Universitat Internacional de Catalunya - Barcelona

Nursing Care Through History

• code 09520
• course 1
• term Semester 1
• type OB
• credits 6

Main language of instruction: Catalan

Other languages of instruction: Spanish

Head instructor

Dra. María Luisa MARTÍN - marisamf@uic.es

Other instructors

Dr. Pere DOMINGO - pdomingo@uic.es

Office hours

• Previous date
• At the end of the class

This course develops the theoretical study and practical skills needed to perform the functions of the nurse. This issue's contents are related to the history of nursing, knowledge of the discipline and theoretical contributions on basic nursing care, necessary for incorporation into clinical practice.

•  Willingness to work in group
• Opennesstolearning
• Skills for dialogue and listening

1. Incorporate the evolution of cure from a historical-social
2. Applycriticalthinkingin makingdecisions aboutbasic health care
3. To introduce the theoretical and methodological cure
   
   
   

• 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.
• 21. B - Oral and written communication.
• 23. B - Ability to analyze and synthesize.
• 25. E - Knowledge of the field of study
• 3. E - Know and apply the theoretical and methodological foundations and principals of nursing.

• Understandthe historical evolutionof nursing
• Identify and describe thenursingconceptual frameworkscommonly usedin clinical practice
• Know thespecific fields of applicationofnursing care
• Identify anddescribe the functions ofnursingto promote, maintainand restorethe optimal level ofwelfare of the individual
• Identify the componentsof critical thinking
• Applycritical thinkingto solvea health problem
• Arguingthe relationship betweencommunicationand Care
• Describe the factorsthat influence thecommunication proces
• Usecommunication as a tool
• It occurs around the ethical principles of Care
• Participate in cooperative work groups
• It is committed to the objectives of the group
•  Makes self-criticism, identifying strengths and areas for improvement
   

• Introduction and History of Nursing
• Definitions,functions, behaviors,and knowledgedimensionsof nursing
• Factors affecting professional practice
  
• Training,NursingResearch and Management
  
• Critical Thinkingand Nursing
• Communicationin Nursing
• NursingTheories andModels: Essential concepts(person, environment, health and Nursing)
• ConceptualFrameworks: F. Nightingale, V. Henderson, D. Orem, C. Roy, J. Watson, C. Peplau, M. Leininger
• Systems ofHealth Care. health professionals
  
• BasicCareNursing:Vital
  
• Medication Administration

• Lecture
• Case Method
• Cooperative Learning
  
• Tutoring Group

• Group work:20%written presentation, oral presentation,10% (Competences 21B i 23.B) and 10% of group assessment (competences 11.E i 15.B)
  
• Midterm Exam: 30%short questions/ multiple choice. Competences 3.E, 11.E i 25.E
  
• Final exam:multiple choice/ short questios 30%. Competences 3.E, 11.E i 25.E
  

Average shouldbetopass the final exam.

Those students who do not pass the exam the 1st call, will be evaluated on 2nd call using the same criteria as for the first.

No fees of Honor awarded for 2nd call

• Elkin MK, Potter AG, Perry PA. (1996). Nursing interventions and skills. St. Louis: Mosby
• Kozier B, Erb G, Blais K, Wilkinson J. (1998). Fundamentals of nursing: concepts, process, and practice. (5ª ed.). Redwood City, CA: Addison-Wesley
• Kozier B, Erb G, Blais K. (2005). Conceptos y temas en la practica de enfermeria. (7ª ed.). Nueva York: Interamericana, McGraw-Hill
• Iyer P. W., Taptich B. J., Bernocchi-Losey D. (1997). Proceso y diagnostico de enfermeria (3ª ed) Mexico: Interamericana, McGraw-Hill
• Marrier-Toney A. (1994). Nursing theorists and their work. (3ª de.). St. Louis: Mosby
• Orem, D.(1983) Normas prácticas en enfermería. Madrid, Pirámide
• Cavanagh, S.(1993) Modelo de Orem: aplicación práctica. Barcelona, Masson-Salvat
• Roy, C. and Andrews, H. (1999). The Roy Adaptation model. Stamford, Appleton & Lange.
• Henderson, V. (1971). Principios básicos de los cuidados de enfermería. Ginebra, S.Karger
• Henderson, V. (1998). La naturaleza de la Enfermería. Madrid, McGraw-Hill
• Fernández, C. y Novel, G. (1993). El proceso de atención de enfermería: Marco conceptual de Virginia Henderson. Barcelona: Masson-Salvat
• Luis Rodrigo, Mª Teresa (2007). Los diagnósticos enfermeros. Revisión crítica y guía práctica. Barcelona, Masson.
• Marriner, a. (2007 )Teorías y modelos de enfermería
• Hernández Conesa, J. (1995). Historia de la Enfermería: Análisis histórico de los cuidados de enfemrería. Madrid, interamericana - McGraw-Hill
• Zabalegui Yárnoz, a. & Maciá Soler, L. (eds.) (2010). Desarrollo del Máster y Doctorado oficial en Ciencias de la Enfermería en España. Castellón de la Plana, Universitas. 

E: exam date | R: revision date | 1: first session | 2: second session:

• E1 23/01/2015 12:00h
• R1 04/02/2015 14:00h
• E2 29/06/2015 08:00h
• R2 09/07/2015 10:00h