Universitat Internacional de Catalunya

End Degree Project

End Degree Project
12
9836
4
Annual
TF
Module Kowledge Summary
Final Project
Main language of instruction: Catalan

Teaching staff


Dra. LLAURADO SERRA, Mireia - mllaurados@uic.es

The teacher set the guidelines for care and tutoring for each student.

For specific areas outside the space tutorial, each teacher will address students by appointment by e-mail

For other more general issues related to the subject, you could contact through e-mail with the professor responsible of this subject: mllaurados@uic.es

Introduction

TFG (Final Bachelor’s Degree Project) is a compulsory subject (12 ECTS credits) on the Bachelor’s Degree in Nursing, undertaken during the 4th year and that must be presented and evaluated that same year. As stated in the Order CIN 2134/2008 of July 3, the TFG is a transversal subject that is developed in association with various other subjects.

The TFG is essentially an independent project undertaken by each student under the guidance of a tutor, who will act as a catalyst and facilitator of the learning process. Through the TFG, the student must show the skills and knowledge acquired during the Nursing Degree.

The educational activities mainly consist of: independent student work, group tutoring, cooperative learning, individual tutorials and virtual learning. 

The TFG is intended to foster thoughtful critical thinking while applying and integrating the acquired knowledge in practice. The topic of the TFG must be original and specific. It may take one of a variety of different formats (professional, technical and / or scientific-empirical) that integrate and consolidate the nursing knowledge acquired throughout the degree programme, ensuring the acquisition and evaluation of the required competencies.

This TFG will enable the evaluation of the knowledge and skills acquired by the student within the knowledge area of the degree, taking into account its multidisciplinary nature. The assessment will evaluate the student's ability to develop the nursing knowledge required to understand, interpret, analyse and explain some scientific or clinical aspects of nursing, using the various nursing skills.

The development of the TFG as well as the evaluation, the topic and the tutor assigned, will be supervised by the TFG Committee, composed of teaching staff from the nursing undergraduate programme, who will ensure compliance with regulations regarding the TFG.

The TFG Committee will:

  • Assess the adequacy of the proposed topics, and the feasibility

 

  • Assign a tutor according to the topic and number of students

 

  • Propose and appoint an examination panel

 

  • Develop evaluation rules and establish the criteria

 

  • Propose the defences

Students will be able to choose from a list of topic areas and tutors.

The final designation of the teacher / tutor will be confirmed by the TFG coordinator.

This Teaching Guide follows the requirements of the Bachelor’s Degree Final Project Rules (Reglamento de Trabajo Fin de Grado) of the International University of Catalonia, approved by the executive committee of the governing board as of 30.07.2012.

The students must be familiar with this document in order to correctly undertake their work. 

Pre-course requirements

TFG is a final year subject. Students cannot enrol in this course until their last year.

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.


If there are students in self-isolation due to the COVID-19 health and safety measures, who cannot physically attend class at the University like their peers, teaching staff will carry out online teaching during this isolation period only so that the student(s) in question can attend their classes online. The rest of the students must attend classes in person.

Objectives

After completing the TFG, students will be able to:

  1. Use knowledge of basic health sciences, humanities and social sciences to solve the health problems of individuals, families and communities.
  2. Recognise the Nursing Care Process in the exercise of the profession and use scientific evidence as a basis for planning nursing care.
  3. Adapt the implementation of protocols for clinical intervention in clinical practice, taking into account the multicultural environment, within a framework of healthcare quality and sustainability of the system.
  4. Participate in strategies to improve nursing care.       
  5. Defend and be able to present their Bachelor’s Degree Final Project.

Competences/Learning outcomes of the degree programme

  • 12. B - Know and observe the ethical code of conduct of Spanish nursing, understanding the ethical implications of health in a changing global context.
  • 16. G - Know the health information systems.
  • 19. B - Ability to make decisions based on critical thinking and reflective practice.
  • 21. B - Oral and written communication.
  • 22. G - Use and management of information and research
  • 23. B - Ability to analyze and synthesize.
  • 24. G - Ability to work autonomously.
  • 25. E - Knowledge of the field of study
  • 29. B - Know the scientific terminology in another language (English).

Learning outcomes of the subject

The student:

  • Is able to conduct a search in indexed databases in different languages using Boolean operators, keywords, through advanced search.
  • Uses a programme to correctly use and reference documents using APA or Vancouver Style.
  • Is able to autonomously and successfully plan their learning.
  • Understands and interprets the information that they find and can decide which information is valid and reliable. From that information, they can extract conclusions.
  • Is able to deliver a final written document with the established requirements, using a correct style, content and structure.
  • Is able to carry out an oral dissertation in line with the formal requirements.
  • Understands and interrelates the concepts learned during the process of their project and identifies and reflects about the learning obtained. 
  • Takes into account the ethical aspects of the project, with regards to the documentation used and the work done. 

