Nursing Simulation Labs II

  • code 09523
  • course 2
  • term Anual
  • type PR
  • credits 4

Main language of instruction: Catalan

Other languages of instruction: Spanish

 Anual  MO 10:00 12:00 
 Anual  TU 10:00 12:00 
 Anual  WE 10:00 12:00 
 Anual  TH 10:00 12:00 
 Anual  FR 10:00 12:00 

Teaching staff

Head instructor

Dra. Encarnación RODRÍGUEZ -

Office hours

Attention to students will be by appointment by email.



Magda Quijada, MsN        hemocultivo y sonda vesical


Marian Cerezuela, PhD, MsN     port-a-cath


Laia Wennberg, PhD, MsN           SNG y ostomías


Leandra Martín, PhD, MsN            Trauma y Cura Aguda


José Pablo Agudo, RN           Cura Crónica

María Llistosellas, PhD, MsN Cura Crónica


Marian de Juan, PhD, MsN      Paciente Estándard


Mireia Llauradó, PhD, MsN   Gestión de fármacos


María Llistosellas, PhD, MsN          Sutura


Dani Arbones, MsN            Vías Centrales


Encarna Rodríguez, PhD, MsN     Valoración





The nursing simulation lab (LBS) is an educational space that recreates real situations of nursing care. It is a tool that enhances learning the different techniques that all students must acquire nursing before contact with the patient and specifically with the activity of the nurse / a in the hospital area. The simulation lab is a space that represents the activity own nursing care, in where the student can develop their abilities to "know how to be", "know how" and "poise" in a health context (especially hospitals).

From the first course, the nursing student clinical competencies learned in the lab, in an environment free of multiple stressors present in the hospital world. Then, you must put these skills into practice directly with people. This practice should be used to apply knowledge, skills and attitudes in a holistic care to people.

During the second course students should acquire the intermediate skills to begin implementing comprehensive care to the patient.

On this course will be a joint activity with the subject of Community, in which the student will face a nursing consultation in three different scenarios with the help of a standard patient. This is a cross-training activity within an interdisciplinary teaching innovation project.

Pre-course requirements

To enhance the learning of nursing simulation lab (LBS), students must meet the following requirements:

  • Assistance in all kinds of LBS
  • Willingness to learn
  • Previous reading of the notes
  • Motivation to perform the procedures
  • Training to acquire the ability autonomous minimum necessary to go to clinical practice
  • Using the white coat in LBS
  • Clothing appropriate to the LBS (comfortable clothing, cleanliness, no heels, no nail polish and short hair pulled back and not wear jewelry)


The student:

  1. Act taking into account the ethical aspects inherent in caring for the person when making intermediate procedures
  2. Show skill in conducting the intermediate
  3. Perform intermediate care procedures independently and by using the same elementary
  4. Learn to relate the information it has on the patient and performing the procedure relevant interim
  5. Demonstrate be reflective thought before starting the intermediate procedure to perform and complete the same
  6. Use the resources on the sustainability criteria to perform intermediate procedure (quantity, rejection, selective and recycling, if applicable)


  • 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
  • 13. G - Know the principles of health-care funding and use resources appropriately.
  • 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.
  • 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
  • 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


  • Act taking into account the inherent ethical issues in the care of the person in the intermediate care procedures
  • Demonstrate competence in performing intermediate care procedures
  • Question the intermediate care procedures before starting and finishing
  • Argue the relationships between intermediate care procedures and the protocol followed based on the clinical case which is presented by scientific research and knowledge that the student has acquired
  • Specify intermediate care procedures relying on scientific-technical language.
  • Apply the basic performance criteria for intermediate care procedures independently and adapting them to different contexts
  • Use sustainable resources in intermediate procedures to be performed (quantity, rejection, selective and recycling, if applicable)


