Universitat Internacional de Catalunya
Nursing Simulation Labs I
Other languages of instruction: Spanish
Teaching staff
Attention to students will be by appointment by email.
Laura Brichs lmasnou@uic.es
Sonia Castro scasoll@uic.es
Montse Conde mconde@uic.es
Estel Curado estelcurado@uic.es
Encarna Rodríguez erodriguez@uic.es
Sandra Perez sandra.perez@uic.es
Eli Garcia. e.garcia@uic.es
Albert Aguilera
Aina Garcia ainasalanova@uic.es
Pilar Moreno pmorenoc@uic.es
Elisenda Villegas evillegas@uic.es
Marisa Martín (humanización) marisamf@uic.es
Jordi Castillo (SVB) jcastillo@uic.es
Introduction
The (LBS) Nursing Simulation Lab is an educational space that recreates real-life situations of care nurses. It is a tool that enhances the learning techniques that all nursing students must acquire before coming in contact with the patient and in particular reinforces the activity of the nurse in the hospital field. The Simulation Lab is a space that allows nurses to develop the necessary skills to "know how to be and do" as a nurse in a health context (especially hospital-wise).
From the first course, the nursing student will learn the clinical skills in the Simulation Lab in an environment free of the multiple stressors that are in the hospital world. Subsequently, the student must implement these skills directly with people. This practice should serve to apply knowledge, skills and attitudes from a holistic care perspective to people.
During the first course students must acquire the basic skills for basic care for people as well as learn how to protect the patients and themselves from the threats posed by hostile environments.
Pre-course requirements
To enhance learning in the Nursing Simulation Lab (LBS), students should comply with the following terms:
- Attendance to all classes of the LBS.
- Willingness to learn.
- Prior reading of the notes of the LBS.
- Self-training to acquire the required minimum ability for practices.
- Motivation to perform the procedures.
- Use of the white coat in LBS.
- Suitable dress in the LBS (comfortable clothes, neatness, no heels, short nails, hair tied up, and no jewelry)
Objectives
- Nurses will act taking into account ethical aspects inherent in the care of the person and in the basic care procedures
- Displayed skill in the performance of basic care procedures.
- Performing basic care procedures autonomously using the elementary criteria of development.
- Learning to relate the information about the patient and the basic care procedures and applying them appropriately.
- Using the resources according to the maintenance criteria in the basic procedures of performance (quantity, selective rejection and recycling if necessary)
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.
- 12. B - Know and observe the ethical code of conduct of Spanish nursing, understanding the ethical implications of health in a changing global context.
- 19. B - Ability to make decisions based on critical thinking and reflective practice.
- 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.
- 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
- 26. G - Ability to generate knowledge from practice.
- 3. E - Know and apply the theoretical and methodological foundations and principals of nursing.
- 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.
Learning outcomes of the subject
- Students will begin to be able to attend to the basic medical attention needs of health.
- Students will be able to assess all people equally, without prejudices when considering their physical aspects
- Students will be able to initiate effective communication through the Nursing Simulation Laboratory
- Students will be able to initiate decision-making through critical thinking and reflective practice
- Students will be able to perform basic nursing procedures in an autonomous way
Syllabus
0. Patient safety
1. Standard measurements and assessment of the person:
1.1 Hygiene and asepsis measures.
1.2 Standard protection and isolation measures
1.3 Physical examination
1.4 Taking constants
2. Basic CPR (Cardiopulmonary Resuscitation):
2.1 Adult CPR
2.2 DEA
3. Comfort measures:
3.1 Ergonomics: fundamental principles to move inanimate weights and to move in the hospital space. Realization of an unoccupied bed
3.2 Realization of an occupied and unoccupied bed
3.3 Complete hygiene of the patient (complete and by anatomical areas), care of the mouth, eyes, hair and care of pressure areas. Placement of rectal tube and enemas. Placement of diaper and collector in adults.
3.4 Comfort measures: care of the bedridden patient. Use of the wedge and the bottle. Postural changes. postmortem care
4. Preparation and administration of medication:
4.1 Patient safety in medication administration
4.2 Management and handling of medication and nursing responsibility
4.3 Preparation and administration of medication by different routes of administration: oral, topical, ophthalmological, otic, by nasogastric tube
4.4 Preparation and administration of parenteral medication: intradermal, subcutaneous, intramuscular and intravenous
5. Procedures:
5.1. Sample collection: glycosuria, ketonuria, urine sediment and urine culture by independent patient and patient with bladder catheterization, sputum, smear and stool culture.
