Universitat Internacional de Catalunya - Barcelona

Caregiving from Birth to Adolescence

• code 09083
• course 3
• term Semester 1
• type OB
• credits 7

Module: Module Nursing Care from Birth to Death

Matter: Nursing Care from Brirth to Adolescence

Not specified

Head instructor

Office hours

Contact via e-mail with teachers

cerezuela@csc.uic.es

pfuster@csc.uic.es

mvilarrubias@csc.uic.es

Update date Course Guide: September 2012

Title CARE SINCE THE BEGINNING OF LIFE TO ADOLESCENCE

Identification (symbol-number) Module 6

Credits 7 ECTS



The subject of care from the beginning of life for adolescents is based on identifying the stages and maternity care to facilitate the adaptation of the woman and newborn to the new demands, preventing complications. Know the stages, demonstrations and newborn care, childhood and adolescence derived from common health problems, all using the nursing process and procedures. Select interventions for healthy and sick children, as well as those derived from diagnosis and treatment. Health education for parents and guardians and health education for children and adolescents. Know the primary prevention, secondary and tertiary child to teenager, and health programs (the healthy child program, a program of health education at school).

• You have studied and II.
• It also requires knowledge of anatomy and physiology, gynecology and pediatric follow-up of the subject.
  

Rules governing the course:

• Presence and participation
• Testing and measurable activities
• Integrity and honesty in the student's work (eg plagiarism)
• Reference to key elements of the institutional calendar

Goals:


1. Students will develop the cognitive, psychomotor and relationships that allow them to provide adequate nursing cures, promoting autonomy and health maintenance, disease prevention and welfare of the patient, family and community.
2. Knowing the most common diseases of women during their reproductive and child from the beginning of life through adolescence.
3. Integrating specific knowledge of health and disease based on the holistic concept of the person.

• 10. B - Protecting the health and welfare of individuals or groups by ensuring their safety.
• 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.

At the end of the matter "Care from the beginning of life to adolescence," the student will be able to:


• Describe the characteristics of the different stages of the reproductive cycle of women.

• Recognize the needs and changes that may occur at different stages of the reproductive cycle of women

• Plan, implement and evaluate comprehensive nursing care in each stage of the reproductive cycle of women.

• Describe the process of motherhood, identifying the needs of women in the normal course of pregnancy, childbirth, and also changes that may occur.

• Know the characteristics of RN and how to interpret the RN assessment systems.

• Know the characteristics of physical and psychomotor development of healthy children.

• Know the benefits of breastfeeding and acquire the skills to know how to help mothers during breastfeeding and to answer any questions of respect.

• Learn the basics of baby care in feeding, screening and disease prevention.

• Know how to assess and care for children in situations of illness.

• Know the basics of nursing care in relation to age and condition of each child.

• To know and practice the main procedures in pediatric nursing.

• Know the preventive immunizations, screening methods and chemoprophylaxis in children.

• Knowing how to act before a family group providing health education and preventive actions correctly indicating appropriate to the individual.

• Know the objectives and priority actions to develop preventive actions.

• Identify health problems prevalent in the community and its prevention activities.

• Identify risk groups.

• Acquire the knowledge necessary to provide quality health education.

• Apply the knowledge on prevention, developing health education programs and health promotion in schools. 

 

Female anatomy and physiology. Obstetrical and gynecological terminology. Health care program for women. Biological evolution of women. Puberty. Reproductive age. Climacteric and menopause. Gynecological disorders. Anamnesis. General exploration. Gynecologist. Nursing care in gynecological surgery. Health education in the pre, peri and post operative. Normal pregnancy, delivery and postpartum and complicated. The neonate. Breastfeeding. Epidemiological chain. Globulin. Nursing care most common neonatal pathologies. Nursing care to pediatric diseases. Respiratory diseases. , Urinary tract infections, digestive. Communicable childhood illnesses. CNS infections. Heart disease. Pediatric Pharmacology. Nursing care to pediatric surgery.

The subject C.I.V.A. develop a method of teaching / learning mixed with the intent to promote, protect and evaluate a participatory learning and student continued with the use of hours of active work during the classes and also with the use of ICT in virtual classes.

The reason for this mixed mode is to combine the presentation and explanation of all issues by the teacher, but at the same time the student has the opportunity to delve into the same subject by methods that help you internalize and endorse the content.