5. Procedures II
5.1 Treatment and care of acute wounds. Stoma care
5.2 Drainage
5.3 Sutures (placement and removal of sutures and staples)
5.4 Treatment and prevention of chronic wounds

6. Bandages
6.1 Recurring Bandages
6.2 Functional Bandages
6.3 Compression bandages
6.4 Plaster bandages and full cast bandages
6.5 Cutaneous traction placement and mobilization of the patient

7. Catheterization
Introduction to the sterile field. 

7.1 Bladder catheterization. Bladder sphincter reeducation
7.2 Nursing care in relation to central catheters. Protocol "bacteremia". Placing TPN.
7.3 Removing Blood culture. DRUM placement
7.4 Handling of the chemotherapy sheets
7.5 Handling Puerto-a-cath (or BradPort) along with medication and infusion pumps.

8. Procedures III
8.1 NE Placement (nasogastric) and management
8.2 Placement and maintenance of the F/C(Urinary catheter)
8.3 Extraction of blood cultures

Teaching and learning activities

The methodology followed in the nursing simulation laboratories is a teaching-learning methodology based on reflective thinking practice and participation. To do so, there are no more than 10 or 11 students in lab simulation groups. The sequence of the teaching activity has been organized according to the following structure:

  1. Presentation of Unit
  2. Exploration of previous knowledge
  3. Presentation and discussion of the case
  4. Theoretical contribution - practice
  5. Practical training
  6. Independent practice
  7. Practice reflection

Classes are conducted according to the following activities:

  • Discussion
  • Oral presentation
  • Case analysis
  • Video or DVD work
  • Modeling metacognitive
  • Role-Playing
  • Problem solving
  • Clinical Records

    The classes are always 1 hour and 50 min. long.

Evaluation systems and criteria

Areas to evaluate and the percentage of total final mark:

  • Practical test at the end of the syllabus (70%): students will individually solve a series of problems in different real hospital situations. Students must pass the exam (5) in order to take an average with the rest of the areas
  • Mid-term exam: case resolution class by simulation (20%) and examen on_line (10%)

Attendance to lab simulation classes: 0.5 points will be deducted from the final exam for each day of non-attendance to classes (no more than 4 days can be missed). The criteria applies only in the first examination taken by the student.
Attendance to the lab simulation is compulsory and the student must have attended at least 88% of classes. The activity with the standard patient in the second semester is also fully compulsory and one point from the final exam will be deducted for non-attendance.
Each student must attend classes in the group that have been assigned and changes will not be accepted. There will be no possibility of recovering lost classes. Only if there is a justified reason for the student's absence should they contact the professor to report the situation and to look for alternatives.
Accepted reasons for absence: student hospitalization or death of a close relative.

The first resit: the mark from the midterm exam will be counted as well as 70% of the final test. If you have failed the mid-term exam, it can only be recovered by the final test with a maximum mark of 5. Finally, if the intermediate test hasn't been performed, you can recover only by the final test and must obtain on it a grade of 7 to pass the course.

Honors qualifications will not be awarded during retakes.

  • Before enrolling in the course again, compatibility with the other courses should be looked at.
  • For the following resits, if granted, the same criteria apply. That is, the 3rd and 5th will be like the 1st and the 4th and 6th will be like the 2nd.
  • In these convocations the student will be excluded from the rules of attendance as long as in the 1st convocation the student has a proven an attendance of an 88%, otherwise the rules will be applied (the student needs to have at least an attendance of an 88% in one convocation).


The final grade of this subject will be affected by the non-attendance to any of the 3 leadership tutorials of each semester in the following proportion: 0.5 points if missing in the 3 occasions; 0.4 points if you miss 2 tutorials and 0.3 if you miss 1 tutorial. This rule will apply to approved students and unca will be subject to suspension of the subject.

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
  • 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

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

  • E1 09/06/2020 10:00h
  • R1 19/06/2020 09:00h
  • E2 10/07/2020 08:00h
  • R2 17/07/2020 12:00h
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