5.2. Clinical laboratory samples: blood extraction and distribution in analytical tubes. Blood transfusion: crossmatch and blood group check.
5.3. Insertion of peripheral venous catheters
Teaching and learning activities
In person
Methodology and training activities
The methodology followed in the nursing laboratory simulations (LBS) is a teaching-learning methodology based on reflective thinking, practice and participation. To do so, there are no more than 10 or 11 people in LBS groups. The sequence of the teaching activity has been organized according to the following structure:
- Exploration of knowledge
- Presentation and discussion of the case - Theoretical-practical contribution
- Practice management
- Independent practice
- Practice reflection
Classes are conducted according to the following activities:
- Discussion
- Oral presentation
- Case analysis
- Video
- Metacognitive modeling
- Role- Playing
- Resolution of problems
- Clinical records
Classes are always 1 hour and 50 minutes.
Apart from the stipulated classes, in a pre-established calendar, the student can attend autonomous learning in the facilities of the Simulation Laboratories. These sessions, which are without teacher supervision, have their own regulations that must be respected. If not respected, the student will be penalized for future sessions.
Evaluation systems and criteria
In person
Class attendance:
Attendance at sessions is compulsory for all students. Students may only accumulate a maximum of two unjustified absences throughout the course. From the third unjustified absence onwards, each absence will result in a penalty of 0.5 points on the continuous assessment mark.
Repeat students may not miss any classes. Any unexcused absence will result in a penalty of 0.5 points for each absence.
Each student must attend classes in the group to which they have been assigned, and no changes of group will be allowed. There will be no possibility of making up missed classes. Only if there is a justified reason should the student contact the teacher to inform them of the situation and seek alternatives, but they will never be able to make up the class. The only justified reasons that will be accepted are: hospitalization of the student or death of a first-degree relative.
Class attendance rules:
- Students must come to class wearing a white coat, with their hair tied back, without watches or jewelry on their hands or necks, with short nails, and wearing comfortable shoes. If these rules are not followed, the teacher may expel the student from class and count it as an unexcused absence.
- If a student arrives late (after 12:15 p.m.), the teacher may decide not to allow the student to enter and count it as an unexcused absence.
- The class ends at 2:00 p.m. If the student has to leave early for personal reasons, the time missed will be added up and counted as unexcused absences.
The assessment of the course consists of two parts:
- Continuous assessment (40%): Includes various activities:
- 5% miniECOE sem_1
- 10% miniECOE sem_2
- 5% PRE class exercises
- 5% POST class exercises
- 10% Submission of graphs
- 5% SVB: The CPR module is compulsory and must be attended on a Saturday from 8:00 a.m. to 2:00 p.m., as well as on a day in the second semester, which will be announced shortly. Failure to complete this module will result in a maximum grade of 5 in the course. Those who can prove they have a valid CPR+AED certification (obtained within the last 3 years) will be exempt from the four-hour training and will receive a grade of 7 out of 10 for this activity.
- Final exam (60%): The final exam will be in general ECOE format (with two parts: a theoretical part and a practical part, which are usually assessed on different days). Students must demonstrate that they have acquired the competencies (skills, knowledge, and attitudes) worked on during the course. The exam includes real-life situations that students must resolve individually in a healthcare context. To pass this test, students must meet various criteria related to patient safety and the learning outcomes of the course.
Although the two parts take place on different days, the OSCE is a single exam with one overall grade. For this reason, it is not possible to attend only one part or retake one part separately; any resit or second sitting requires repeating the entire OSCE (both the theoretical and practical parts).
Conduct during the OSCE:
Any communication between students during the OSCE, as well as any attempt to cheat or the possession and/or use of a mobile phone or other digital devices, will result in immediate expulsion from the exam and failure of the entire OSCE. These behaviors may also lead to disciplinary actions as established by the current academic regulations.
Requirements for passing the final exam (ECOE)
To pass the final exam (ECOE), students must meet the following safety requirements, which are taught across all subjects from the first year onwards:
- Obtain a minimum score of 5 out of 10 in the general ECOE.
