Caregiving from Birth to Adolescence
Module: Module Nursing Care from Birth to Death
Matter: Nursing Care from Brirth to Adolescence
Main language of instruction: Catalan
Other languages of instruction: English, Spanish
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Head instructor
Dra. Maria del Pilar FUSTER - pfuster@uic.es
Other instructors
Dra. María de los Ángeles CEREZUELA - cerezuela-alumni@uic.es
Gda. Alba CALDERER - acalderer@uic.es
Office hours
Contact via e-mail with teachers.
The course, Care from the beginning of life to adolescents, is based on the identification of the stages and maternity care to facilitate adaptation for women and the newborn to new demands, preventing complications. Knowing the stages, demonstrations and neonatal care, childhood and adolescence derived from common health problems, all using the process of nursing care and proper procedures. Select interventions for healthy and sick children, as well as those derived from diagnosis and treatment. Health education aimed at parents and guardians and health education to children and adolescents. Knowing the interventions of primary, secondary and tertiary prevention of the adolescent child and health programs (the healthy child program, program of health education at school).
Rules governing the course:
General objectives:
At the end of the course "Care from the beginning of life to adolescence", you will be able to:
Female anatomy and physiology. Obstetric and Gynecologic terminologies. Health care program for women. Biological evolution of women. Puberty. Reproductive age. Climacteric and menopause. Gynecological disorders. Anamnesis. General exploration. Gynecological consultation. Nursing care in gynecological surgery. Health education in the pre, peri and post operative. Pregnancy, childbirth and normal and complicated postpartum. The neonate. Breastfeeding. Epidemiological chain. Globulins. Nursing care to frequently neonatal pathologies. Nursing care to pediatric pathologies. Respiratory diseases. , Urinary, digestive tract. Communicable pediatric diseases. CNS infections. Heart diseases. pediatric pharmacology. Nursing care to pediatric surgery.
The Care from Birth to Adolescence (CBA) course will develop a method of teaching / blended learning with the intent to promote, monitor and evaluate a continuous and participatory learning of students with the use of hours of active work during classes and also with the use of ICT in virtual classes.
The reason for this mixed approach is to combine the presentation and explanation of all issues by the professor, but at the same time the students have the opportunity to delve into the same course by methodologies that help them internalize and endorse the content.
In order to develop this method, it is necessary to emphasize that there will be some challenges faced by both the professor and the student since both will have to incorporate into work schedules, not only the hours and scheduled face time, but also space for virtual working hours. Of course, the virtual work will not have an exact time to be done, but the student and professor may recommend a specific time (which may vary according to contingencies that may arise). Also, students will have to present their work within a maximum period of one week, as will be seen in the schedule.
To develop this course we have institutional support through technical support with the Moodle platform, teaching and tutoring in class and physical spaces and adequate classrooms.
Methodology, training activities and relationship with the burden of ECTS.
The course is developed through theoretical sessions (lectures), practical sessions, and guided and autonomous virtual learning.
In this course, everyone's ECTS are equivalent to 10 hours in which the professor has a classroom role. The workload may be done through lectures where the professor will present the main ideas and encourage participation and discourse. The content of the lectures will consist of the main topics and concepts of the units which are detailed in the course syllabus. Methodology cases and exercises will be used, from a community and clinical perspective through cooperative and individual projects by promoting work among peers and where the student will be accompanied in the learning process, being guided and advised at all times.
The distribution of those hours (70h for 7 ECTS) is:
Continuous assessment with mixed methods (different assessment systems) through various activities described below:
ACTIVITY 1- CRITICAL READING (LC)
2 hours of dedication is expected by students for each critical reading.
ACTIVITY 2 - Case Method and class discussion. (MC)
Posted on Moodle 3 to 4 days prior to its development in the classroom. Group work with groups of 4 people which the students choose themselves. These must be maintained throughout the course for this course (except for the end-of-group work). Classwork with the professor (1'30h), it is expected that students devote 2'30h to independent work.
(Moodle folder) will be given 2 days after its development in class (the day of delivery will be communicated by the professor).
ACTIVITY 3 - Medication Calculation Exercise. (EJCM)
Individual development. The exercise will be posted (specific Moodle folder) 5 days prior to the day it is due. The student is expected complete the exercise in 30 minutes.
ACTIVITY 4 - Group Work. Groups of 6 people. (V)
Case video. Resolution of clinical cases or primary care (mother and child). From cases provided by professors, groups of 6 people will be formed (the groups will be conducted following the methodology of other courses such as LBS).These cases will be randomized (removal of the case by a member of a box). Groups should, following the approach proposed by professors script, make a role play in a simulation environment (LBS) and film it. This film will be posted in a space assigned by professors in Moodle. The videos will be displayed before the end of the last day of class by professors and students. The subsequent evaluation will be conducted by the course professors following a predesigned schedule (type LBS).
The cases will be short, specific and all the roles of the participants will be defined. The duration of filming may not exceed 10 minutes and should be at least 5 minutes.
An assessment of each student will be included by each of the students in the group
The mark will count as 5% of the total project
The cases and groups will be distributed on the first day of class, and the presentation will take place on the last day of class.
ACTIVITY 5: MOODLE QUESTIONNAIRE (Q)
Online questionnaire on already acquired knowledge of the course in the previous year (courses of pathology) because it is necessary to maintain updated knowledge in order to continue taking courses. Dedication planned by students 15-20 minutes
ACTIVITY 6: PEDIATRIC EVALUATION CONCEPTS THROUGH A WRITTEN EXAMINATION (EVCP)
Multiple choice test with an option for a short question.
ACTIVITY 7 - EVALUATION OF NURSING CARE CONCEPTS IN OBSTETRICS AND GYNECOLOGY BASED ON ONE CASE. (Resolution of a case through a questionnaire) (EVCM)
Students will be assessed through a questionnaire, the concepts relating to the course of gynecology and obstetrics care based on one case.
This activity consists of two cases one of gynecological nursing care and one in relation to obstetric care. Each case has 25 questions. It is an individual activity.
According to the different assessment methodologies, the percentage value of each evaluation system would be:
EVALUATION EXAMINATION
The practical description of this evaluation is distributed and summarized on the following tasks with corresponding evaluative % load:
All activities are mandatory, if the activity 6 and 7 are not passed with a 5 each, students cannot take an average with other activities. The marks of the activities that are passed on the examination count towards the first resit and students will only have to recuperate the failed parts according to the written rules EVALUATION 1ST RESIT.
EVALUATION 1ST RESIT.
The learning resources of this material are distributed and allocated in the course schedule:
E: exam date | R: revision date | 1: first session | 2: second session: