Nursing Degree First Year

Nursing Degree

First Year

ACADEMIC YEAR 2019-2020

Nursing Degree First Year

CURRICULUM

CREDITS AND STRUCTURE OF THE QUALIFICATION To obtain the degree qualification students must have earned 240 ECTS credits. These 240 credits will contain all the theoretical and practical training: basic aspects of the branch of knowledge, compulsory or optional subjects, seminars, external practical work experience, teacher-led work, dissertation and other training activities. The studies will be completed with a dissertation.

Qualification: The title of “graduate” will be awarded. Type of title: Official Duration: 4 years Total credits: 240 ECTS

DEGREE MAJORS A major is a university pathway organised, in this case, by our centre and aimed at students of a bachelor’s degree in Nursing.

It is an innovative and complementary path that the Gimbernat University Nursing School offers its students, and that allows them to organise their studies to obtain a second specialisation in an area of knowledge complementary to the qualification.

Credits earned in the major will form part of the total credits required for the bachelor’s Degree and will take optional credits of this degree curriculum into account.

The student can graduate with:  The major "LEADERSHIP INNOVATION AND EMERGING ROLES IN NURSING"  The major "NURSING, INNOVATION AND DIGITAL HEALTH"

DISTRIBUTION OF THE CURRICULUM IN ECTS CREDITS. The 240 ECTS credits Curriculum spread over four years. These 240 credits will contain all the theoretical and practical training: basic training, compulsory training, external practical work experience, optional (pathway) and a dissertation.

TYPE OF External practical Final Basic training Compulsory Optional pathways SUBJECT work experience project

CREDITS 60 150 30 81 9

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Nursing Degree First Year

SEQUENCING OF THE EU GIMBERNAT NURSING CURRICULUM

BOE [Official State Gazette] No. 285 of 27 November 2012

Code Course Nature Semester ECTS 200593 Psychosocial Sciences BT 1 6 200594 Communication and ICT BT 1 6 200599 Nutrition Principles BT 1 6

Structure and Function of the Human Body 200596 Structure of the Human Body BT Annual 12 200597 Function of the Human Body 200601 History of Nursing Care and Thought CO Annual 9

Firstyear 200595 Culture, Society and Health BT 2 6 200598 Biostatistics Scientific Methodology BT 2 6 200600 Introductory Practicum CO 2 9

Total credits first year: 60

Code Course Nature Semester ECTS 200606 Public Health CO 1 3 200604 Nursing and Community Health CO 1 9

200605 Advanced Practicum I CO 1 6 Integrated Module of Adult Care (MICIA) 200602 Adult Nursing Care CO Annual 18 200603 Clinical Pharmacology and Applied Therapeutics BT 200608 Function of the Human Body II BT 200609 Health Education CO 2 6

Second year Second 200611 Advanced Practicum II CO 2 6 200610 Ethics and Legal Framework in Nursing CO 2 6 200607 Therapeutic Communication BT 2 6 Total credits second year: 60

Code Course Nature Semester ECTS 200613 Nursing Care for women, children and adolescents CO 1 6 200619 Management and Quality of Nursing Services CO 1 3

200614 Nursing Care in Mental Health CO 1 3 200615 Advanced Practicum III CO 1 9 200616 Advanced Practicum IV CO 2 9 200617 Advanced Nursing Care in Complex Situations CO 2 3 200620 Specialist Practicum I CO 2 9

Third year Third 200618 Nursing in Palliative Care CO 2 3 200621 Specialist Practicum II CO 2 12 200612 Nursing care in the Ageing Process CO 2 3 Total credits third year: 60

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Nursing Degree First Year

Code Course Nature Semester ECTS 200622 Specialist Practicum III CO 1 9 200624 Dissertation CO Annual 9 200623 Specialist Practicum IV CO 2 12 Total compulsory credits fourth year: 30

Pathway 1 LEADERSHIP, INNOVATION AND EMERGING ROLES IN NURSING Code Course Nature Semester ECTS 104109 Leadership strategies and policy responsibility OT 1 6 104107 Innovation and Entrepreneurship in Nursing OT 1 8 104108 Emerging Roles and Advanced Nursing OT 1 4 200901 External Practicum I OT 2 12 Total optional credits fourth year: 30

Fourth year Fourth Pathway NURSING, INNOVATION AND DIGITAL HEALTH 2 Code Course Nature Semester ECTS 104111 Nursing and Digital Health OT 1 4 104110 Trends and Future of ICT in Health Organisations OT 1 6 104107 Innovation and Entrepreneurship in Nursing OT 1 8 200902 External Practicum II OT 2 12 Total optional credits fourth year: 30

(*) Nature: BT.- Basic Training; CO. - Compulsory; OT.- Optional

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Nursing Degree First Year

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course PSYCHOSOCIAL SCIENCES Code Academic year 2019-2020 ECTS Credits 6 Course type BT Year 1st Degree Semester One Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN-SPANISH

FACULTY INFORMATION

. Teacher-in-charge Name of teacher Eulàlia Guix Llistuella e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

There are no prerequisites

COURSE CONTEXTUALISATION

Psychosocial factors play a key role in the development of many diseases and in their recovery process. The skills of the nurse to observe and understand the person’s reactions in health and disease processes are essential to provide adequate and quality nursing care.

The psychosocial nursing course is a compulsory course that aims to lead the student to: A. The learning of knowledge about the psychological development of human beings. B. Develop psychosocial competencies and skills to offer quality nursing care. C. Learn approach and support techniques, to take care of the psychosocial aspects of ill people and their families.

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies

Competency CE4. Demonstrate an understanding of the interactive behaviour of people based on their gender, group or community within their social and multicultural context. Learning outcomes CE4.1. Identify and explain which behaviours define a person’s interactive behaviour based on their gender, group or community. Identify the different conceptual models of human behaviour. CE4.3. Identify the different types of interactions, according to belonging to a group, gender, community, within their social and cultural context.

Competency CE7. Demonstrate understanding unprejudiced of people, considering physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, guaranteeing the right to privacy through confidentiality and professional secrecy.

CE7.1. List and identify the physical, psychological, and social Learning outcomes consequences that define the maturity of the person such as being independent and autonomous. Be aware that all aspects of the person interact and that there is a need for a balance between them to stay healthy. CE7.2. Describe and explain the rights of the individual to be respected in their beliefs and their intimacy. Identify psychosocial aspects that make the individual unique. CE7.3. Apply the right to privacy through confidentiality and professional secrecy. CE7.4. Identify and understand the psychosocial responses to loss and death and know the measures to help the person and the family at these times. Know your own emotions and how you express them. CE7.5. Identify the psychosocial components of individuals and the values and beliefs that identify them as an autonomous and independent person during their life cycle. Know the different dimensions that psychosocial aspects present.

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

Competency CE11. Establish effective communication with nurses, families, social groups and partners and promote health education. Learning outcomes CE 11.9. Identify the characteristics of effective communication. CE 11.12. Adapt communication for different audiences. CE 11.13. Have a cooperative attitude with the different members of the team. CE.11.14. Identify the conduct and behaviour that generates health. Identify the factors that may explain people’s behaviour. CE.11.18. Indicate the instruments necessary for effective communication, respectfully and effectively with peers.

Cross-curricular competencies

Competency CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing. Competency CT5. Acquire and use the necessary tools to develop a critical and reflective attitude. Compare content and reflect.

General competencies

Competency CG3. Respect the diversity and plurality of ideas, people and situations.

CONTENT

THEMATIC UNIT 1: INTRODUCTION TO PSYCHOSOCIAL NURSING

TOPIC 1.- EVOLUTION OF NURSING CARE. Evolution of nursing care. Comprehensive care of the person. Psychosocial care in nursing. Importance of individualised care

TOPIC 2.- CONCEPTUAL MODELS OF HUMAN BEHAVIOUR. Biological-medical model. Psychoanalytic model. Interpersonal model. Behavioural model. Humanist model. Systemic model. Cultural model. Cognitive model. Neuroscience

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

THEMATIC UNIT 2: PSYCHOSOCIAL FOUNDATIONS FOR COMPREHENSIVE CARE OF THE PERSON

TOPIC 3.- BIOLOGICAL BASES OF BEHAVIOUR. Basic concepts of the nervous system. The neuron. Biological thought processes. Nervous system development. Application in nursing care

TOPIC 4.- INTELLECTUAL DIMENSION. Sensations and perception. Learning and memory. Thought and intelligences. Introduction to communication processes

TOPIC 5.- EMOTIONAL DIMENSION. Motivation. Emotions and their expression. Stress and adapting to change

TOPIC 6.- SOCIAL DIMENSION. Socio-cultural factors that influence human behaviour. This topic will be developed in depth on the culture, society and health course

TOPIC 7.- SPIRITUAL DIMENSION. Meaning of life. Vital objectives. Spirituality and religion

TOPIC 8.- INTERACTION OF ONE DIMENSION WITH OTHERS AND WITH THE ENVIRONMENT. Self-reliance

THEMATIC UNIT 3: HOLISTIC PERSPECTIVE OF THE LIFE CYCLE

TOPIC 9.- CHILD DEVELOPMENT. Theories on child development

TOPIC 10.- ADOLESCENCE. Puberty. Youth. Biological, intellectual, emotional, social and spiritual dimension.

TOPIC 11: - ADULTHOOD. Biological, intellectual, emotional, social and spiritual dimension.

TOPIC 12.- OLD AGE. Biological, intellectual, emotional, social and spiritual dimension.

THEMATIC UNIT 4: THE PERSON AS A CONNECTION UNIT

TOPIC 13.- BASIC PSYCHOSOCIAL CONSIDERATIONS. Personal adaptation and growth. Lifestyle. Health as a state of balance

TOPIC 14.- ATTITUDES. Functions. Stability. Self-realisation

TOPIC 15.- VALUES AND BELIEFS. Religion. Culture. Society. This topic will be developed in depth on the culture, society and health course

TOPIC 16.- INTRA- AND INTER-PERSONAL RELATIONSHIPS. Introduction to people’s relationships. Self-awareness. Self-esteem. Friendships. Attraction. Social groups

TOPIC 17.- SELF-CARE AND PERSONAL GROWTH. Positive thoughts. Introduction to assertiveness. Resilience

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1: Preparation of a learning folder with a summary of the theoretical concepts and most relevant schemes of the courses, reflections and analysis of cases of current affairs by means of press articles, films, fragments of books, games and situations posed in class.

The activity must be done individually. Assessment of the folder will be continuous during the course. This encourages correction by the student. It must be submitted completed, at the end of the course. On the first day of class the student will be given guidelines to complete it. This activity works on competencies: CE4, CE7, CT4 and CT5.

Activity 2: Seminar. In small groups. Compulsory attendance. SEMINAR: Managing emotions. Components of emotion. Emotional situations. Function of emotions. Expressing emotions. Assessment of emotional state and nursing interventions. This activity works on competencies: CE7, CE11, CT8 and CG3.

Activity 3: Forum. The objective of this activity is to analyse and reflect on articles (published in English and in Spanish) and cases or news of social issues in relation to the course, that the teacher will post in the forum. The individual work of each person must be attached to the learning folder. This activity works on competencies CE4, CE11, CT4 and CT5.