Syllabus

To carry out the TFG, the student must view the videos available on the Moodle, attend the face-to-face seminars and undertake the compulsory tasks related to the content of the seminars and the videos.

Video content will include:

  1. TFG: Objectives, typology, planning, evaluation, contents. Diversity of work.
  2. Work structure.
  3. Introduction of the TFG; how to structure the introduction.
  4. Title, Summary, research question, objectives.
  5. Search strategy. Database.
  6. Evidence-based practice. Research ethics. Informed consent.
  7. Bibliographic managers. Referencing and citation rules.
  8. Work structure: Methodology; Results; Annexes. Write well. Index. Verbal tense.
  9. Formal aspects of the work.
  10. Critical reading. Peer evaluation.
  11. Presentation and public defence, communication skills.

The face-to-face seminars will aim to reinforce online content and work on transversal skills such as planning, teamwork, communication and conflict resolution.

TYPES OF PROJECT

  1. Evaluation and updating of processes, procedures and clinical guidelines.
  2. Health education programme framed in a specific context (school, community, work, etc.).
  3. Literature review work and updating of knowledge in the specific field.
  4. Research work with descriptive results.
  5. Research project.

The formal aspects of the work are detailed in the teaching guide for the subject on the Virtual Campus. These will be adapted according to the type of project.

Students should use the style guide available on the intranet as a basis for the presentation of their TFG.

The TFG must have the characteristics of an academic piece of work, therefore projects that do not comply with these rules will not be accepted.

Teaching and learning activities

In blended



In blended learning

The Final Degree Project will be carried out individually by each student or in pairs, under the tutelage and accompaniment of a teacher-tutor who will guide the student in their work. To this end, seminars, individual tutorials and cooperative work groups will be organised to help the student in applying the theoretical and practical lessons received throughout the degree programme. The humanist profile defined by the International University of Catalonia will be taken into account. In addition, there will be a particular focus on the principles and methodology of the care and the management and treatment of information and scientific documentation.

The Final Degree Project will allow the student to explore the knowledge acquired in the degree programme in greater depth. In the course of this learning period the student will demonstrate that they are able to use the strategies they have learned to successfully produce a piece of work  that follows their objectives and design.

The production of the TFG includes several fundamental aspects:

  • Choice of subject area / tutor: The student will have a list of subject areas and related tutors from which they may choose their preferences. The TFG Committee will verify the students’ requests and the topics and tutors will be assigned.

Viewing videos and Moodle content, doing homework and attending face-to-face seminars.

 

  • Attendance at group and individual tutorials: 80% of the tutorials must be attended in order to be able to present the TFG for public defence, both for the first and second examination sittings.

 

  • Planning: The student and tutor plan autonomous work the student must undertake in order to successfully produce their TFG.

 

  • Development: This is the central stage of the TFG. During this stage, the student works independently with the support of their tutor and group and individual tutorials.

 

  • Submission of the TFG: Students will have the course schedule on Moodle, which sets out the various part submissions and the dates and the final project submission date.

 

  • Public presentation of the TFG: Students will have the course schedule on Moodle, which sets out the relevant dates.

The follow-up with the student can be in person or on-line according to the availability of the tutor and the student, adhering to teaching hours as far as possible. The other activities will be in person if possible. 

Evaluation systems and criteria

In blended



In blended learning

See the integrated teaching guide published on the intranet for the subject.

The TFG will be evaluated after the presentation and defence before an examination panel and its evaluation will be conducted following the grading system of the official university degrees valid throughout Spain (as set out in the statutory order 1125/2003, of 5 September, BOE no. 224, September 18, 2003). Therefore, it is mandatory that the student performs the oral defence even though it only accounts for 10% of the total score.

The evaluation shall take into account:

  • The evaluation of the tutorial process (the tutor and the student together evaluate the process of learning and development of the TFG). They will be considered if the goals planned for each tutorial have been achieved

 

  • The evaluation by the examination panel: The panel will be composed of teachers of the subject, nursing professionals from collaborating centres, and the student’s tutor, forming a total of three members.

Written paper, oral defence, tutorial process and peer review will be evaluated. A self-assessment by the student will be also part of the evaluation.  

  1. In order to have the option of retaking the TFG the student must have attended at least 80% of the tutorials throughout the course.
  2. If the TFG is failed for the second time, student must re-enrol for the subject.
  3. In order to pass the subject it is necessary to get at least a mark of 5.
  4. The TFG tutor of the may decide not to present the TFG if, in their view, it does not meet the minimum necessary standard to be publicly defended.
  5. All the above comprise 90% of the final mark for the subject. The remaining 10% is given for mandatory attendance at seminars, exercises marked by the seminar teachers, case presentations and active participation in seminars.

