Universitat Internacional de Catalunya

Caregiving for Adults II

Caregiving for Adults II
11
9086
3
Second semester
OB
Module Nursing Care from Birth to Death
Nursing Care for Adults
Main language of instruction: Catalan

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.


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.

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 and professors at all times.

Objectives

  1. 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.
  2. Students will integrate specific health and disease knowledge based on the holistic concept of the individual.
  3. 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
  • 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.
  • 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 person



The relationship between the ECTS (European Credit Transfer System) and the workload in hours of learning based on different methodologies to be used in Adult Care 2, can be seen in the attached table. The course consists of theoretical sessions (lectures), practical sessions, guided and independent virtual learning.

In this subject, every ECTS is equivalent to 10 classroom teaching hours. This teaching load can be done in the Master Class where the professor will present the main ideas and will encourage participation and discussion. During the lectures the professor will go into depth on the main units and concepts of the detailed subjects in the syllabus. Regarding the practical lessons, Cases Methodology will be used from a community and clinic perspective through cooperative and individual work promoting work among peers and where the student will be accompanied during the learning process, being guided and advised at all times.

The rest of the 15 to the 25 hours of1 ECTS are distributed as follows:

  • 7 hours of individual work. Of those seven, the professor will monitor virtually for 3h online through ICT (short questionnaires with questions regarding the pathophysiology of the given unit through Moodel) and during the other 4h the student will work on her or his own.
  • The remaining 8h not listed in the tables belong to the student guided and independent workload.  

Thanks to the independent work the students will learn how to solve problems on their own with help from the given course materials and the information received in the lectures. There will be hours spent on searching for information, on the development of papers and projects and hours of individual study, all of them focused on getting to achieve the needed knowledge.

 

 

Materia Cuidados

ECTS

 

Presencial

Autónomo No presencial

CM

Eje

Dis  Lc

MC

MC

Vi

Cuidados Adultos 2

110h 11

70h

2h

11h

27h

12

21

 

   

CM:        Clase magistral

Eje:         Realización de ejercicios y                    

                Aprendizaje cooperativo

Lc y Dis: Lectura Crítica y Discusión en Clase

MC:        Método del caso.

Vi:           Aprendizaje Autónomo Virtual: 

               Cuestionarios, Ejercicios y Lectura        

               de casos clínicos y literatura

Ev:         Horas Evaluación

  

11 ECTS credits (11x25H = 275h).

1. Work with the professor held in the classroom: 110h (during the school year of 2015_16 there are approximately 7.6 weeks and in these weeks 104 hours are completed, the remaining 6h can be done by taking the course "The Elderly Care" in order to complete 110h).

- Master Classes: 65

- Other classroom methodologies (cases, discussions, cooperative work, etc.): 42

2. Independent work led by a Professor online: 33h (3h per ECTS): 11h Non virtual: study cases; 22h virtual (preparatory readings for projects or classroom work, etc.)

3. Individual work: (12h per ECTS): 132h. Working on the full understanding of notes, exercises and case studies done in class and these hours are also oriented to look into the non mandatory bibliography, summarize notes and study them.

 

These lessons will be divided into:

  • 47% of master classes (lectures)
  • 53% of active student lessons: 23% will be in the classroom
    • Case Method 21%
    • Exercises 1%
    • Class discussion after critical reading 8% (synthesis and learning among peers)
    • 23% supervised individual work at home
      • 8% Non virtual: Cases
      • 15% Virtual (ICT).
        • Case 5%
        • Questionnaires 7%
        • Clinical cases and literature reading 2%.
        • Audiovisual 1%

 

Evaluation systems and criteria

In person



The subject will be evaluated during the semester through continuous evaluation through 1) Autonomous work a) virtual: Questionnaires, exercises and critical reading; b) non-virtual: clinical cases carried out and participation in class and 2) Written tests distributed throughout the course.

