferably from 9.50 to 10.10 (by appointment via e-mail), or after school.
Introduction
CARE OF ADULT II
Module: Module III. Care since the beginning of life to death
Language of instruction: Catalan, Castilian, English.
Schedule:
LD 10:10 h to 14:00 h
DM 10:10 h to 14:00 h
DC 10:10 h to 12:00 h (except week 6 and 7 which is 10 to 14h)
DJ 10:10 h to 12:00 h (except week 8 which is 10-14h)
DV 10:10 h to 12:00 h
The subject of Adult Care II aims to provide the tools to plan and carry out nursing activities aimed at prevention and health promotion and at care of nephrological, endocrinal, traumatological, dermatological, ophthalmological, otolaryngological and neurological problems as well as of problems with the articular muscles. In addition, in this subject, the student will be trained to provide comprehensive healthcare to the patient with a chronic or acute condition in any of the aforementioned systems stated.
Pre-course requirements
Not required, although to successfully take the subject, it is considered important to review/go over the knowledge of anatomy and physiopathology of the systems aforesaid.
Objectives
- Students will develop cognitive and psychomotor abilities and relational skills, that will enable them to provide adequate nursing cures, promoting autonomy, healthy habits, disease prevention and welfare of the patient, family and community.
- Students will integrate specific health and disease knowledge based on the holistic concept of the individual.
- Know nursing care associated with the most common health disorders of the following systems according to the following methodology knowing the nursing care plan of each situation: Renal, Internal, Metabolism and Nutrition, Rheumatism and Orthopedic surgery, Dermatological, Ophthalmological, Neurological and Emergency.
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.
- 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.
- 20. B - Multidisciplinary teamwork
- 24. G - Ability to work autonomously.
- 25. E - Knowledge of the field of study
- 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..
Learning outcomes of the subject
Once the subject "Adult Care I" is successfully completed, students will be able to:
- Appreciate the importance of families and community groups in health care.
- Develop a care plan for chronic patients and their families by identifying and minimizing complications. Recognize the goals and priority actions when developing preventive actions.
- Have the ability to work within the environment of the patient and her or his family. Know how to provide excellent home care taking into account the needs of the person and her or his family.
- Develop family or community intervention programmes.
- Know the primary and secondary prevention measures for adults.
- Run an intervention programme.
- Know specific techniques for diagnosis and therapeutic nursing care of diseases related to nephrology, endocrine, articular muscles, traumatology, dermatology, ophthalmology, otolaryngology and neurology.
- Use the Nursing Care Process (PAE) with patients with specific pathologies related to the aforesaid.
- Remember the ethiopathogeny, epidemiology, pathophysiology and symptomatology. Knowing the potential complications.
- Know the main diagnostic tests (imaging and laboratory) applied especially in renal, neurological and urgent situations patients.
Syllabus
Unit 1. IMMUNIZATION IN ADULTS
Unit 1.1. Immunizations in Adults.
Unit 2. NURSING CARE TO PEOPLE WITH ENDOCRINE DISORDERS
Unit 2.1. Prevention, health promotion and monitoring from Primary Health Care the person suffering an endocrine pathology.
Unit 2.2. Nursing care for people with an acute process of endocrine pathology.
Unit 3. NURSING CARE FOR PEOPLE WITH RENAL DISORDERS
Unit 3.1. Nursing care for people suffering acute processes of renal pathology.
Unit 3.2. Prevention, health promotion and monitoring from Primary Health Care, the person who presents a renal pathology.
Unit 4. NURSING CARE FOR THE NEUROLOGICALLY IMPAIRED
Unit 4.1. Attention to people with acute neurological disease.
Unit 4.2. Prevention, health promotion and monitoring from Primary Health Care, the person who has a neurological disease.
Unit 5. NURSING CARE FOR PEOPLE WHITH DERMATOLOGICAL DISORDERS
Unit 5.1. Nursing care to people with an acute dermatological pathology.
Unit 5.2. Prevention, health promotion and monitoring from Primary Health Care, the person who presents a dermatological pathology
Unit 6. NURSING CARE FOR THE PEOPLE WITH ARTICULAR MUSCLE ALTERATIONS
Unit 6.1. Nursing care for people with acute articular muscle pathologies.
Unit 6.2. Prevention, health promotion and monitoring from Primary Health Care, the person who has a muscle articular pathology.
Unit 7. NURSING CARE FOR PEOPLE WITH OPHTHALMIC DISORDERS
Unit 7.1. Nursing care for people with an acute ophthalmic pathology.
Unit 7.2. Prevention, health promotion and monitoring from Primary Health Care, the person with an ophthalmologic pathology
Unit 8. NURSING CARE FOR PEOPLE WITH ALTERATIONS OTOLARYNGOLOGICAL DISORDERS
Unit 8.1.Nursing care to people with an acute otorlaryngological pathology.
Unit 8.2.Prevention, health promotion and monitoring from Primary Health Care, the person with an otolarynogological pathology.