To develop this method is necessary to emphasize that they will have to overcome some challenges by both the teacher and student as both will have to incorporate into your schedule, not just the hours and schedule face time, but both will have to reserve a space on the agenda for virtual work hours. Of course, the virtual work will not have an exact time to be done, but if the student and teacher recommend that you mark a specific time (which may change as they may arise unforeseen). Also, must present their work always within a maximum period of one week, as will be seen in the schedule.

To develop this subject have institutional support through technical support to the moodle platform, tutoring and classroom teaching as well as adequate physical space and classrooms.

 

 Methodology, training activities and relationship with the burden of ECTS.

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

In this area, everyone ECTS equivalent to 10h in which the teacher has a paper face. The teaching load can be made by the master class where the teacher will present the main ideas and encourage participation and discourse. The content of the lectures will be the development of the main themes and concepts of the subject listed on the agenda. As regards the practical classes will use the case method from the perspective of community and clinical work by promoting cooperative and individual work and where peer accompany the student in the learning process, guiding, advising and advising.

The remaining hours of 15h to 25h 1 ECTS, are distributed:

70 h. master classes with activities.

21 h. freelance work through Moodle.

 Self-employment in the student learn to solve problems on their own material with the reinforcement of information given and received in the classroom. There will be hours spent searching for information, processing of work and individual study, all to get to achieve the desired knowledge.

65% magistrals and 35%  autonomous participation.

Continuous assessment with mixed method

ACTIVITY 1 - Critical Reading (LC) + MOODLE QUESTIONNAIRE (Q)

Dedication is planned by the student for each critical reading 2'30h + questionnaire.

Activity 2 - Case Method and talk in class.

Moodle hanging in the 3 to 4 days prior to its development in the classroom. They work in groups of 4 people who will choose the students. These should be maintained throughout the course for this subject (except for the final work-group). We will work in class with the teacher (1'30h), is expected to spend 2'30h student can work independently.

Be given (Moodle folder) 2 days after development in class.

ACTIVITY 3 - Medication Calculation Exercise.

Individual fulfillment. Will crash the year (Moodle specific folder) with 5 days prior to delivery.

Student is expected to devote 30 minutes to their resolution.

 

ACTIVITY 4 - Work. Groups of 6 people.

Video of cases. Resolution of clinical or primary care (mother and child). From cases provided by the teachers, groups of 6 people (the groups will be made following the methodology of other subjects such as LBS). These cases will be randomly assigned (removal of the case by a member of a box). The groups should, following the script suggested by the teachers, make a roll play in a simulation environment (LBS) and shoot. This footage will be posted in an area assigned by teachers in Moodle. The videos will be displayed before the end of the last day of class jointly by teachers and students. The evaluation was done on a joint posterior and teachers of the subject following a pre-designed grid (type LBS).

The cases will be short, specific and defined are the roles of all participants. The duration of the film may not exceed 10 'and must be a minimum of 5'.

The cases were distributed the first day of class and group assignment and presentation will take place on January 13, the last day of class.

 ACTIVIDAD 5: CUESTIONARIO MOODLE (Q)

Cuestionario on-line sobre conocimientos ya adquiridos de la materia en el curso anterior (asignaturas de patología) y que es necesario mantener actualizados para el buen seguimiento de los temas. Dedicación prevista por parte del alumno 15-20'

FINAL EXAM

Multiple choice questions with an option for short.

EVALUATION Round 1.

Activity 1 and Activity 2 = 20%

Activity 3 = 10%

Activity 4 = 25%

Activity 4 = 5%

Final Exam = 40%

EVALUATION Round 2.

Final Exam = 60%

All activities are compulsory, if the test is not exceeded with a 5 the other activities don't rate,. Se mantiene la nota de la evaluación continuada para la 2ª convocatoria.

3ª convocatoria y posteriores (5ª y 6ª en caso de concederse) seguirán el mismo sistema de evaluación que 1ª y 2ª convocatorias. Before enrolling a new subject the student has to check the compatibility of the subjects.

The learning resources of this material are distributed and allocated in the course schedule:

• Master Class (MC)
• Case Method (Case)
• Exercises (Axis)
• Class discussion after reading criticism (LC): synthesis and peer learning)
• Questionnaires Response through Moodle (Q)
• Reading cases and literature through Moodle (LC)