HOURS TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES STUDENT WORKLOAD Theoretical-participatory CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, Teacher-led presentations, working groups CE11.8, CE11.9, CE11.14, CE11.18, 40.5 h act. in class CT4 and CT5 (25-35% total hours) CE7.3. CE7.4, CE11.9, CE11.12, Emotions seminar 6 h CE11.13, CE11.18, CT8 and CG3 CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, Guided act. Tutorials CE11.8, CE11.9, CE11.14, CE11.18, 3.5 h (approx. 10%) CT4 and CT5 CE4.1, CE11.14, CE11.18, CT4 and Forum 20 h CT5 CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, Preparation of a folder of Independent study CE11.8, CE11.9, CE11.14, CE11.18, 35 h learning. act. CT4 and CT5 (minimum 50%) CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, Study CE11.8, CE11.9, CE11.14, CE11.18, 45 h CT4 and CT5

TOTAL HOURS 150 hours

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

ASSESSMENT

The assessment should be aimed at demonstrating that the student has acquired the competencies of the course, therefore it will be carried out in the following way and will continuously be for the whole course:

Activity number 1: The learning folder, serves to assess competencies CE4, CE7, CT4 and CT5, compulsory individual activity for all students and represents 50% of the total mark. The addition of documentation and participation in class will be assessed. To pass the course the completed learning folder must be submitted and your score must be at least of 2.5 points out of 5. At the start of the course, the professor will give the guide to its completion and the dates in order to perform continuous assessment. In the event of suspending this assessed activity (mark below 5), the student will have the option of taking a repeat exam.

Activity number 2: Emotions seminar assesses competencies CE7, CE11, CT8 and CG3 in a group way with the assistance and participation in the seminar and represents 30% of the total mark. Your participation is compulsory. Of this 30%, 50% will be obtained for attendance and another 50% for the chapter of the learning folder on the seminar and its content.

Activity number 3: Forum assesses competencies CE4, CE11, CT4 and CT5 on an individual basis a 20% will represent the total mark. The work done in the forum will be a chapter of the learning folder.

To pass the course it is essential that activity 1 gets at least a score of 2.5 out of 5 and attendance of the emotions seminar.

Students will have the option to review their qualifications on the planned dates during their publication period.

FINAL MARK HOURS STUDENT ASSESSMENT ACTIVITIES LEARNING OUTCOMES PERCENTAGE WORKLOAD Preparation of a folder of CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, CE11.8, 50% - learning. CE11.9, CE11.14, CE11.18, CT4 and CT5

Attendance and CE7.3. CE7.4, CE11.9, CE11.12, CE11.13, participation in the 30% - CE11.18, CT8 and CG3 emotions seminar

Participation in the forum 20% CE4, CE11, CT4 and CT5. TOTAL HOURS -

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Novel G, Lluch MT, Miguel 2003 Enfermería psicosocial y salud Barcelona Masson MD mental (Psychosocial nursing and mental health) Tazon P Aseguinolaza L 2003 Ciencias psicosociales (Psychosocial Barcelona Masson Garcia-Campayo J sciences) Rojas Marcos L 2006 La fuerza del optimismo (The Madrid Santillana Ediciones power of optimism) Garcia C, Martinez ML 2001 Historia de la enfermería, evolución Madrid histórica del cuidado enfermero Harcourt (History of nursing, historical evolution of nursing care) Ariès P 1987 El niño y la vida familiar en el Madrid Taurus Antiguo Régimen (The child and family life in the Old Regime) Alberoni F 1980 Enamoramiento y amor (Falling in Barcelona Ediciones B, S.A. love and love) Burnham S 2006 El lenguaje del silencio (The language of silence) Henderson V 1994 La naturaleza de la enfermería. Madrid Interamericana Reflexiones 25 años después (The nature of nursing. Reflections 25 years after later) Acarín N 2005 El cerebro del rey. Vida, sexo, Barcelona RBA conducta, envejecimiento y muerte de los humanos (The brain of the king. Life, sex, conduct, ageing and death of humans) Allué M 2003 The disabled. La reivindicación de la Barcelona Ediciones Bellaterra, igualdad en la diferencia (The S.L. demand for equality in difference) Goleman D 2000 La práctica de la inteligencia Barcelona Kairós emocional (The practice of emotional intelligence) Kübler-Ross E 1991 Vivir hasta despedirnos (Live until Barcelona Luciérnaga you say good-bye)

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

Articles Author Title Journal Volum Year Pages Description/ e comment Casas F, Indicadores sociales Intervención 10 (3) 2001 355-378 González M, y psicosociales de la Psicosocial Coenders G, calidad de vida en Presents research on older Aymerich M, personas mayores people's quality of life from a Domingo A, Del en un municipio municipality base on the analysis Valle A (Social and of perceptions, assessments and psychosocial aspirations related to specific indicators of the areas of their lives. quality of life in older people in a municipality) Soto J, Planes M, El papel de las Psicooncología 0 (1) 2003 75-82 Gras M.E emociones como variables moduladoras del cambio de hábitos Study of the changes in the de salud en health habits of 105 family and familiares y amigos close friends of cancer patients próximos de hospitalised after diagnosis. The enfermos de cáncer aim is to verify whether (The role of knowledge of the disease has emotions as some impact on the modification modulating of their lifestyles. variables of the change of health habits in the family and close friends of cancer patients) Schwartzmann L Calidad de vida Ciencia y 9 (2) 2003 Online It stresses the importance of relacionada con la enfermería version taking into account the patient’s salud: aspectos : perception, their desires and conceptuales motivations in the decision- (Health-related making process in health as well quality of life: as in the assessment of the conceptual quality of healthcare. aspects)

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FIRST YEAR PSYCHOSOCIAL SCIENCES NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books Author/s Year Title Edition Place Publisher Allué M 1996 Perder la piel (Skin loss) Barcelona Planeta/Seix Barral Allué M 2008 La piel curtida (Tanned skin) Barcelona Bellaterra, S.L Espinosa A 2008 El Món Groc (The Yellow World) Barcelona Rosa dels Vents Boliches A 2005 El petit llibre de l’amor (The small book Barcelona Mine on love) Busquets B 2006 El jersey (The sweater) Bucay J 2008 Cuentos para pensar (Stories to get you Barcelona RBA Libros thinking) Hadinger B 2073 Encoratjar a viure. Reforçar l’autoestima Barcelona Fundació i la personalitat de nens i adolescents Universitària Martí (Encourage living. Building self-esteem l’Humà and personality in children and adolescents) Guix X 2006 Descontrólate. Reflexiones para los que Barcelona Ediciones Granica, controlan mucho (Lose control. S.A. Reflections for those who control much) Punset E 2010 El viaje al poder de la mente (The Barcelona Ediciones Destino journey to the power of the mind) S.A. Punset E 2008 El alma està en el cerebro. Radiografía Barcelona Santillana Ediciones de la máquina de pensar (The soul is in Generales, S.L. the brain. Radiography of the thinking machine) Punset E 2009 El viatge a l’amor. Les noves claus Barcelona Edicions 62 S.A. científiques (Journey to love. New scientific findings) Casafont. R 2012 Viaje a tu cerebro (Journey to your Barcelona Ediciones B, S.A. brain) Casafont R. 2014 Viaje a tu cerebro emocional (Journey to Barcelona Ediciones B, S.A. your emotional brain)

Audiovisual material Title Description Amar la vida (Love Film life) La cuarta planta (The Film fourth floor) Magnolias de acero Film (Steel magnolias) En el vientre materno Film (In the womb) Arrugas (Wrinkles) Film

COURSE SCHEDULE

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This information will be available for students enrolled on this course via the virtual campus

FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course Communication and ICT Code Academic year 2019-2020 ECTS 6 ECTS Course type BT Credits Year 1st DEGREE Semester One Timetable Link to the centre’s Web page (virtual secretariat) Teaching language Catalan and Spanish

FACULTY INFORMATION

. Teacher-in-charge

Name of teacher Silvia Bleda

e-mail [email protected] Tutoring schedule To be arranged

. Other teachers

Name of teacher Montserrat Edo Gual e-mail [email protected] Tutoring schedule To be arranged

Name of teacher Diana Martínez

e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

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There are no prerequisites for this course

FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

COURSE CONTEXTUALISATION

Communication is a core competency that all nursing professionals must develop to add quality to their care. The Communication and ICT course is a compulsory course that belongs to the field of communication; it is taught throughout the first semester of the first course, and aims to develop effective communication skills, as well as strategies for the use of ICT as tools for designing audiovisual support materials in oral presentations, to search for relevant information, as well as knowing its applicability in the context of health and teamwork.

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies

Competency CE 11. Establish effective communication with patients, families, social groups and partners and promote health education. Learning outcomes cE 11.1.- Identify the bases of verbal, non-verbal, and written communication. CE11.2.- Adapt communication for different audiences. CE11.3.- Use strategies that allow effective communication.

Competency CE 16. Know the health information systems. Learning outcomes C 16. 1.-Identify the main health information systems. C 16.2.-Use health information systems to search for information. C16.3.- Use ICT as a support for effective communication.

Cross-curricular competencies

Competency CT2. Search, assess, organise and maintain information systems. Competency CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing. Competency CT5. Establish empathic and assertive relations that promote effective communication.

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

General competencies

Competency CG1. Develop critical thinking and reasoning and know how to communicate effectively both in your mother tongue and in other languages.

Competency CPG1. Demonstrate a capacity for initiative, motivation and entrepreneurial spirit in relation to self-learning and with the professional activity.

CONTENT

THEMATIC UNIT 1: THE COMMUNICATION PROCESS

TOPIC 1: BASIC ELEMENTS OF COMMUNICATION. Definition of communication. Difference between communication and information. Factors that influence communication. The communication process.

THEMATIC UNIT 2: VERBAL, NON-VERBAL AND WRITTEN COMMUNICATION

TOPIC 1. ORAL COMMUNICATION. Importance of verbal communication. Speech development and characteristics. The speaker, the audience and the message. Discourse preparation.

TOPIC 2. NON-VERBAL COMMUNICATION. Importance of non-verbal communication. Personal space. Movements of the body and body position. Gesture and look. Using your voice. Communicative silence.

TOPIC 3. WRITTEN COMMUNICATION. Characteristics of written communication. Models of written communication. Rules to organise a text. Critical analysis of texts. Creating a bibliography (Vancouver style). Intratext citation.

THEMATIC UNIT 3: SOCIO-EMOTIONAL SKILLS FOR COMMUNICATION.

TOPIC 1. EMOTIONAL INTELLIGENCE AND SELF-ESTEEM. Definition of emotional intelligence. Socio-emotional skills. Self-esteem.

TOPIC 2. ASSERTIVENESS AND BASIC SOCIAL SKILLS. Differences between social communication and therapeutic communication. Communication styles: passive, aggressive, manipulative and assertive. Assertive rights and duties. Teamwork: basic tools.

TOPIC 3. EMPATHY AND ACTIVE LISTENING. Attitudes and skills for empathic behaviour. Attitudes for active listening.

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

THEMATIC UNIT 4: USE OF ICT AS A COMMUNICATION SUPPORT

TOPIC 1: POWERPOINT AS A STRATEGY FOR AUDIOVISUAL SUPPORT IN ORAL COMMUNICATION. Characteristics of a PowerPoint presentation. Structure of the presentation. Effective use of the audiovisual support.

