Universitat Internacional de Catalunya - Barcelona

Practicum Profile in International Nursing II

• code 09833
• 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

Head instructor

MsU Rebeca GÓMEZ - rebecagi@uic.es

Other instructors

Dda. Marta FERNANDEZ - mfernandezy@uic.es
MsU María Teresa ALONSO - lm051676@uic.es
MsU Sílvia PILAR - spilar@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

• Practice in Los alumnos, addressing Furthermore, knowing in your academic tutor via email, provided that tengan needs.
• May make contact with the coordinator of the practicum, by appointment (if not Urgent), via mail.

The subject profile Practicum is a course aimed at creating new 4 th grade students that can be studied by students of any mention of 4 th year. Is designed to help students fill in their curriculum and explore practical in areas related to the words chosen by the student in his final year thesis. It can develop in both the hospital and healthcare, as in the community or area of solidarity projects, according to the words chosen. It develops on the 1 st to 4 th semester course and lasts 7 weeks. In the midterm, it will be a rotation so that students can diversify their learning in different contexts.

• Not required

1. Deepen the knowledge, skills and attitudes of students in specific areas of professional practice

2. Develop skills to the required level, according to the criteria defined in Result 4 th year

• 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.

- 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 the care plan, 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

• Practice in the hospital, geriatric, community or Health and Cooperation, seeing patients in critical condition, chronic patient, healthy and risk groups.

• 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. Case Method

Tutoring Clinic (30%)
Academic tutoring (20%)
Report prácicum (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.

• 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