Subject

Advanced Practicum II

  • code 09530
  • course 3
  • term Semester 1
  • type PR
  • credits 6

Module: Module Nursing Care from Birth to Death

Matter: Advanced Practicum

Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff

Introduction

 

The International University of Catalonia offers its students the opportunity to practice the seven months to begin their training. Students are distributed in hospitals and primary care, prestige and professional accreditation for teaching.

Each student is a professional tutorial center during his probationary period. In addition, a professor at the University track continues through the middle of practice visits and mentoring once a week at university, to ensure learning and meeting students during their practical experience.

In the third year, are carried out 14 weeks of practice, spread over Advanced Practicum I, II, III and IV. Distributed in the different areas that make hospital care (Medicine, Surgery, Orthopedics, Geriatrics, Oncology, Maternity, neonatal, operating rooms, intensive care, etc..) and the Primary Care (Nursing consultations for chronic patients, care of Nursing the child healthy, home visits, terminal patient care, education activities and health promotion, health surveillance and health, care and monitoring of drug addiction, etc.).

 

Pre-course requirements

 

  • Vaccination (according to the rules contained in the Rating Guide) updated.
  • Having the appropriate uniform.
  • Having made the subject of Care Basics.
  • Credits have made the Basic Simulation Laboratory.
  • Not in a position to lower due to health problems, accident or any other contingency related to health.

It is recommended to have completed the Initiation and General practicum of previous years.

 

Objectives

The students during the internship program, must have integrated the following objectives:




 Integrate knowledge and skills.

Acquire skills and attitudes needed to care for different users in different circumstances.

Develop emotional skills, relationships and communication in the relationship with the patient, family and community.

Take care of the person during different states of health that can be found through the PAE (Nursing Care Process)

Discover the knowledge and skills that an expert uses in the planned strategies in different protocols.

To know and implement the various nursing roles. And to know the role of different professionals within the multidisciplinary team.

Located in the structure and functioning of the unit and training center.

Manage resources responsibly.

 

 

Objectives of the Advanced Placement

At the end of the probationary period the student should be able to demonstrate ability and skill within the nursing unit. To the student will be able to:

Acquire skills in specific techniques related to the operation of technological equipment, materials and aparatatge own unit.

Recognize and interpret in practice the plan of care given during the 3rd year pathologies.

To acquire the basic relational skills in order to work in EAP.

Distinguish and participate in various activities undertaken by the community nurse (scheduled consultations, on demand, home visits, care, injections, vaccinations, extractions, training, disciplinary meetings).

Know and use correct documentation and records (HCAP, MEAP, PAI, ILT, recipes, computer programs, etc.) Used in different centers of practice.

Learn how the basic tools of health education.

Understand the phases of primary care and community-oriented groups can be formed.

 To evaluate the user adult, pediatric and geriatric, following a model nurse. Plan care according to nursing standards and evaluates the effect of nurse intervention on the health of the user-patient

 Understand the ethical and legal principles of the delegation to other team members and Health Officer, under supervision, the nursing activities.

Competences / Learning outcomes of the degree programme

  • 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.
  • 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.
  • 20. B - Multidisciplinary teamwork
  • 22. G - Use and management of information and research
  • 23. B - Ability to analyze and synthesize.
  • 24. G - Ability to work autonomously.
  • 26. G - Ability to generate knowledge from practice.
  • 27. G - Ability to adapt to new situations.
  • 28. E - Leadership in nursing care and in nursing teams to improve quality care for people, participation in health policy and professional development.
  • 4. B - Understand the interactive behavior of the person according to their gender, group or community, within their social and multicultural context.
  • 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.
  • 9. E - Promote healthy lifestyles, self-care, as well as the maintenance of therapeutic and preventive behaviors.

Learning outcomes of the subject

At the end ofthe field of "Advanced Practicum," the student will beable to:
•Discuss the results of nursing researchand its impact onprofessional practice and uses, with the supervision of theirclinicaltutor.
• Integrat especific knowledge of nursing, biomedical and psychosocial practice professional and showsability in performing complex procedures,both in the hospital and primary care and identifies the knowledge generated from the reflection in action and action.
• Per formuser nursing assessment adult, pediatric or geriatric, following a model nurse. Plan care according to nursing standards and evaluates the effect of nursing intervention on the status of the user /patient.
•It is committed tospecific learning objectives for professional development and establishing professional development goals.
• Facilitate patient involvement in any of the procedures you perform. Promotes patient self-care using health education as an instrument of support patient and family,positive lyre in forcing the behavior observed in the serving people when they are aimed athealthy living.

Critical patient care

• Know theethical and legal principles of the delegation to other healthcare team members and delegated, under supervision, activities atthe nurse's aide.

 

Syllabus

• Knowledge of the care setting.
• Communication with the patient and the healthcare team.
• Assessment of the patient.
• guided participation in child care, adult and elderly healthy / sick in Primary Care.
• Guided Participation in the care of children, adults and older people hospitalized in an exacerbation or chronicity.

Critical patient

Teaching and learning activities

In person

• Tutoring Clinic: focuses on the accompaniment of the student by the nurse who is assigned in the middle of practice, and in monitoring the learning process the student stars.

• Academic tutoring: it is a learning and assessment developed by a professor at the University, individually and / or in small groups in the context where students practice. It is based on reflective learning and is held every week, with an average student commitment of 30-45 minutes per session.

• Practice report. At the end of the practicum, students have to submit a job that exposes their learning goals, learning from their experience in professional practice and reflection on the practices.

Case method

Evaluation systems and criteria

In person

•TutoringClinic: 30%
•Academic tutoring: 20%
•50%of practicesreport

The assessment documents, which specify the expected learning outcomes for students, are available to the Intranet, the issue of the Practicum, the section of "educational material" of the teaching guide subject. The document through which evaluate the academic tutor, the student will appear in the first tutorial of the practicum.
The documents of the dossier evaluation practices must submit signed and sealed. The presentation without this requirement will result in the withdrawal of 1 point of the final practice.

No fees of Honor awarded for 2nd call

Bibliography and resources

  • 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 práctica de enfermería. (7ª ed.). Nueva York: Interamericana, McGraw-Hill
  • Iyer P. W., Taptich B. J., Bernocchi-Losey D. (1997). Proceso y diagnóstico de enfermería (3ª ed) México: 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. ( )Teorías y modelos de enfermería
  • Hernández Conesa, J. (1995). Historia de la Enfermería: Análisis histórico de los cuidados de enfermería. Madrid, interamericana - McGraw-Hill.
  • Dossier de Laboratorio de Simulación 

 

Teaching and learning material

      Material
             guiadepractiquesdelgraueninfernaria14_15_cor.pdf 
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