TOPIC 2: HOW TO SEARCH FOR INFORMATION USING ICT. Sources of information Databases and library catalogues. Collection, analysis and interpretation of information.

TOPIC 3: APPLICATION OF ICT IN NURSING. Use of ICT as pedagogical tools.

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

During the classes different teaching-learning strategies will be used and lectures will be combined with skills seminars:

- Participatory lectures. Works on competencies CE 11.1 and CE 16.

- Seminars on oral communication and interpersonal skills. Dynamics in small groups to work on basic social skills that facilitate communication: Role-playing, analysis of films and personal films. Works on competencies CE 11.2, CE 11.3, CT4 and CT5.

- Seminars on written communication and use of ICT. Reading and analysis of texts Critical analysis exercise. Search for information: search in catalogues and databases. Citation and bibliographic references. Analysis of PowerPoints. Works on competencies CG1, CT2 y CT4, CE16.1, CE 16.2 and CPG 1.

- Online questionnaires on knowledge in search of information and bibliographic references. Work on competencies CE.16.2, CE.16.3 and CPG1.

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

HOURS TYPE OF LEARNING ACTIVITY STUDENT ACTIVITY OUTCOMES WORKLOAD Theoretical presentations CE 11.1 and CE 16.1 12 Seminars on oral CE 11.2, CE 11.3, CT 4 Teacher-led communication and and CT 5 act. interpersonal skills 12 Seminars on written CG 1, CT 2, CE 16.1 and communication and use of ICT CE 16.2 Guided act. Tutorials CG 1 2 Reading and exercises CT 2 and CG 1 18 Preparation of online CE.16.2 and CPG1 12 questionnaires Information search CE 16.2 and CG1 20 Independent Critical analysis of a document CE 16.2, CT 4 and CG1 25 study act. CE 11.1, CE 11.2, CE 11.3, Preparation of oral presentation 12 CT 4, and CE 16.3 CE 16.1, CE 16.2 and CG Study/assimilation 32 1 TOTAL HOURS 145

ASSESSMENT

ASSESSMENT ELEMENTS:

- Assessed activity 1. Oral presentation with audiovisual support. Assesses the competencies CE 11, CE 16, CT2 and CT4 and has a weighting of 25% of the mark.

- Assessed activity 2. Creating online questionnaires on knowledge related to the search for information and critical analysis. It has a weighting of 10% of the total mark of assessed activity 3. Assesses competencies CE.16.2, CE.16.3 and CPG1.

- Assessed activity 3. Critical analysis of a document Assesses competencies CG1 and CT4. Has a weighting of 35% of the total mark for the course.

- Assessed activity 4. Examination. Assesses the competencies CE11, CE16 and has a weighting of 25% of the total mark for the course.

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

- Assessed activity 5. Attendance and participation in the seminars on oral communication, interpersonal skills, written communication and use of ICT. Assesses competencies CG1, CT2 , CT4, CE16.1, CE 16.2, CPG 1, CE 11.2, CE 11.3 and CT5. Must attend at least 80% of the seminars, demonstrate a participatory attitude and submit the tasks proposed by the deadlines set. It has a total course weighting of 15%.

The final mark for the course will be calculated from the weighted average of the 5 activities. To pass the course students will need to complete and pass activities 1, 3 and 4 with a mark of 5 or more.

* Students will have specific guides in the course’s virtual campus to complete the different work which will contain the writing guidelines and assessment criteria.

** In the event of suspending assessed activities 1 (oral presentation) and 4 (examination), with a mark below 5, the student will have the option of taking a repeat exam.

Students will have the option to review their qualifications on the planned dates during their publication period.

HOURS FINAL MARK LEARNING ASSESSMENT ACTIVITIES STUDENT PERCENTAGE OUTCOMES WORKLOAD CE 11.1, CE 11.2, CE Oral presentation with audiovisual 25% 11.3, CT 4, and CE 1 support 16.3 10% of CE 16.2, CT 4 and Creation of online questionnaires assessed 2 CG1 activity 3 Work delivery Critical analysis of a CE 16.2, CT 4 and 35% 0 document CG1 Exam 25% CE 11.1 and CE 16.1 1 CG1, CT2 , CT4, Continuous assessment during the CE16.1, CE 16.2, skills seminars of (attendance and 15% - CPG 1, CE 11.2, CE participation) 11.3 and CT5. TOTAL HOURS 4

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Albadalejo M 2007 La comunicació més enllà de les Barcelona Graó paraules (Communication beyond words) Bach E, Forés A 2008 La asertividad para gente Barcelona Platform extraordinaria (Assertiveness for extraordinary people). Bisquerra R 2002 Educación emocional y Barcelona Cisspraxis bienestar (Social and emotional well-being) Castelló M 2007 Escribir y comunicarse en Barcelona Graó contextos científicos y académicos (Writing and communicating in scientific and academic contexts). Knowledge and strategies. Cassany D 2002 La cuina de l’escriptura (The Barcelona Empúries kitchen of writing) Cervera A, Hernández G 2006 Saber escribir (Knowing how to Madrid Aguilar write) Davis M, MCKey M, 2000 Técnicas de autocontrol Barcelona MR Ediciones Eshelman E emocional (Emotional self- control techniques) Gasull C, Godall P, Martorell 2004 La veu (The voice) Barcelona Publicacions de M l’Abadia de Montserrat Knapp ML 1982 Comunicación no verbal. El 7th Barcelona Paidós cuerpo y el entorno (Non-verbal communication. The body and the environment). McCabe C, Timmins F 2006 Communication skills for New York Palgrave nursing practice Merallo A 1998 Curso práctico de técnicas de Madrid Tecnos comunicación oral (Practical course on oral communication techniques) Serrano S 2003 El regal de la comunicació (The 7th Barcelona Ara Llibres gift of communication) Thompson P 1999 Los secretos de la comunicación Barcelona Granica (The secrets of the communication) Faus F, Santainés E 2013 Búsquedas bibliográficas en Barcelona Elsevier bases de datos (Bibliography searches in databases)

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

Articles Author Title Journal Volume Year Pages Description/ comment Ávila Tomás JF Tecnologías de la Formación Médica 19 2012 365-368 Ávila Tomás información y Continuada en JF comunicación en Atención Atención Primaria Primaria (Information and Communication Technology in Primary Healthcare) Campos Rosa La comunicación científica: Ars 41(1) 2000 11-18 J ¿arte o técnica? (Scientific Pharmaceutica communication: art or technique?) Fernández La inteligencia emocional y Revista 19(3) 2005 63-93 Fernández Berrocal P, la educación de las Interuniversitaria Berrocal P, Extremera N emociones desde el de Formación del Extremera N Modelo de Mayer y Profesorado Salovey (Emotional intelligence and education of emotions from the Mayer and Salovey model) Gaeta Asertividad: un análisis Enseñanza e 14 2009 402-425 Gaeta González L, teórico-empírico investigación en González L, Galvanovskis (Assertiveness: a Psicologia Galvanovskis Kasparane A theoretical-empirical Kasparane A analysis). Vogel Verbal and non- BMC medical 2018 doi: Vogel D, Meyer verbal communication skills education 10.1186/s12909- D, Meyer M, Harendza including empathy during 018-1260-9. M, Harendza S. history taking of S. undergraduate medical students.

Ekman, p. What Scientists Who Study Perspectives on 11 2016 31-34 Ekman, p. Emotion Agree About. Psychological Science Omura Effectiveness JBI database of 14 2016 64-71 Omura M, Maguire of assertive communication systematic M, Maguire J, Levett- training programs for reviews and J, Levett- Jones T, Stone health professionals and implementation Jones TE. students: a systematic reports T, Stone TE.

review protocol.

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

Naranjo Autoestima: un factor Actualidades 7(3) 2007 1-27 Pereira ML relevante en la vida de la Investigativas en persona y tema esencial del Educación proceso educativo (Self- esteem: a relevant factor in a person's life and essential theme of the educational process) Romero MA Emotional intelligence: Anuario de 4 2008 73-76 theoretical approach Psicología Clínica y de la Salud

Internet sources Title Description URL COM comunicar UPC Web page http://www.upc.edu/slt/comcomunicar Información actualizada del estilo Vancouver (Updated Web page, University of http://www.buc.unican.es/formacion/citarbibliografiaes information on Vancouver Cantabria tilovancouver style) Inteligencia emocional UPC Web page http://emotional.intelligence.uma.es/ (Emotional intelligence) Las TIC y sus aportaciones a PDF document http://peremarques.pangea.org/tic.htm la sociedad (ICT and its contribution to society) Name of the journals Web page abbreviated according to (National Library of http://www.nlm.nih.gov the Medicus Index Medicine)

US National Library of Web page https://www.nlm.nih.gov/bsd/uniform_requirements.html Medicine. Samples of Formatted References for (National Library of

Authors of Journal Articles. Medicine)

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FIRST YEAR COMMUNICATION AND ICT NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books Author/s Year Title Edition Place Publisher Cleries X 2006 La comunicación. Una Barcelona Masson competencia esencial para los profesionales de la salud (Communication. A core competence for health professionals) Goleman D 2000 La práctica de la inteligencia Barcelona Kairós emocional (The practice of emotional intelligence) Guix X 2006 Ni m’explico ni m’entens (I Barcelona Granica don’t explain myself and you don’t understand me) Ramón Cortés F 2005 L’illa dels cinc fars (Five- Barcelona La Magrana lighthouse island) Roca E 2003 Cómo mejorar tus habilidades 3rd Valencia ACDE sociales (How to improve your social skills) Sanz G 2006 Comunicació efectiva a l’aula Barcelona Graó (Effective classroom communication)

Articles Author Title Journal Volume Year Pages Bisquerra R, Pérez Las competencias emocionales Educación XXI 2007 10 61-82 N (Emotional competencies) Chan ZC A qualitative study on non-verbal Journal of 2013 22 1941-1950 sensitivity in nursing students Clinical Nursing Naranjo Pereira ML Relaciones interpersonales Actualidades 8:1 2008 1-27 adecuadas mediante una Investigativas comunicación y conducta asertivas en Educación (Interpersonal relations through assertive communication and behaviour) Pelgrum Wj Obstacles to the integration of ICT in Computer&Edu 37 2001 163-178 education: results form a worldwide cation education assessment

COURSE SCHEDULE

This information will be available for students enrolled on this course via the virtual campus

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FIRST YEAR NUTRITION PRINCIPLES NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course NUTRITION PRINCIPLES Code Academic year 2019-2020 ECTS 6 ECTS Course type CO Credits Year 1st DEGREE Semester One Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN-SPANISH

FACULTY INFORMATION

. Teacher-in-charge Name of teacher SUSANA MIGUEL GONZALEZ e-mail [email protected] Tutoring schedule To be arranged

. Other teachers Name of teacher ANTONI FOGUE e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

There are no prerequisites for this course.

COURSE CONTEXTUALISATION

The nutrition principles course aims to provide the necessary knowledge to future nursing professionals to provide them with the ability to detect alterations in eating of the population whom we serve, and to be able to guide good eating habits in a generalised way.