Unit 9. NURSING CARE IN EMERGENCY SITUATIONS
Unit 9.1. Nursing care to people in emergency situations
Unit 10. CASES IN PRIMARY CARE
Unit 11. PALLIATIVE CARE NURSING
Unit 11.1. Palliative Care: An Introduction - basic palliative care concepts
Unit 11.2. Palliative care in adults
Teaching and learning activities
In blended
BLENDED LEARNING METHODOLOGY
• The classes will be given in person in the UIC classroom and with approximately half of the students; and at the same time it will be broadcast live (streaming) for the students who are following it and participating at home; all with the purpose of maintaining safety distances in the classrooms. The distribution of days of attendance at the university will be indicated in a separate document.According to pandemic health regulations, assistance will be adapted, for example in the case of only allowing assistance for laboratory practices.
• The teachers of the subject have programmed and coordinated different methodological systems according to the competences 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 syllabus followed by individual student work to share and develop it together with the other students, both face-to-face and non-face-to-face. Some of these methodologies involve previously recorded training capsules for the study and individual or collective work of the student, to be later developed in class.
• Classes will not be recorded unless a student needs it for accredited reasons.19, in which case they will be given access to it.
Evaluation systems and criteria
In blended
EVALUATION WHEN THE SUBJECT IS GIVEN WITH BLENDED LEARNING METHODOLOGY
• In relation to the previous year 19-20, the requirement to take a 5 in a final exam is eliminated in order to be able to do average with the rest of the marks, since in this way the continuous evaluation is given greater strength, which will now have a value 100% distributed as follows: 5% for self-employment questionnaires, 15% for participation in class (questionnaires after class work 40%, case 60%) and 40% each of the 2 intermediate written tests. We consider it important to keep the written tests because it facilitates the retention of the subject, but by itself it does not represent the acquisition of the competences and we think that with the completion of a case that includes the most important questions of the subject and the rest of the questionnaires it is achieved a correct balance in the continuous evaluation.
Regarding the realization of the "cas d'un pacient" assure that the second note will be donated from a band of the teacher's assessment regarding the answers to the questions raised by the "cas d'un pacient" (90%) and d'altra The band assessed the fact that hagin realized the team's companys respect to how the seva has been, participated in the realization of the responses to the “patient house”, posing èmfasi in the dimensions of work on team and impact / influence.
In short, the percentages will be:
o 5% qüestionaris moodle fora de classe
or 6% treballs realitzats in class
o 8.9% answers to the questions of the case of a patient
o 0.1% valuation of the teus companys respect to the teva participated in the cas
o 40% first written prova (the material that enters this prova does not go back into the second written prova, yes or not, it is to say is keep the note for the calculation of the general note of the assignment)
o 40% second written prova (enter the subtraction of material that will not go into the first written prova)
In qualsevol cas, the general note of the subject will be the application of aquests percentatges.
Regarding the second call, note:
• The percentages of the evaluation of the first call and the marks of the continuous evaluation will be maintained, with the exception that it will be possible to improve the mark of the autonomous questionnaires (up to 5). Maintaining the score of the continuous assessment means that if a student has passed one of the two written tests, said mark will be maintained and will only have to be examined in the final exam of the second call of the part of the written test that was not passed in the first call. If the first and second written test of the first call were failed, then the second call exam would include the syllabus of the entire subject. No honors will be awarded on 2nd call.
Bibliography and resources
- Caja López, C. (2003). Enfermería Comunitaria III: Atención Primaria. Manuales de enfermería (2nd ed.). Barcelona, etc: Masson.
- Caja López, C., & López Pisa, R. M. (1997). Enfermería comunitaria: educación sanitaria. Barcelona: Masson.
- Frías Osuna, A. (2000). Enfermería Comunitaria. Barcelona: Masson.
- García Suso, A. (2001). Enfermería Comunitaria: Bases Teóricas. Enfermería S 21 (1st ed.). Madrid: DAE.
- Mazarrasa, A; Germán, B; Sánchez M.; Sánchez G; Merelles T y Aparicio R. Salud Pública y Enfermería Comunitaria. Volúmen I. Madrid: McGraw-Interamericana, 1996.
- Ramos Calero, E. (2002). Enfermería comunitaria: métodos y técnicas. Madrid: DAE.
- Sánchez Moreno, A., Aparicio Ramón, V., Germán Bes, C., Mazarrasa Alvear, L., Merelles Tormo, A., & Sánchez García, A. (2000). Enfermería Comunitaria 3. Actuación en enfermería comunitaria, los sistemas y programas de salud. Madrid [etc.]: McGraw-Hill.
- 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
Websites of interest:
Spanish Association of vaccines http://www.vacunas.org/
http://www.gencat.es/sanitat
Citing documents:
http://www.uic.es/es/citar-documentos?seccio=2
How to cite electronic resources: http://www.ub.edu/biblio/citae-e.htm
Vancouver criteria: http://www.fisterra.com/recursos_web/mbe/vancouver.asp
Evaluation period
- E1 07/06/2021 10:00h
- R1 21/06/2021 10:00h
- E2 05/07/2021 10:00h
- R2 14/07/2021 12:00h