•For attendance at 7 sessions + work submitted: 10 points

• For attendance at 5-6 sessions + work submitted: maximum mark. Continuous: 6 points if all the online activities are carried out. If not all the online activities are done, the mark will be 0.

• For attendance at <5 sessions: maximum mark. . Continuous: 0 points, regardless of the activities done

The evaluation will be conducted by several evaluation rubrics that aim to homogenise the criteria.

There are 7 different rubrics:

  • Rubric 1: Self-evaluation of the student. The student will submit this to their tutor together with the TFG. Evaluates CG22, CG16, CG24, CB21, CE25, CB19, GC23, CB12, CE29 skills. Worth 5% of the final mark.

 

  • Rubric 2: Continuous assessment by the teacher. Evaluates CG22, CG16, CG24, CB21, CE25, CB19, GC23, CB12 skills. Worth 25% of the final mark.

 

  • Rubric 3: Evaluation of the TFG by the tutor. Evaluates CG22, CG16, CG24, CB21, CE25, CB19, GC23, CB12, CE29 skills. Worth 25% of the final mark.

 

  • Rubric 4: Evaluation of oral communication during the public defence of the TFG. CB21 Skill. Worth 10% of the final mark.

 

  • Rubric 5: Examination panel evaluation. Evaluate CG22, CG16,   CB21, CB19, GC23, CB12, CE29 skills. Worth 25% of the final mark.  

 

  • Rubric 6: Peer evaluation. Evaluates CG22, CG16, CB21, CB19, GC23, CB12, CE29 skills. Worth 5% of the final mark.  

 

  • Rubric 7: Evaluation of the peer evaluation. Evaluates CB21, CB19, GC23, CB12 skills. Worth 5% of the final mark.

If students carry out the TFG in a pair, an 8th rubric is incorporated in which they evaluate each other. The percentages of the rubrics are redistributed, reducing the percentage of rubric 2 from 25% to 20% and incorporating 5% of the mark for rubric 8. The other rubrics keep the same percentage.


The grade for rubrics 1, 2, 4, 7 and 8 will be individual while rubrics 3, 5 and 6 will be the same for all the members of the group.
Therefore, the oral defence will be individual for each member of the group.


The grade will be numerical, from 0 to 10 including decimals, to which the relevant qualitative grade of Fail, Pass, Good, Excellent and Honours may be added.


The examination panel, once the deliberation is over, will:
• Grade the work with the average of the marks obtained from the members of the panel.
• In the event that the TFG is not considered suitable, the examination panel will prepare a report which will state the errors, omissions and deficiencies that need to be corrected.

The mention of “Honours” (MH) is an extraordinary acknowledgement for excellence. It relates to qualitative and quantitative aspects, not only to the qualification obtained. The minimum mark to be able to opt for a MH is 9. The tutors will propose the students to be awarded an honours and the TFG committee will assign them according to the evaluations carried out (not necessarily the highest marks). Also, they can be left blank, i.e. no-one is given this recognition. Honours will not be given in the second examination sitting.


Regulations TFG: http://www.uic.es/progs/obj.uic?id=504759bc94fca

Bibliography and resources

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•      Cobo E, Muñoz P, González JA, Bogorra J. Bioestadística para no estadísticos: principios para interpretar un estudio científico. Barcelona: Elsevier Masson, 2007.

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•      Manzano V, Varela J, García A, Pérez FJ. SPSS para Windows. Madrid: Ra-Ma; 1999.

•      Martínez MA, Faulín FJ, Sánchez A. Bioestadística amigable. 2ª Ed. Madrid: Díaz de Santos; 2006.

•      Mayan M. Una introducción a los métodos cualitativos. Módulo de entrenamiento para estudiantes y profesionales. México: Qual Institute Press. International Institute for Qualitative Methodology; 2001.

•      Milton JS. Estadística para biología y ciencias de la salud. 2a ed. Madrid: McGraw-Hill Interamericana; 1994.

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•      Peña D, Romo J. Introducción a la Estadística para las Ciencias Sociales. Madrid: McGraw Hill; 1997.

•      Sánchez Carrión JJ. Manual de análisis estadístico de los datos. Madrid: Alianza Editorial; 1999.

•      Sentís J, Pardell H, Alentà H, Cobo Valeri E, Canela i Soler J. Manual de bioestadística. 3a ed. Barcelona: Masson; 2003.

•      Tomás-Sábado J. Fundamentos de Bioestadística y análisis de datos para enfermería. Bellaterra: Servei de publicacions de la Universitat Autònoma de Barcelona; 2009.

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