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NUTRITION PRINCIPLES NURSING DEGREE

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies

Competency CE1 Provide technical and professional healthcare appropriate to the health needs of the people we treat, in accordance with the state of development of scientific knowledge at any given time and the quality standards and safety requirements set out in the applicable legal and ethical standards. Learning outcomes CE1.18 Explain dietary principles involved in nursing activities directed at health education in food. CE1.19 Explain nutritional principles involved in nursing activities directed at health education in food. CE1.22 Identify the most prevalent nutritional problems and select the most appropriate dietary recommendations. CE1.26 Identify the nutritional needs of healthy people and/or affected by health problems. CE1.27 Describe nutrients and their functions and identify the needs of healthy individuals with health problems.

Competency CE9 Promote healthy lifestyles, self-care, supporting maintaining therapeutic and preventive behaviours. Learning outcomes CE9.1. Indicate healthy lifestyles and therapeutic and preventive behaviour. CE9.2. Plan specific activities to promote and maintain health and prevent disease. CE9.3. Identify the skills and effective strategies of interventions aimed at the promotion and prevention of disease, taking into account the resources, values and beliefs of individuals, families or groups. CE9.4. Identify educational needs, design and assess educational interventions aimed at promoting healthy lifestyles and self-care. CE9.5. Describe the elements to take into account in order to promote healthy lifestyles, self-care and maintaining therapeutic and preventive behaviours.

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NUTRITION PRINCIPLES NURSING DEGREE

Competency CE10 Protect the health and well-being of people, family or groups cared for, ensuring their safety. Learning outcomes CE10.5 Designing adequate diets in healthy people and in the most prevalent pathologies.

Cross-curricular competencies (learning outcomes are not compulsory)

Competency CT1 Analyse and summarise complex phenomena. CT3 Identify, analyse and take the most suitable option to respond to problems in a professional context, efficiently and effectively. CT9 Respect the environment and promote sustainable development. Learning outcomes

General competencies (learning outcomes are not compulsory)

Competency CG2 Develop independent learning strategies.

Learning outcomes

CONTENT

THEMATIC UNIT 1: NUTRITION PRINCIPLES AND ENERGY NEEDS

TOPIC 1: INTRODUCTION TO NUTRITION Main nutritional and dietary concepts. Classification of nutrients and their functions.

TOPIC 2: ENERGY NEEDS. Concept of energy balance. Energy input. Concept of energy expenditure and calculation of energy expenditure. Equations for calculating a person’s energy expenditure. Determination of a person’s nutritional needs.

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NUTRITION PRINCIPLES NURSING DEGREE

THEMATIC UNIT 2: METABOLISM- FROM FOOD TO LIFE

TOPIC 1: MACRONUTRIENTS. Classification of macronutrients. Functions of macronutrients. Digestion and metabolism of macronutrients.

TOPIC 2: MICRONUTRIENTS. Classification of micronutrients. Functions of micronutrients. Digestion and metabolism of micronutrients.

THEMATIC UNIT 3: BROMATOLOGY

TOPIC 1: FOOD SECURITY: Concept and contextualisation

TOPIC 2: FOOD GROUPS: Milk and dairy products. Meat, fish, eggs and derivatives. Farinaceous: cereals, pulses and tubers. Greens and vegetables. Fruit. Fats and dried fruits. Food Service.

THEMATIC UNIT 4: BALANCED DIET FOR A HEALTHY HUMAN ADULT

TOPIC 1: WHAT IS A BALANCED DIET? Definition of balanced nutrition. Characteristics of qualitative balance and rules governing nutritional balance. Food pyramids. Daily and weekly consumption of each food group.

THEMATIC UNIT 5: ASSESSMENT OF NUTRITIONAL STATUS

TOPIC 1: BIOCHEMICAL, ANTHROPOMETRIC ASSESSMENT AND PHYSICAL EXAMINATION. Methods of assessing nutritional status.

THEMATIC UNIT 6: NUTRITION IN THE LIFE CYCLE

TOPIC 1: FOOD AT DIFFERENT STAGES OF LIFE. Pregnancy and lactation. Food from the first year of life. Food in adolescence. Food in the menopause. Food in old age.

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THEMATIC UNIT 7: MALNUTRITION

TOPIC 1: INTRODUCTION TO MALNUTRITION THESE DAYS. Causes. Consequences, prevention and treatment. Concept of hospital malnutrition.

THEMATIC UNIT 8: NUTRITIONAL BASIS OF DIETS

TOPIC 1: GENERAL CONCEPTS. Healthy diet. Therapeutic diets (HTA, hyperdyslipidemia, diabetes, digestive disease - constipation).

TOPIC 2: FOOD DISORDERS (anorexia nervosa, bulimia and ARFID avoidant disorders)

THEMATIC UNIT 9: FUNCTIONAL, ANTIOXIDANT AND GM FOODS.

TOPIC 1: BASIC CONCEPTS. Concept of new foods.

THEMATIC UNIT 10: SENSITIVITY REACTIONS TO FOOD, ALLERGIES AND FOOD INTOLERANCES.

TEMA1: GENERAL CONCEPTS. Food allergies, Coeliac disease, food intolerances.

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

During the classes different teaching-learning strategies will be used and lectures will be combined with skills seminars:

Participatory lectures. Works on competencies CE1, and CE10

Activity 1. Workshop on weights and volumes. From a list of foods that will be presented in class, students must weigh the different food presented and determine the differences found between them (raw, cooked, with skin, skinless food, etc.). Then there will be a table with the weights of these foods, and a "type" menu will be presented for a day.

This activity is in person and takes place in the classroom.

It works on the competencies CG2.

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FIRST YEAR NUTRITION PRINCIPLES NURSING DEGREE

Activity 2. Dietary Interview and balanced menu for a healthy adult. Conducting a dietetics interview in groups of 4 people. In this interview, the eating habits of an adult person are assessed and then the aspects to correct and/or change related to their food intake are identified. In this activity, individual recommendations for the person being interviewed must also be described. At the start of this point, a balanced menu for the person being interviewed will be created.

This activity will be delivered via Moodle. Works on competencies CE1, CE10 and CE3.

Activity 3. Five tips. Drafting of informative material in diptych-triptych format in groups of 5 people. This diptych-triptych should reflect dietary advice for different population groups. The population groups will be selected from a list presented in class.

Finally, each group will present their work in class using a PowerPoint presentation, video, etc. Works on competencies CE1, CE10, CT3 and CG2.

Activity 4. Reading and review of articles on dietetics and nutrition topics. Starting from selected articles on nutrition and dietetics topics a session is held in which their main ideas are commented on and extracted. This session allows students to reflect on important issues related to the theory taught and discuss current topics. Works on competencies CT1 and CG2.

HOURS TYPE OF LEARNING ACTIVITY STUDENT ACTIVITY OUTCOMES WORKLOAD CE1.18, CE1.19, Lectures with the support of ICT and debate in Teacher-led CE1.22, CE1.26, 40 h large group act. C1.27 and CE10.5 (25-35% total Practical skills seminars: workshops held on CG2, CT1, CE1.22, hours) practical skills related to the contents of the C1.26, CE10.5 and 5 h course CT9 Guided act. Scheduled tutorials CE1, CT1, CG2 5 h (approx. 10%) Independent study work, complete, different pieces of work that enable the integration of Independent CE1.22, CG2 52.5 h the contents of the course (activity 1, 2, 3 and study act. 4) (minimum 50%) Study CT1, CT3 40 h

TOTAL HOURS 142.5 h

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FIRST YEAR NUTRITION PRINCIPLES NURSING DEGREE

ASSESSMENT

Assessed activity 1. Workshop on weights and volumes: from a list of foods that will be presented in class, students must weigh the different food presented and determine the differences found between them (raw, cooked, with skin, skinless food, etc.). Then there will be a table with the weights of these foods, and a "type" menu will be presented for a day. This activity is in person and takes place in the classroom. Assesses the competencies CG2 and has a weighting of 10%.

Assessed activity 2: Dietary interview and balanced menu for a healthy adult: conducting an interview dietetics in groups of 4 people. In this interview, the eating habits of an adult person are assessed and then the aspects to correct and/or change related to their food intake are identified. In this activity, individual recommendations for the person being interviewed must also be described. At the start of this point, a balanced menu for the person being interviewed will be created. Assesses the competencies CE1, CE10 and CT3 and has a weighting of 30% of the final mark.

Assessed activity 3: The five tips: drafting of informative material in diptych-triptych format in groups of 5 people. This diptych-triptych should reflect dietary advice for different population groups. The population groups will be selected from a list presented in class. Finally, each group will present their work in class using a PowerPoint presentation, video, etc. Assesses competencies CE1, CE10, CT3 and CG2 and has a weighting of 10% of the final mark.

Assessed activity 4: Examination: Will represent 50% of the mark. Assesses competencies CE1, and CE10. In the event of suspending this assessed activity (mark below 5), the student will have the option of taking a repeat exam. Assessment of the course will consist of the 4 training/assessed activities proposed. All activities will be tutored to resolve any doubts.

The final mark will be the sum of the activities, provided that the exam mark is 5 or above. Otherwise, the final mark for the course will be Not Assessable (NA).

All activities will have a submission date; no work will be accepted after the date set. Students will have the option to review their qualifications on the planned dates during their publication period.

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FIRST YEAR NUTRITION PRINCIPLES NURSING DEGREE

HOURS FINAL MARK LEARNING ASSESSMENT ACTIVITIES STUDENT PERCENTAGE OUTCOMES WORKLOAD Workshop on weights and volumes. 10% CG2 2 Type menu presentation. Dietary Interview and balanced menu 30% for a healthy adult CE1.22, CE1.26 3.5 The five tips presentation 10% CE1.18, CE1.19, Exam 50% 2 CE1.27 TOTAL HOURS 7.5 h

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Barrio S 2016 Nutrición inteligente. Guía 3ed Barcelona Editorial Epidauro práctica de alimentación y gastronomía viva (Smart nutrition. A practical guide to clever food and gastronomy) Mahan LK, Escott-Stump S, 2013 Diet therapy 13ed Barcelona Elsevier Raymond JL Vidal E 2009 Manual práctico de nutrición Madrid Prayma Ediciones y dietoterapia (Practical manual of nutrition and diet therapy) Janice L, Melinda M, Linda A 2008 Nutrition Madrid Pearson. Addison Wesley

Articles Author Title Journal Volume Year Pages Description/ comment Estruch R, Salas Primary prevention N Engl J Med 368 2013 1279-1290 Salvadó J, Covas MI, of cardiovascular Corella D, Aros F, et disease with al Mediterranean diet Guash Ferré M, Frequency of nut BMC Med 11 2013 164 Bulló M, Martínez consumption and González MA, Ros E, mortality risk in the Corella D, Estruch R, PREDIMED nutrition et al intervention trial Salas Salvadó J, Prevention of Ann Intern Med 160 2014 1-10 Bulló M, Estruch R, diabetes with Ros E, Covas M, Mediterranean diets: Ibarrola- Jurado N, a subgroup analysis et al of a randomized trial

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FIRST YEAR NUTRITION PRINCIPLES NURSING DEGREE

Internet sources Title Description URL Enfersalud.com www.guiadeenfermeria.com Online Nursing Resources www.fisterra.com American Dietetic Additional resources that www.eatright.org Association will help us to achieve a healthier lifestyle. The Harvard School of We will be able to learn www.hsph.harvard.edu Public Health more about the healthy eating pyramid. Calorie Control Council Contains information on www.calorie.control.org/neotame.html how to reduce energy and fat in your diet, or how to achieve and maintain a healthy body mass. Contains a list of various low-calorie and reduced fat foods and drinks. Menja’t el món (Eat the Additional resource that www.rtve.es/alacarta/videos/menjat-el- world) shows us different aspects mon/ related to a balanced and healthy diet

BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books Author/s Year Title Edition Place Publisher Mckeith G 2005 Eres lo que comes (You are what Barcelona Planeta you eat) Serra L, Raidó B 2004 Verduras y hortalizas. Guía Madrid SENC alimentaria para la población española (Greens and vegetables. Food Guide for the Spanish population). Spanish Society of Community Nutrition (SENC)

COURSE SCHEDULE

This information will be available for students enrolled on this course via the virtual campus

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR

BODY NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course STRUCTURE AND FUNCTION OF THE HUMAN BODY Code Academic year 2019-2020 ECTS 12 Course type BT Credits Year 1st DEGREE Semester ANNUAL Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN-SPANISH

FACULTY INFORMATION

. Teacher-in-charge Name of teacher FRANCISCA RUIZ e-mail [email protected] Tutoring schedule To be arranged

. Other teachers Name of teacher CECILIA BRANDO e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

There are no prerequisites.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

COURSE CONTEXTUALISATION

Structure and Function of the Human Body is a module that includes the course of Human Body Structure and Function of the Human Body, the whole course is worth 12 ECTS credits. It is an integrated, annual and compulsory module that comes from teaching innovation, it aims to help the student with the integration of theoretical and practical knowledge of the organisational structures and systems of the human body and understand their functions.