Relationship of the evaluation approach with the competences and the learning results
The evaluation method will include all educational methodologies since, on the one hand, individual work and synthesis in individual tests will be collected, but also continuous and team work, as well as the synthesis of information with class discussions, reading literature and exercises.

The evaluation of the subject is carried out through continuous evaluation. In the continuous evaluation, the moodle autonomous work questionnaires will be worth 8%, the work for participation in class will be worth 12% (questionnaires after work in class 70%, case of a patient 30%), and 40% each of the 2 intermediate written tests.
With regard to the realization of the "case of a patient" point out that your note will be given on the one hand by the teacher's assessment regarding the answers to the questions raised in the "patient case" (80%) and on the other hand the assessment that the teammates have made regarding how their participation has been in the realization of the answers to the "patient's case" (10%), and finally the assessment that the teacher will make on the answers that each student will write at the end of the case in relation to the development of their own leadership during the execution of the case work, emphasizing the dimensions of teamwork and impact/influence (10%).

In short, the percentages will be:
o 8% moodle quizzes outside of class
o 8.4% work done in class
o 2.88% answers to the questions of a patient's case
o 0.36% assessment of your colleagues regarding your participation in the case
o 0.36% teacher assessment on Teamwork and Impact/ Influence of the case
o 40% first written test (the subject that is included in this test is no longer included in the second written test, whether it is approved or not, that is, the mark is maintained for the calculation of the general mark of the subject)
o 40% second written test (enters the rest of the material that did not enter the first written test)

In any case, the general mark of the subject will be the application of these percentages.

Regarding the second call to note:


In the second call the percentages will be:
• 4% self-employment questionnaires moodle,
• 16% the work for participation in class (questionnaires after work in class 70%, case of a patient 30%),
• and 40% each of the 2 intermediate written tests.

In the second call, the notes of each section will be as follows:
• of the moodle quizzes can be recovered by doing them again, but obtaining a grade of 5 at most.
• The mark of the works for participation in class (questionnaires after class work and case of a patient) cannot be recovered and the marks will be the same as during the first call, in this way said participation in the first call is emphasized.
• With regard to the mark of the intermediate written tests, indicate that if a student has passed one of the two written tests, said mark will be maintained and only the part of the written test that they did not pass should be examined in the second call final exam. First call. If the first and second written tests of the first call were failed, then the second call exam would include the syllabus for the entire subject.

In short, the percentages will be:
o 4% moodle quizzes outside of class. Recoverable maximum 5
o 11.2% work done in class. Unrecoverable
o 3.84% answers to the questions of the case of a non-recoverable patient
o 0.48% assessment of your peers regarding your participation in the Non-recoverable case
o 0.48% teacher assessment on Teamwork and Impact/ Influence of the case Non-recoverable
o 40% first written test. If it was approved, the note of the 1st call is maintained, if it was suspended it will be the note of the 2nd call.
o 40% second written test. If it was approved, the note of the 1st call is maintained, if it was suspended it will be the note of the 2nd call.

In any case, the general mark of the subject will be the application of these percentages, although Honors will not be awarded in the 2nd call.

Third and Fourth evaluation (and extraordinary)

 The subject will be evaluated with the same system as in the first and second call and in no case will a grade from one course to another be kept.

 Rules governing the course

• Presence and participation

Although class attendance is not mandatory, it is important to highlight that those days where class work is done, especially the exercises, will be a great help, so that not attending them will make it difficult for the student to pass the subject.

• Integrity in student work

During the completion of work, students commit to be creative and avoid plagiarism.

• Reference to key elements of the institutional calendar

It is important to comply with the calendar attached to be able to keep up with the classes (calendar is attached in the teaching guide).

 

 

Procedure for plagiarism or academic fraud

Any assignment or activity (including exams) in which plagiarism, falsification or academic fraud is detected, will result in a failure of the activity and an academic sanction that will entail from the loss of enrolment rights in this subject, to the opening of a file process.

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