Advanced Practicum IV

  • code 09532
  • course 3
  • term Semester 2
  • type PR
  • credits 6.5

Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


UIC offers its students the opportunity to have a practice placement seven months into the first scholar year.

Each student is supervised by one of the professionals of the center during their placement. In addition, there will be a continuous monitoring of the process by a professor of the University through visits to the training center and a weekly tutoring in the University. This will be carried out in order to ensure learning and student satisfaction during their practical experience. In addition, there will be continuous monitoring of the process by a professor of the University through visits to the training center and a weekly tutoring in the practical environment. This will be carried out in order to ensure learning and student satisfaction during their practical experience.

Third year students have a 14 weeks internship according to the Advanced Practicum I, II, III and IV. This 14 weeks will be divided into the different areas of which are included in Hospital Care (Internal Medicine, Surgery, Orthopedics, Geriatrics, Oncology, Maternity, neonatal, ORs, intensive care, etc.) and Primary Health Care (Nursing Consultation for chronic patients, pediatrics nursing, home visits, terminal patient care, education activities and health promotion, health monitoring and occupational health, drug addiction monitoring and care, etc.)

Pre-course requirements

  • Updated Vaccination (according to the rules laid out in the Degree Guide)
  • Have the appropriate uniform.
  • Have passed the subject Fundamentals of Care.
  • Have passed the subject Basic Simulation Laboratory.
  • Not to be on leave for health reasons , accident or any other contingency related to health.
  • We recommend having completed the previous practicums


During the practice placement, the students must assimilate the following objectives:

  1. Knowledge of the context of care.
  2. Communication with the patient and the healthcare team.
  3. Assessment of patient.
  4. Guided participation in caring for healthy/sick adults/ elderly person in Primary Care.
  5. Guided participation in caring for hospitalized adults /elderly people in exacerbation or chronicity situation.
  6. Integrate theoretical and practical knowledge.
  7. To acquire those skills and attitudes needed in order to provide care to the different users in different circumstances.
  8. Develop emotional, relationship and communication skills when treating the patient, his/her family and his/her community.
  9. Provide care assistance to a person in different states of health that they might experience through the Nursing Care Process (P.A.E)
  10. Discover the knowledge and skills that an expert uses while developing the planned strategies of the different protocols.
  11. Learn and put into practice the different roles of nursing. And learn about the role of the different professionals within the multidisciplinary team.
  12. Find a place in the structure and operation of the unit and placement center.
  13. To manage resources responsibly.


Advanced Practicum specific objectives:

At the end of the work placement the student must be able to demonstrate ability and skill within the nursing unit. The student will be able to:  

  1. Acquire skills in specific techniques related to the operation of technology, materials and medical equipment of each unit.
  2. Recognize and be able to put into practice efficiently the pathologies Care Plan taught during the 3rd year.
  3. Acquire basic relational skills to work in a Primary Care Unit (EAP, Equipo de Atención Primaria) .
  4. Distinguish and participate in the various activities carried out by the community nurse (scheduled consultations, on demand, home visits, care, injections, vaccinations, extractions, continuing education, interdisciplinary meetings).
  5. Get to know and correctly use the documentation and records such as HCAP (first care clinical records), MEAP (first care form), PAI (Individualized Plan of Care), ILT (temporary leave form), prescriptions, software, etc. used in the different centers of practice.  
  6. Learn the operation of the basic tools of health education.
  7. Understand the stages of the community oriented towards the primary care process.
  8. Make assessment of adult, pediatric and geriatric users, according to a nursing model. It is necessary to be able to plan care according to nursing standards and evaluate the effect of nursing intervention on the health status of the user-patient
  9. Understand ethical and legal principles of delegating to other healthcare team members and be able to delegate activities, under supervision, to nursing assistants.


  • 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

After completing the advanced Practicum III, students will be able to:

  • Discuss the results of nursing research and its impact on professional practice. They will also be able to use these results under the supervision of their clinical tutor.
  • Integrate specific nursing, medical and psychosocial knowledge into professional practice and show ability in performing complex procedures, both in hospitals and primary care centers as well as to identify the knowledge generated from the reflection about action. 
  • Conduct nursing assessments on adult, pediatric or geriatric users, according to a nursing model. Plan care according to nursing standards and evaluate the effects of nursing intervention on the health status of the user-patient
  • Execute themselves to specific learning objectives for their professional modification and to establish objectives of professional development.
  • Facilitate patients' involvement in any of their own procedures. Promote patient self-care using health education as a tool to support the patient and family, positively reinforcing the healthy behaviour observed in patients.
  • Critical patient's care
  • Understand ethical and legal principles of delegating to other healthcare team members and be able to delegate activities, under supervision, to nursing assistants.


  • Knowledge of the context of care.
  • Communication with the patient and the healthcare team.
  • Patient assessment.
  • Guided participation in caring for the children, adults and the healthy / sick elderly in Primary Care.
  • Guided participation in caring for hospitalized children, adults and the elderly in exacerbation or chronicity situation.
  • Critical patient

Teaching and learning activities

The methodologies that will be used are:

  • Cooperative learning
  • Case solving
  • Group or individual mentoring sessions
  • Autonomous learning
  • Traineeship

The following and assessment of the student and these methodologies will be carried out in 3 areas:

  • Clinical mentoring: focuses on the accompaniment of the student by the nurse who is assigned in the placement center, and on the monitoring of the learning process of the student. It is an observational and modeling learning model.
  • Academic tutorial: a learning and assessment activity carried out by a professor of the University, individually and / or in small groups, at the work placement centers of the students. It is done every week, with an average student dedication of 30-45 minutes per session.
  • Practicum Report: At the end of the practicum, the student must submit a report that presents their learning goals, obtained knowledge, experience gained during the work placement and a reflection on the practicum itself.
  • Case Method

Evaluation systems and criteria

  • Clinical mentoring: 25%
  • Self - Assessment: 5%
  • Academic tutorial: 20%
  • Practicum report 50%

Evaluation documents, where the learning results expected for the student are specified, are available on the Intranet, in the dossier of the practicum, section "Teaching materials" of the Course Description (Guía Docente) of the subject. The document through which the academic tutor evaluates will be shown to the student during the first tutorial of the practicum.

Unexcused absence at the introductory session of the course will be penalized with a 0.5 point deduction in the overall mark for the course.

Justified reasons for absence:

  • Disease
  • Accident
  • Death of a relative
  • Main family events such as weddings, communions, baptisms, etc.
  • Competition in federated teams of the University.

There will be no option to recover unexcused absences (work placement or tutorials).

These will be reflected in the student's mark as follows:

  • = 5%: lowering the overall mark
  • > 5%: Practicum fail and retake in the first resit. 

In both cases the final decision on the student's mark will be taken by the work placement evaluation board. 

The first day of work placement the student must present the internship dossier to the clinical mentor and submit the internship agreement in the assigned Health center, this is a prerequisite to star the internship.

The evaluation documents of the internship dossier must be submitted, signed and sealed. The presentation without this requirement will entail the withdrawal of 1 point of the final mark.  

First Class of Honors is a special mention in addition to the final mark, granting this special mention will be decided by the evaluation board of the subject, according to the merits of the student.

Honors will not be awarded in the first resit.

Students who fail a practicum in 1st call because they have not passed the portfolio, if they are in 4th course, they will not be able to process the title until the closure of records in 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

            Guía de pràctiques guiadepracticascastellano17-18.pdf 
            Memoria de Pràcticas memoriapracticas.pdf 
            Reglamento Interno UIC prácticas ri_regulador_practiques_externes.pdf 
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