This module is part of the credits for ordinary basic training. Knowledge of this module is considered basic and essential in the training of health professionals.

It can be said that the professional competencies of nursing, the health environment and the interrelation with other subjects of the curriculum set very specific training needs in the field of anatomy, physiology and biochemistry. That is why the selection of the contents of the course programme of Structure and Function of the Human Body responds to such training needs and also establishes interrelationships with syllabuses from other courses such as Nutrition Principles, Adult Nursing Care, Clinical Pharmacology and Applied Therapeutics, Placement, etc.

Knowledge of anatomy and physiology considered essential both for study in subsequent courses on pathology, and for an understanding of the nursing intervention, instrumental measures and therapeutics in the world of health is particularly highlighted in the syllabus.

The classes will be taught in Spanish and Catalan and the timetable will be available on the link on the centre’s Web page (virtual secretariat).

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies Competency CE1: Provide technical and professional healthcare appropriate to the health needs of the people we treat, in accordance with the state of development of scientific knowledge at any given time and the quality standards and safety requirements set out in the legal and ethical standards. Learning outcomes CE1.1: Identify the structural components that shape the structure of the human body. CE1.2: Relate knowledge about the structure of the human body that help to understand how it functions to diagnose and treat abnormalities. CE1.4: Describe the main characteristics, differentials and components of the skeleton, nervous system, senses, the cardiocirculatory, respiratory, digestive, renal, endocrine and reproductive systems.

CE1.5: Identify and understand the anatomical and histological structure of the different and systems of the human body. CE1.7: Explain the physiological functioning of the human body and the homeostatic mechanisms that regulate it. CE1.9: Identify signs and symptoms that are derived from a dysfunction in the human body. CE1.10: Relate the three basic elements of any feedback control system. CE1.11: Identify the molecular and physiological bases of cells and tissues.

Cross-curricular competencies (learning outcomes are not compulsory)

Competency CT1: Analyse and summarise complex phenomena. CT2: Search, assess, organise and maintain information systems.

General competencies (learning outcomes are not compulsory)

Competency CG2: Develop independent learning strategies

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

CONTENT

THEMATIC UNIT 1: THE HUMAN BODY AS AN ORGANISED UNIT

Thematic unit 1 introduces the student to the conceptual bases and knowledge of the chemical elements that form life, how the basic structural unit of life is organised and how tissues are formed as well as their functions.

TOPIC 1: CONCEPTUAL BASES OF HUMAN ANATOMY AND PHYSIOLOGY. Introduces the student to the general concepts of anatomy and physiology, homeostasis, feedback systems and anatomical planes to describe human structures.

TOPIC 2: CHEMICAL ORGANISATION LEVEL. BIOELEMENTS AND BIOMOLECULES: definition, ranking, diversity and complexity, form and dimensions. WATER AND MINERAL SALTS: chemical composition and molecular structure, properties, functions, ionisation and pH of water; biological functions of mineral salts. Basic chemical structure of carbohydrates, lipids, proteins, vitamins, nucleic acids, RNA and DNA. The action of genes. Cell cycle.

TOPIC 3: CELL ORGANISATION LEVEL. Cell structure and its organs. Function of each organelle.

TOPIC 4: TISSUE ORGANISATION LEVEL. Classification and characteristics of each of the 4 main tissues, especially epithelial and connective tissue.

TOPIC 5: THE INTEGUMENTARY SYSTEM. Skin tissue and its structure. Regeneration and scarring phases.

THEMATIC UNIT 2: HUMAN REPRODUCTION

Thematic unit 2 introduces the student to the necessary knowledge on human reproduction and fertilisation, and all of the body's adaptation mechanisms.

TOPIC 6: MALE REPRODUCTIVE SYSTEM. Anatomy and physiology.

TOPIC 7: FEMALE REPRODUCTIVE SYSTEM. Anatomy and physiology.

TOPIC 8: HUMAN FERTILISATION. Human fertilisation process.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

THEMATIC UNIT 3: PRINCIPLES OF STRUCTURE AND FUNCTION OF THE HUMAN BODY

Thematic unit 3 introduces the student to knowledge of the anatomy and the physiology of the structure of the human body.

TOPIC 9: THE LOCOMOTOR SYSTEM I: BONE TISSUE. Structure, function and physiological bases.

TOPIC 10: THE LOCOMOTOR SYSTEM II: THE SKELETAL SYSTEM. Axial and appendicular skeleton. Structure and movement.

TOPIC 11: THE LOCOMOTOR SYSTEM III: MUSCLE TISSUE. Structure and function. Physiology of muscle tissue.

THEMATIC UNIT 4: CONTROL SYSTEMS OF THE HUMAN BODY

Thematic unit 4 introduces the student to understanding the nerve impulse and its role in the rapid adaptation of homeostasis; how the nervous system detects changes and chooses a form of action and responds to these changes. It also introduces the student to the role of hormones in maintaining homeostasis.

TOPIC 12: THE NERVOUS SYSTEM. Anatomical structure of the nervous system. Thought and control of vital activities. Sensitive receptors. Mechanisms of the perception of pain.

TOPIC 13: THE SENSORY ORGANS. Sight. Taste. Touch. Hearing. Smell.

TOPIC 14: ENDOCRINE SYSTEM. Molecular structure and function of hormones. Endocrine glands and endocrine system. Negative and positive feedback systems. Hormonal control.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

THEMATIC UNIT 5: MAINTAINING THE HUMAN BODY

Thematic unit 5 develops in detail the main concepts of basic physiology and necessary for future nursing professional, what are the physiological bases of the hemodynamic parameters and organic homeostasis systems, with the aim of making any alterations to these systems, their manifestations and related therapeutic interventions understood.

TOPIC 15: CARDIOVASCULAR SYSTEM: BLOOD. Elements, blood cells and functions.

TOPIC 16: THE LYMPHATIC SYSTEM. Physiology and immune system. TOPIC 17: THE DIGESTIVE SYSTEM Digestion and excretion.

TOPIC 18: CARDIOVASCULAR SYSTEM: THE HEART. Anatomical structure and function. Electrical activity of the heart and recording it.

TOPIC 19: CARDIOVASCULAR SYSTEM: BLOOD VESSELS AND CARDIAC HAEMODYNAMICS. Blood pressure. Mechanisms for its balance.

TOPIC 20: THE RESPIRATORY SYSTEM. Breathing and oxygenation. Anatomical structure of the respiratory system.

TOPIC 21: THE METABOLISM. CARBOHYDRATES: chemical composition, functions, classification. Structure, characteristics and properties of monosaccharides, disaccharides and polysaccharides. Metabolism of carbohydrates. LIPIDS: chemical composition, properties and functions, classification. Structure and function of fatty acids, simple lipids, lipid compounds and unsaponifiable lipids. Lipid metabolism. PROTEINS: composition, classification, biological functions, primary, secondary, tertiary and quaternary structures. Denaturation of proteins; biochemical characteristics of immunoglobulins. Protein metabolism. NUCLEOPROTEINS: Composition, structure and functions. Nucleic acids, ATP, RNA, DNA. Biological synthesis of proteins; chromosomes. The Krebs cycle.

TOPIC 22: THE URINARY SYSTEM. Urinary elimination.

TOPIC 23: FLUID, ELECTROLYTE AND ACID-BASE HOMEOSTASIS. The hydroelectrolyte and acid-base balance of the body.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

THEMATIC UNIT 6: PRACTICAL UNIT

Thematic unit 6 invites the student to apply the knowledge acquired on the rest of the course with the objective of understanding and interrelating it, and also to develop skills in the examination and auscultation of the human body from demonstrations in the practice classroom with human and anatomical models, and the help of audiovisual material.

It also seeks to stimulate the participation and involvement of students in their learning, encouraging group work and responsibilities that derived from it, and introduce it into hypothetical-deductive reasoning strategies.

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

During the classes different teaching and learning strategies will be used with the combination of in person classes, self-study, resolving of practical activities such as clinical cases, seminars and training and assessed activities, both individually and as a group.

Activity 1. In person classes resolving clinical cases and activities: students must have studied the issue before going to the class with the material recommended for the course. Some classes will be master classes and others participatory resolving doubts and expansion of complex concepts by the teacher. The course will take a practical approach with in-person training and assessed individual activities, taught by the teacher with audiovisual material and reading for discussion in class. It works on the competencies: CE1, CT2 and CG2.

Activity 2. Tutoring of self-study classes: students will have the theoretical content, practical exercises and assessed questionnaires in the virtual campus for the course. They will have to study the topic independently before the scheduled tutoring to resolve any doubts by the teacher. It works on the competencies: CE1, CT2 and CG2.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

Activity 3. Seminars: students must prepare the seminar using the file provided by teachers. Attendance at the seminars aims to achieve knowledge in a practical and applied way. It works on the competencies: CE1, CT1, CT2 and CG2.

The following seminars will be taught:

 Seminar on the fundamental techniques of the physical examination: The locomotor system, respiratory examination, abdominal examination and neurological examination. Aims to acquire a systematic physical examination through the implementation of a real physical examination on the students themselves.

 Seminars on clinical physiology cases. They are intended to facilitate the student’s integration, understanding of theoretical and practical knowledge of anatomical structures, their functions and physiological processes through actual clinical cases. In the seminar, the teaching-learning strategy promotes an environment of teacher-student interaction, in which the teacher acts as a guide or mediator. Students will make a selection, summary and relationship between the concepts of the contents of the clinical case working with conceptual maps that will be presented in a group.

Activity 4. Performing assessed classroom activities: During the sessions, students may work on clinical cases and other activities from teaching materials and resources provided by teachers of the course throughout the course. It works on the competencies: CE1, CT1, CT2 and CG2.