- Pass the conditional items of the general ECOE: These are key aspects of procedures related to patient safety and/or morbidity and mortality.
- The determining items include: Patient identification, Allergies, Hand hygiene, Safe drug management: dose calculation, drug planning, routes of administration, checking the 5 rights, suitability of the drug to be administered, management of drug administration routes, sterility in secretion aspiration and care.
- Station condition: Failure to pass any of the determining factors in an ECOE station will result in a score of 0 for that station. This does not mean failing the ECOE overall.
- Pass more than 70% of critical items: These are aspects that affect patient morbidity and mortality. Examples: Cleaning the anti-reflux cap with antiseptic, proper use of the needle, drug expiration date, drug record.
- Pass 65% of minor items: These are aspects that affect patient safety but not mortality. Examples: Professional presentation, choosing the appropriate material for the task at hand, correctly purging IV equipment and syringes, putting on gloves before contact with the patient (whenever necessary).
In order to calculate the average between the continuous assessment and the final exam, students must obtain a minimum grade of 5 in the ECOE and a minimum grade of 5 in the continuous assessment.
Any failed assessment (continuous assessment or ACOE) must be retaken in the second exam session. Second exam sessionIf the ACOE grade in the first exam session is higher than 5 but a condition has not been met, students may retake this condition in a second attempt, by means of a partial exam (always with the consent of the teaching staff).
- In this case, only up to 3 stations may be assessed, and all must be passed.
- The final ACOE grade, if this partial assessment is passed, will be a maximum of 5 in the second exam session.
Procedure for awarding honors (MH) The criterion for awarding honors (MH) is based on excellence (9.0).
The assignment is the sole responsibility of the professor, who is not obligated to award it, even if the student has obtained a grade higher than 9.0.
If the professor decides to award MH, they will not take into account the highest numerical grade, but will evaluate other factors. The MH does not necessarily correspond to the highest numerical score.
Procedure for assigning Not Presented (NP) In order to record an NP in the student's file, the student must NOT have taken any of the assessment tests throughout the course.
If a student has taken any of the assessment tests, the corresponding percentages listed in the course guide will be applied, with a score of 0 for those tests that the student did not take.
Procedure for plagiarism or academic fraud Any assignment or activity (including exams) in which plagiarism, falsification, or academic fraud is detected will result in the suspension of the activity and an academic sanction ranging from the loss of enrollment rights in this course to the opening of disciplinary proceedings.
Bibliography and resources
- B. Kozier / G.Erb / K.Blais / J.M.Wikinson. Fundamentos de enfermeria, conceptos, procesos y práctica. Ed. McGraw-Hill. Interamericana.
- Carpenito L.J. Planes de cuidados y documentación en enfermería. Primera edición. Ed. McGraw-Hill Interamericana. 1994.
- J.Esteve / J.Mitjans. Enfermeria. Tecnicas clinicas. Ed. McGraw-Hill. Interamericana 2000.
- Jamieson M.J., Whyte L. A., y McCall J.M. Procedimientos de enfermería clínica. 5ª edición. Edit. Elservier. Barcelona 2007
- M.T.Luis. Diagnosticos enfermeros, un instrumento para la practica asistencial. Ed. Harcourt Brace 2004.
- Nanda. Diagnósticos de enfermeria, definiciones y clasificación. Ed. Hartcourt / Brace España 2000.
- Nanda. Diagnosticos enfermeros. Definiciones y clasificaciones. Ed. Mosby/Doyma, Madrid, 1995
- Prieto Valtueña JM. La clínica y el laboratorio. Edición 20a. Masson. 2004.
- Ruiz Moreno J, Martín Delgado MªC y García-Penche Sánchez R. Procedimientos y técnicas de enfermería. Ed. Rol. 2009
- Smith S.F., Duell D.J., Martin B.C. Técnicas de enfermería clínica. 7ª edición. Edit. Pearson. Vizcaya 2009
- Zabalegui Adelaida, et al. Administración de medicamentos y cálculo de dosis. Edit. Masson. L’Hospitalet de Llobregat (Barcelona) 2005.
Evaluation period
- E1 15/04/2026 08:00h
- E1 16/04/2026 08:00h
- E2 09/07/2026 08:00h