Subject

Practicum Profile in International Nursing I

  • code 09832
  • course 4
  • term Semester 1
  • type op
  • credits 6

Module: Module MINORS (Choose one minor)

Matter: International Nursing

Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff

Head instructor

Dra. María de los Ángeles CEREZUELA - cerezuela-alumni@uic.es

Other instructors

Dra. Maria del Pilar FUSTER - pfuster@uic.es
Dda. Iria CHAO - iriachm@uic.es
MsU María Teresa ALONSO - lm051676@uic.es
Dra. Elisabet GARCIA - e.garcia@uic.es
Dra. María Luisa MARTÍN - marisamf@uic.es
MsU Eva María SÁNCHEZ - emsanchez@uic.es
Dda. Finola O Connor LEGGETT - folegget@uic.es

Office hours

  • Students in practice, can be directed to your academic tutor via email, as long as they need.


  • You can also contact the coordinator of the practicum, by appointment (unless urgent), via email.

Introduction

Responsible: Dr. Maria Dolores Bardallo-bardallo@csc.uic.es
Course 4 °.
Academic year: 2012-1013 1st Semester

The subject Practicum Profile, is a newly created course to students from 4 th grade that can be extended by the students of any grade 4 mentions. It is designed to help students complete their curriculum and deepen practical in areas related to the words chosen by the student in his senior year. It can be developed in the hospital, and geriatric, as in the field of community or solidarity projects, according to the words chosen. It develops in the 1st semester of 4th year and lasts for 7 weeks. Halfway through the period, carry out a rotation so that students can diversify their learning in different contexts.

 

Pre-course requirements

  • Not required

Objectives

  1. Further develop knowledge, skills and attitudes of students in specific areas of practice
  2. Developing skills to the required level, according to performance criteria defined in the 4th year

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

- Take decisions, supervised, the interdisciplinary team
- Evaluate the consequences of their decisions
- Use with supervision, communication skills relevant to their daily practice
- Raises potential problems of nursing research
- Propose alternative solutions to problems posed
- Propose alternative, supervised solutions to ethical conflicts detected.
- Joint proposals specific learning and professional development throughout life (LLL)
- Decides how to implement plans of care, with supervision
- Reflect on and identify action to improve situations
- Set goals for personal and professional development
- Formulate strategies to achieve their goals
- Face, assertivament, changes that occur in clinical practice.
- Provides appropriate patient care, and community groups at risk, with supervision, through the use of Critical Care Nursing Process
- Transfer of Critically, the results of science in professional practice.
- Raises-care plans, incorporating elements of the cultural context of the user and code of ethics in the context of nursing.
- Develop, with supervision, care plans aimed at health promotion and disease prevention, appropriate to the population.
- Propose strategies to develop community empowerment

Syllabus

  • Work in the hospital context, healthcare, or Community Health and Cooperation, in response to critically ill patients, chronic patients, healthy people and risk groups.

Teaching and learning activities

In person

• Tutoring clinic: focusing on the involvement of the student, by the nurse who is assigned to center practices, and monitoring the learning process that carries the student.

• Academic Tutoring: is a learning activity and assessment developed by a University Professor, individually and / or in small groups, in the context in which students conduct practices. Reflective learning is based on and is held every week at the University, with an average commitment of 30-45 minutes per student per session.

• Report of practices. After the practicum, students must submit a work which exposes its learning objectives, learning obtained his experience in professional practice and reflection on their practices. me

Evaluation systems and criteria

In person

Tutoring Clinic (30%)
Academic tutoring (20%)
Report prácticum (50%)
The assessment documents, which specify the expected learning outcomes for students, are available to the Intranet, the issue of work experience, in the section "Educational materials" of the teaching guide the subject. The document through which will assess the academic tutor, the student will appear in the first tutorial of the practicum
The documents in 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 practices.

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. (2007 )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
             guiadepractiquesdelgraueninfernaria13_14_cor.pdf 
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