HOURS TYPE OF ACTIVITY LEARNING OUTCOMES STUDENT ACTIVITY WORKLOAD In-person classes + case resolution and other CE1.1, CE1.2, CE1.4, Teacher-led activities. Tutorials to resolve any doubts. CE1.5 and 75 h act. (supervised follow-up) CE1.11, CT1, CT2 (25-35% total CE1.2, CE1.7, CE1.9 and hours) Seminars 15 h CE1.1o, CT1, CT2 Guided act. CE1.2, CE1.7, CE1 and Tutorials 2 h (approx. 10%) CE1.10 CE1.1, CE1.2, CE1.4, CT1, Individual assessed questionnaires 25h Independent CT2 and G2 study act. (minimum 50%) Group work in the classroom CE1.2, CE1.9 and CE1.10 50 h CE1.1, CE1.2, CE1.4, CE1.5 Study 125 h and CE1.11, CT2, CG2 TOTAL HOURS 292

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

ASSESSMENT

ASSESSED ACTIVITIES:

The course is passed with an overall mark of 5 out of 10.

Assessed activity 1: Test type exam There will be 2 test type exams after each semester to assess the integration of theoretical knowledge worked on during the course. Each test has a weighting of a 35% within the assessment. Assesses the competencies: CE1, CT1 and CT2. No assessed activity can have a weighting of more than 70% of the final mark.

Assessed activity 2: Seminars and clinical physiology case Seminars will be held with a minimum compulsory attendance of 80% and the presentation of a conceptual map of a clinical physiology case of the topics taught in class and worked on during the seminar sessions. The delivery of the group conceptual map of the clinical physiology case and the minimum attendance required is the condition to be able to get a mark for this section.

When assessing the conceptual map of the clinical case the scientific content, structure, presentation and the bibliography used will be assessed.

No assessed activity can have a weighting of more than 15% of the final mark. Assesses the competencies: CT1, CT2 and CE1. Assessed activity 3: Assessed classroom activities To get the mark for this assessed activity that is 10% of the total mark for the course, the activity has to be delivered. When it is being assessed it is assessed on scientific content, structure, presentation and references used. Assesses the competencies: CT1 and CT2.

Assessed activity 4: Individual virtual questionnaires Using the platform of the MOODLE virtual campus, students will be able to answer a self- assessment questionnaire. The same platform will give the student a mark after having answered; this part of the assessment has a weighting of 5% of the course. Assesses the competencies: CT1 and CG2.

Students will have the option to review their qualifications on the planned dates during the qualifications publication period.

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STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR BODY NURSING DEGREE

FINAL MARK LEARNING HOURS STUDENT ASSESSMENT ACTIVITIES PERCENTAGE OUTCOMES WORKLOAD Assessed activity 1: 35% CE1.1, CE1.2, CE1.4, Test type exam 1st trimester 4 CE1.5, CE1.11 Test type exam 2nd trimester 35% Assessed activity 2: CE1.2, CE1.7, CE1.9, Seminars and clinical physiology case 15% CE1.10 2 Work presentations Assessed activity 3: CE1.1, CE1.2, CE1.4, CT1, 10% 1 Assessed classroom activities CT2 and G2 Assessed activity 4: 5% CT1 and CG2 2 Individual virtual questionnaires TOTAL HOURS 8

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Richard L Drake Elsevier A Wayne Vogl 2013 Gray Madrid Adam W M Mitchell Anatomía básica (Basic anatomy) Gerard Tortora 2018 Principios de Anatomía y Fisiología 15th Madrid Medica- Bryan Derrickson (Principles of Anatomy and Panamericana Physiology) Gerard Tortora 2012 Principios de Anatomía y Fisiología 13th Madrid Médica Bryan Derrickson (Principles of Anatomy and Panamericana Physiology) Susan E. Mulroney 2010 Fundamentos de fisiología (Physiology Barcelona Elseiver Masson Adam K. Myers basics) Andrew R. Silverthorn 2010 Fisiología humana (Human physiology) 4th Madrid Médica Panamericana Jesús A.F. Tresguerres Anatomía y fisiología del cuerpo Mª Ángeles Villanúa 2009 humano (Anatomy and physiology of Madrid McGraw-Hill Bernués the human body) Asunción López- Calderón Estuart Ira Fox 2008 Fisiología humana (Human physiology) 10th Madrid McGraw- Hill/Interamericana Roger Watson 2018 Anatomy and Physiology for Nurses 14th Spain Elservier John Thuko 2016 Nursing Anatomy&Physiology 3rd Spain Alfajari

COURSE SCHEDULE

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This information will be available for students enrolled on this course via the virtual campus

FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course HISTORY OF NURSING CARE AND THOUGHT Code Academic year 2019-20 ECTS 9 Course type CO Credits Year 1st DEGREE Semester ANNUAL Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN-SPANISH

FACULTY INFORMATION

. Teachers-in-charge Name of teacher LIDIA FERNÁNDEZ DONAIRE e-mail [email protected] Tutoring schedule To be arranged

Name of teacher MERITXELL SASTRE e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

There are no prerequisites.

COURSE CONTEXTUALISATION

History of Nursing Care and Thought is a course within the subject Bases for Nursing, located in the first year of the bachelor’s degree, and that is geared towards the understanding, knowledge and development of nursing thought from historical, theoretical and methodological content. Its purpose, within the whole bachelor’s degree is to establish the conceptual and methodological bases of the profession, taking as a transverse axis the study of the evolution of care throughout

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history, to find out the origins of the profession and acquire a sense of belonging to the nursing collective.

FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies Competency CE1. Provide technical and professional healthcare appropriate to the health needs of the people we treat, in accordance with the state of development of scientific knowledge at any given time and the quality standards and safety requirements set out in the applicable legal and ethical standards.

Learning outcomes CE1.31. Describe the key aspects that identify nursing and the activity that the nurse performs of a professional nature. CE1.32. Identify the determinants that allow adequate technical and professional healthcare in terms of quality and safety according to legal and ethical standards. CE1.34. List the scientific knowledge needed to provide professional care according to people’s health needs.

CE3. Apply the basics and theoretical and methodological principles of Competency nursing.

Learning outcomes CE3.1. Identify the relevant historical, conceptual and methodological elements that define the entire discipline of nursing. CE3.3. Solve nursing problems and collaboration issues, using medical history, nursing diagnoses and result to be achieved criteria (depending on the paradigm chosen). CE3.5. Apply the nursing methodology in the context of health- disease. CE3.6. Identify, integrate and relate the concept of health and care, from a historical perspective, in order to understand the evolution of nursing care. CE3.7. Understand, from an ontological and epistemological perspective, the evolution of the core concepts that make up the discipline of nursing and the most relevant theoretical models. CE3.8. Know and apply nursing care in a professional way through scientific methodology based on the current standardised languages.

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CE3.9. Identify and apply the basics and theoretical and methodological principles of nursing.

FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

Competency CE5. Design care systems aimed at individuals, families or groups, by assessing their impact and establishing appropriate modifications. Learning outcomes CE5.1. Assess the state of health of the individual, family and/or community and identify the internal and external problems and factors affecting their health. CE5.4. Identify the different stages of the nursing process and its specific application to responses from people with health problems. CE5.6. Identify and describe systems of care aimed at individuals, families or groups.

Competency CE7. Demonstrate unprejudiced understanding of people, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, guaranteeing the right to privacy through confidentiality and professional secrecy. Learning outcomes CE7.21. Apply the concepts of confidentiality, privacy and professional secrecy to resolving cases. CE7.23. Analyse the physical, psychological and social aspects that influence the autonomy and independence of individuals. CE7.24. Describe patients' rights and duties of professionals in respect of privacy, confidentiality and professional secrecy

Competency CE8. Promote and respect the right of participation, information, autonomy and informed consent in the decision-making of the people treated, according to how they experience their health-disease process.

Learning outcomes CE8.4. Reflect on the right to information and participation, ensuring autonomy in decision-making and the confidentiality of information. CE8.5. Identify the characteristics of humanistic professional practice.

Competency CE12. Demonstrate that you know the Code of Ethics and Conduct of Spanish nursing, understanding the ethical implications of health in a global context of transformation

Learning outcomes CE12.5. Recognise the reference nursing Codes of Conduct, and the current regulations concerning healthcare.

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FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

Cross-curricular competencies

Competency CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing.

Competency CT5. Acquire and use the necessary tools to develop a critical and reflective attitude.

Competency CT6. Work closely and join groups and work teams.

General competencies

Competency CG2. Develop independent learning strategies.

Competency CG3. Respect the diversity and plurality of ideas, people and situations.

CONTENT

THEMATIC UNIT 1: CONCEPTUALISATION OF THE DISCIPLINE OF NURSING. FROM THE ORIGINS OF THE CARE TO THE CONSOLIDATION OF THE PROFESSION

TOPIC 1: THE ORIGIN OF NURSING CARE The concept of care. History as a reference within the conceptual framework of nursing. The domestic stage of care. Care in prehistory and ancient civilisations. First nurses in classical cultures.

TOPIC 2: VALUES LINKED TO NURSING CARE. The emergence of Christianity. The vocational journey and the sense of care for charity. Hospital orders. The witch hunt. Values and attitudes in nursing

TOPIC 3. THE TRANSITION FROM NURSING TO THE TECHNICAL STAGE. The technical stage of care. Influence of Protestantism in how to care. The Golden Age of Spanish nursing. The precursors of modern nursing. New developments and demands for nursing.

TOPIC 4. FLORENCE NIGHTINGALE AND THE PROFESSIONALISATION OF CARE. Nightingale’s contributions to nursing. The profession concept. Characteristics of the nursing profession. Concepts that constitute the discipline of nursing: person, health, environment and professional role.

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FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

TOPIC 5. THE EVOLUTION OF NURSING IN SPAIN DURING THE 20th CENTURY. Beginnings and development of training on nursing. The impact of the Spanish Civil War for nursing. Reflections on the biomedical model and the humanistic model.

TOPIC 6. NURSING IN THE 21ST CENTURY. Nursing in the health team. Areas of professional performance. New professional challenges: specialities, master's and doctoral degrees.

THEMATIC UNIT 2. THEORIES, MODELS, AND PHILOSOPHICAL TRENDS IN NURSING

TOPIC 1. THE BODY OF KNOWLEDGE SPECIFIC TO NURSING. Type of knowledge. Definition of science. Stages of the scientific method. The beginnings of nursing research: Theory and model. The nursing metaparadigm. Application of the concepts of the metaparadigm to nursing science.

TOPIC 2. INTRODUCTION TO NURSING MODELS. Classification and description of the theoretical nursing models: Virginia Henderson, Dorothea Orem, Callixta Roy, Hildegarde Peplau, Madeleine Leinninger, Jean Watson, Martha Rogers, Nancy Roper.

THEMATIC UNIT 3. METHODOLOGICAL BASES OF NURSING

TOPIC 1. THE NURSING PROCESS. Definition of the NP. Characteristics of the NP. Benefits of using the NP. The stages of the NP. Nursing language: NNN; ATIC.

TOPIC 2. THE ASSESSMENT STAGE. Definition. Justification of the use of Functional Health Patterns (FHPs). Benefits of the use of FHPs. Type of FHPs. Data collection. Data validation, organisation and record.

TOPIC 3. THE DIAGNOSTIC STAGE. Definition. The NANDA-I taxonomy. Nursing problems: Nursing diagnosis and collaboration problem. Formulation of nursing concerns.

TOPIC 4. THE PLANNING STAGE. Definition. NIC and NOC taxonomies. How to find a result and outcome indicator of the NOC taxonomy. The formulation of the outcome criteria. How to search for an intervention within the NIC taxonomy. Activities derived from an intervention. The design of nursing interventions.

TOPIC 5. THE IMPLEMENTATION STAGE. Definition. Factors that influence the implementation of care. Performance criteria. Recording activities. Computerised care plan. Virtual Nursing Care Learning Platform (PAVCE).

TOPIC 6. THE ASSESSMENT STAGE. Definition. Assessment stages: The assessment of the outcome criteria. Modifying the care plan

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FIRST YEAR

HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1: Lectures: Master classes in the classroom where the specific subject of the course will be taught. Works on competencies CE1, CE3, CE7 and CE12.

Activity 2: Nursing methodology seminars. A total of 10 sessions will be held in four small groups. In each session, momentum will be established led by the teacher of the course and will be built on individually and in groups. Specific contents of nursing methodology through theoretical and practical sessions. Works on competencies CE1, CE3, CE5, CE7, CE8 and CT4.

Activity 3: Analysis of texts, news and/or audiovisual material. Material for analysing content related to the course syllabus will be provided. A reflective dialogue led by the teacher will be created. Works on competencies CE3, CT5, CE7, CT4, CT6 and CG3.

Activity 4: Gimbernat Nursing Students Day. The aim is to motivate the student's active participation as an integral part of a work team within a day scheduled to take place in the context of the course. Students are required to complete the activity in groups of 4-6 people. On this day, students will present their work to highlight individual and group perceptions that have to do with the positioning acquired regarding their future profession, and whose focus will be the image of nursing in the media and on social networks. Works on competencies CE3, CT4, CT5, CT6, CG2 and CG3.

Activity 5: Case study: comparison of theoretical models. After holding sessions on different theoretical models, a case will be given where students, as a group, have to reflect on the usefulness and applicability of different nursing models. Works on competencies CE3, CT4, CT5 and CG2.

Activity 6: Reading of the book La maternidad de Elna (The Elne maternity hospital). Reading the book, La maternidad de Elna, is recommended so that, from the experiences of the characters in the book, part of the history of nursing during the [Spanish] Civil War can be understood. Then an individual content test will be done so that everyone can demonstrate that they have read it in a critical and reflective way. Works on competencies CE3 and CG2.

Activity 7: Nursing assessment prepared by means of FHPs and the PAVCE. Within the context of seminars on nursing methodology, students must learn to do a nursing assessment using Marjory Gordon’s Functional Health Patterns. Works on competencies CE1, CE5, CE8, CT4, CG2, CG3, CE7 and CE3.

Activity 8. Expert seminars. This is bringing the theoretical content of the course closer to the realities of healthcare through different professional experiences. Works on competencies CE1, CE3 and CE12.

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FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

HOURS TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES STUDENT WORKLOAD CE1.31, CE1.32, CE1.34, CE3.1, Lectures CE3.5, CE3.6, CE3.9, CE7.23, 48 CE7.24 and CE.12.5 CE1.31, CE1.32, CE1.34, Expert seminars 1.5 Teacher-led CE3.8, CE3.9 and CE12.5 act. Case studies: Comparison CE3.7, CG2.1, CG2.2, CT4.1, of theoretical models CT5.1 3 Nursing methodology CE1.34, CE3.8, CE3.9, CE5, 12 seminars CE7.21 Nursing assessment CE1.31, CE1.32, CE5, CE8.4, 3 prepared by means of FHPs CE7.21 and CE3.3 Guided act. Tutorials - 5 Nursing Students Day CE3.1, CE3.6, CE3.7, CE3.9 42 Analysis of texts, news CE3.1, CE3.6, CE3.7, CE3.9 15 and/or audiovisual material Independent study Reading of the book La act. maternidad de Elna (The CE3.1, CG2.1 15 Elne maternity hospital) Independent study work CG2.1, CG2.2 67.5 Nursing assessment CE1.31, CE1.32, CE5, CE8.4, 3 prepared by means of FHPs CE7.21 and CE3.3 TOTAL HOURS 215 h

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FIRST YEAR HISTORY OF NURSING CARE AND THOUGHT NURSING DEGREE

ASSESSMENT

Assessed activity 1: Exam: There will be two tests, an internal one at the end of the 1st semester and a final test in June. This is a written exam to develop the contents worked on in the classroom. Assesses competencies CE1, CE3, CE5 and CT4. Has a weighting of 50% of the final mark. In the month of June, the student can opt to take a repeat test for this activity.

It is essential to pass this activity to be able to calculate the total of the course’s assessed activities.

Non-Assessable Criteria: A student who fails to turn up for the test at the end of June cannot opt for the repeat test, and therefore will not be able to obtain the minimum mark of 5 needed to calculate the total of the rest of the activities. In this case, the final mark will be Not Assessable.

Assessed activity 2: Nursing Day. Works on competencies CE3, CT4, CT5, CT6 and CG2. Has a weighting of 30% of the final mark.

Attendance of the day is compulsory to be added to the rest of assessed activities.

Assessed activity 3: Written test on the book La maternidad de Elna (The Elne maternity hospital), Assesses competencies CT4 and CT5. Has a weighting of 10% of the final mark.

Assessed activity 4: Nursing assessment seminars and preparation by means of FHPs and the PAVCE. Students must attend and actively participate in the seminar and submit the Nursing Assessment at the end of the sessions. Works on competencies CE1, CE3, CE5, CE7, CE8, CE12 and CT4. Has a specific weighting of 10% of the final mark.

For this mark to be added to the rest of the activities 90% of the activity 4 seminars must have been attended.

Students will have the option to review their qualifications on the planned dates during their publication period.

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HISTÒRIA DE LES CURES I PENSAMENT FIRST YEAR

INFERMER NURSING DEGREE

HOURS FINAL MARK ASSESSMENT ACTIVITIES LEARNING OUTCOMES STUDENT PERCENTAGE WORKLOAD CE1.31, CE1.32, CE1.34, CE3.1, Individual final test (exam) 50% CE3.5, CE3.6, CE3.9, CE5.6 and 3 CT4.1 Participation in nursing CE1.34, CE3.8, CE3.9, CE5.1, methodology seminars and 10% CE5.4, CE5.6, CE7.21, CE8.4, _ nursing assessment prepared by CE8.5, CE12.5 and CT4.2 means of FHPs. Book written test 10% CT4.1, CT5.1, CT5.3 1 CE3.1, CE3.6, CE3.7, CE3.9, CT4.1, Nursing Day presentation 30% 6 CT5.1, CT6.2, CG2.1 and CG2.2 TOTAL HOURS 10 h

BIBLIOGRAPHY AND INTERNET LINKS/SOURCE OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Donahue P 1988 Historia De la Enfermería (History of 2nd Madrid Harcourt Nursing) Valls R 2007 Historia de la professió d’infermeria 2nd Barcelona Publicacions i edicions de la (History of nursing) Universitat de Barcelona (Publications and editions from the University of Barcelona) Berman A, Snyder S 2013 Fundamentos de Enfermería (Nursing 9th Madrid Pearson Basics) Kozier & Erb Montellà A 2005 La maternitat d’Elna. Bressol dels Barcelona Ara Llibres exiliats (Elna’s motherhood. Cradle in exile) Carpenito LJ 2013 Manual de Diagnósticos de Enfermería Spain Lippincott Williams and Wilkins (Manual of nursing diagnosis) Gordon M 2007 Diagnóstico enfermero (Nursing 4th Madrid Mosby/Doyma diagnosis) Herdman TH 2015 Diagnósticos Enfermeros. Definiciones Barcelona Elsevier y clasificación 2015-2017 (Nursing Diagnoses. Definitions and classification 2015-2017) Herdman TH, 2018 NANDA International Nursing 11th New York Thieme Kamitsuru S. Diagnoses: Definitions & Classification, 2018-2020 Johnson M, Bulechek 2007 Interrelaciones NANDA, NIC y NIC 2nd Barcelona Elsevier GM, Butcher HK, Maas (NANDA, NOC and NIC ML, McCloskey Interrelationships) Dochterman J, Moorhead S, Swanson E

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HISTÒRIA DE LES CURES I PENSAMENT FIRST YEAR

INFERMER NURSING DEGREE

Moorhead S, Johnson 2013 Clasificación de 5th Barcelona Elsevier M, Maas ML, Swanson Resultados de Enfermería E (NOC). Medición de Resultados en Salud (Health Outcomes Measurement) Bulechek GM, Butcher 2013 Clasificación De 6th Barcelona Elsevier HK, Dochterman JM, Intervenciones De Wagner CM Enfermería (NIC)

Marriner A, Raile M 2014 Modelos y teorías en 8th Barcelona Elsevier-Masson enfermería (Models and theories in nursing) Raile M 2013 Nursing Theory 5th Sant Louis Mosby

BIBLIOGRAPHY AND INTERNET LINKS/SOURCE OF BASIC INFORMATION

Compulsory reading articles Author/s Title Reference Favero L, Freitag Pagliuca Transpersonal caring in nursing: Rev Esc Enferm USP. 2013; 47(2):489-94 LM, Ribeiro Lacerda M. an analysis grounded in a conceptual model Medeiros ABA, Enders BC, The Florence Nightingale’s Environmental Esc Anna Nery 2015;19(3):518-524 Lira ALBC Theory: A Critical Analysis

Web links Title Description URL Museu virtual de la Història Instructional goals and materials on nursing in http://hdl.handle.net/2445/17042 d’Infermeria a Catalunya (Virtual Catalonia museum of the History of Nursing in Catalonia) Nursing Theory The nursing profession has evolved greatly http://www.nursing-theory.org/ over time, moving from dependence upon total medical direction providing basic care into an independent practice modality with its own nursing theory practice, nursing models, and distinct nursing interventions.

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HISTÒRIA DE LES CURES I PENSAMENT FIRST YEAR

INFERMER NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS/SOURCE OF ADDITIONAL INFORMATION

Books Author/s Year Title Edition Place Publisher Martínez ML, 2011 Historia de la enfermería, Evolución 2nd Barcelona Elsevier Chamorro E histórica del cuidado (History of nursing, historical evolution of care) Sellán MC 2009 La profesión va por dentro. Elementos Madrid Fuden para una Historia de la Enfermería Española Contemporánea (The profession is going inside. Elements for a History of Contemporary Spanish Nursing) Nightingale F 1995 Notas sobre enfermería: Qué es y qué Barcelona Masson no es (Notes on nursing: what is and what isn’t) Potter PA, Perry AG 2014 Fundamentos de enfermería (Nursing 8th Barcelona Elsevier basics) Colliere MF 1993 Promover la vida. De la pràctica de las Madrid McGraw- mujeres cuidadoras a los cuidados de Hill/Interamericana enfermería (Promoting life. From the practice of female caregivers to nursing care) Alfaro R. 2009 Pensamiento crítico y juicio clínico en 4th Barcelona Masson Enfermería (Critical thinking and clinical judgment in nursing) Dominguez C 1981 La Infermeria a Catalunya Barcelona Role Ehrenreich B, 1980 Brujas, comadronas y enfermeras. Barcelona La sal English D Historia de las sanadoras (Witches, midwives and nurses. History of healers) Torralba F 2002 Ética del cuidar. Fundamentos, Madrid Fundació Mapfre contextos y problemas (Ethics of care. Medicina Basic, contexts and problems) Luis MT, Fernández 2005 De la teoría a la pràctica. El 3rd Barcelona Masson C, Navarro MV pensamiento de Virginia Henderson en el siglo XXI (From theory to practice. The thinking of Virginia Henderson in the twenty-first century) Luis MT 2013 Los diagnósticos enfermeros. Revisión 9th Barcelona Elsevier Masson crítica y guia práctica (Nursing diagnoses. Critical review and practical guide)

Documents Author/s Title Reference Jarošová D. Supporting Material: Nursing Theories and University of Ostrava, 2014 Models Gessner G Nursing Model: Jean Watson’s Caring Theory Georgetown University

Wagner AL. Core Concepts of Jean Watson’s Theory of Watson Caring Science Institute Human Caring/Caring Science

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HISTÒRIA DE LES CURES I PENSAMENT FIRST YEAR INFERMER NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS/SOURCE OF ADDITIONAL INFORMATION

Audiovisual Material Title Description Location DVD Cap al front (DVD “To Experiences of English and American volunteer nurses in the Library the frontlines”) International Brigades of the Spanish Civil War DVD Infermeres Catalanes a Experiences of women throughout Catalonia who participated as Library la Guerra Civil (DVD volunteer nurses in the civil war “Catalonian nurses in the Civil War”) DVD Les cures d’infermeria Short summary of care during prehistoric times and ancient Library a l’antiguitat (DVD “Nursing civilizations care in ancient times”) DVD La pesta (DVD “The Description of the historical context of the largest plague epidemic Library Plague”) in history DVD La lepra (DVD Summary in images of nursing care in leprosy Library “Leprosy”)

Title Description URL Collegi Oficial d’Infermeres i Public information on the various services of http://www.coib.cat/ Infermers de Barcelona professionally associated nurses of Barcelona (Professional Association of Nurses of Barcelona) Consell Internacional Public information on the various services of http://www.icn.ch/es/ d’Infermeria (International nursing professionals at the international level Council of Nurses)

COURSE SCHEDULE

This information will be available for students enrolled on the course via the virtual campus

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FIRST YEAR CULTURE, SOCIETY AND HEALTH NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course CULTURE, SOCIETY AND HEALTH Code Academic year 2019-2020 ECTS 6 Course type BT Credits Year 1st DEGREE Semester second Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN AND SPANISH

FACULTY INFORMATION

. Teacher-in-charge Name of teacher MONTSERRAT ANTONIN e-mail [email protected] Tutoring schedule Book tutorials by sending an e-mail to their work e-mail

. Other teachers Name of teacher e-mail Tutoring schedule

PREREQUISITES

There are no prerequisites.

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FIRST YEAR CULTURE, SOCIETY AND HEALTH NURSING DEGREE

COURSE CONTEXTUALISATION

This basic training course is taught in the first semester of first course of the first year of the bachelor's degree. Despite the fact that this course is included in the subject of anthropological sociology of health, it is one of the main cornerstones of the course.

Ours is a socially and culturally diverse society. The care of people with culturally diverse backgrounds and, therefore, with different beliefs, values, religions etc. presents a challenge and an opportunity to improve cultural competencies and caring for diversity for nursing professionals.

This course’s programme aims to create a space for debate and analysis of the current situation so that the student can assess the socio-cultural aspects in maintaining health or in the appearance of disease and know the cultural aspects of people to understand different experiences and behaviours in the processes of health-disease-care.

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies Competency CE4. Demonstrate an understanding of the interactive behaviour of people based on gender, group or community within their social and multicultural context. Learning outcomes CE4.5 Analyse the concepts of health/illness taking different social and cultural contexts into account. CE4.6 Identify factors related to health and environmental issues, in order to respond to people in a situation of health and disease as members of a community. CE4.7 Identify the social and anthropological elements to assess different healthcare situations. CE4.8 Reflect with respect to existing relationships and contributions between anthropology, sociology and nursing. CE4.9 Identify the determinants of health and the axes of inequality observed in the social structure. CE4.10 Analyse the social inequalities that manifest from social inequality (class, gender, age, origin and territory) and the needs that arise from it in terms of access to resources and services. CE4.11 Identify trends and the evolution of thought and the anthropological method and analyse the social and cultural factors in the experience and approach to the processes of health and disease.

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FIRST YEAR CULTURE, SOCIETY AND HEALTH NURSING DEGREE

CE4.12 Identify and analyse the concepts of identity, diversity, culture and its various connotations. CE4.13 Explain the interactive behaviour of people based on gender, group or community within their social and cultural context. CE4.15 Analyse the social and cultural factors in the experience and approach to the processes of health and disease.

Competency CE7. Demonstrate unprejudiced understanding of people, considering the physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, guaranteeing the right to privacy through confidentiality and professional secrecy. Learning outcomes CE7.11 Identify the psychosocial components of individuals as well as the beliefs and values that identify them as a person. CE7.13 Provide care considering age, gender, cultural differences, ethnicity, beliefs and values. CE7.14 Identify and interpret the way in which individuals and groups manage health - disease - care processes taking into account the interaction of individual and collective factors, materials (social inequalities) and symbolic. CE7. 15 Describe the social facts of reality and the social dimensions.

Cross-curricular competencies

Competency CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing. CT5. Acquire and use the necessary tools to develop a critical and reflective attitude.

General competencies

Competency CG3. Respect the diversity and plurality of ideas, people and situations.

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FIRST YEAR CULTURE, SOCIETY AND HEALTH NURSING DEGREE

CONTENT

THEMATIC UNIT 1: CULTURE AND SOCIETY

TOPIC 1: CURRENT AND FUTURE SCENARIOS IN OUR SOCIETY. Cultural diversity and society. Anthropology in the framework of society, culture and health sciences. Basic concepts and new concepts: Culture, ethnocentrism, cultural relativism, cultural diversity, social change, global city and transnationality.

THEMATIC UNIT 2: THE HEALTH - DISEASE - CARE PROCESS. MEDICAL AND THERAPEUTIC MODELS

TOPIC 2: HEALTH AND DISEASE. ANTHROPOLOGICAL APPROACHES. The socio-cultural context of health and disease. Beliefs, values and social and cultural practices. Anthropological analysis of the cultural and social dimensions of disease: disease, illness and sickness.

TOPIC 3: THE WESTERN MEDICAL SYSTEM. Concept of medical system and therapeutic system. Medical systems as cultural systems. Analysis and evolution of the Western medical system; explanatory model and professional performance. Criticism of the biomedical model; limitations, shortcomings and alternatives. Current context: digital health.

TOPIC 4: POPULAR MEDICINE, FOLK MEDICINE and ETHNOMEDICINE. Definitions. Characteristic aspects. Social role of disease. Culture Bound Syndromes. Folk diseases. Shamanism. Ethnographic examples of various therapeutic and medical systems. The new model of integrated medicine.

THEMATIC UNIT 3: NURSING AND CULTURAL DIVERSITY

TOPIC 5: NURSING AND CULTURAL DIVERSITY. Analysis of the main health problems. Migration and health. Nursing care towards cultural diversity: main areas to consider. New healthcare demands in a multicultural society.

TOPIC 6: TRANSCULTURAL NURSING. Importance of culture in nursing care. Cultural competence. Concept of caring. M. Leininger and transcultural nursing. Relationships and contributions of anthropology and nursing. Cross-cultural assessment models.

THEMATIC UNIT 4: HEALTH, GENDER, INEQUALITY AND SOCIAL EXCLUSION

TOPIC 7: HEALTH, INEQUALITIES AND SOCIAL EXCLUSION. Gender, inequality, poverty and health. The cultural construction of exclusion: cultural images, stereotypes, prejudices and stigmas. Processes and ideologies of social exclusion. Social and political attitudes. Disease as an instrument of social control.

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FIRST YEAR CULTURE, SOCIETY AND HEALTH NURSING DEGREE

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1. Implementation and analysis of a press pack. The press pack will be made throughout the first semester. This is a review of the daily press (La Vanguardia, El Periódico, El País, El Mundo, digital newspapers, etc.) and collect all the news of the day directly or indirectly related to the topics discussed in the various thematic units. It is essential to organise the press well, classifying it, from the start, in relation to the thematic units developed throughout the course and always keeping in mind that it must be directly related to the field of the course. As the course develops, reading different articles, books or looking at visual documents (such as movies and documentaries) will be proposed to the student in class so that they can compare the information dealt with on the course and the collection of the daily press with other sources of reliable knowledge and facilitate addressing it from different perspectives or positions. Students should also perform a final summary of a critical and reflective nature, which shall be attached to the work of the press pack. In this way, students will demonstrate having integrated the knowledge learned in the classroom and from reading/looking at different materials with the newspaper articles. This activity should be performed individually and works on competencies CE4, CE7, CT4, CT5 and CG3.

Activity 2. Seminars. During the course several professionals directly related to the field of health will hold various seminars with the aim of sharing their experiences and discussing them with students. Attendance of the seminars is compulsory. Group changes are not permitted in the attendance of seminars to avoid discrimination among students. This activity works on competencies CE4, CE7, CT4 and CG3.

Activity 3. Monologue. Students must submit (in groups of 4) a speech articulated from the main ideas and reflections contained in the seminars described above as well as the theoretical knowledge developed in class with their own methodology for preparing informative monologues and ‘stand-up comedy’. This activity works on competencies CT4, CT5, CE7.13, CE7.14, and CT15.

Activity 4. Classroom attendance and participation. The student must actively participate in the classroom, giving answers to the questions posed, as well as replicating the rest of their peers to build reflections and group discussions. This activity works on CT4, CT5, CE7.13, CE7.14 and CE.15.

* Students will have access to the specific criteria to carry out these activities in the Virtual Campus.

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HOURS TYPE OF ACTIVITY LEARNING OUTCOMES STUDENT ACTIVITY WORKLOAD Teacher-led Classroom sessions CE4.5, CE4.6, CE4.7, CE4.11, 45 act. Seminars CE4.12, CE7.14 and CE4.15 Implementation and CE4.5, CE4.6, CE4.9, CE4.10, analysis of a press pack CE7.14 and CE7.15 40 Guided act. Participation and CE4.5, CE4.6, CE4.8, CE4.13, 8 attendance in class CE4.15 and CE7.11 Independent CE4.5, CE4.6, CE4.7, CE4.9, Monologue 57 study act. CE4.12, CE7.11 and CE7.13 TOTAL HOURS 150

ASSESSMENT

The assessment should be aimed at demonstrating that the student has acquired the competencies of the course, therefore it will be carried out in the following way:

Assessed activity 1. IMPLEMENTATION AND ANALYSIS OF A STRUCTURED PRESS KIT and according to the methodological guidelines given in class. Students must make a final summary of a critical and reflective nature which will be attached to the press pack. In this way, students will demonstrate having integrated the knowledge learned in the classroom and from reading/looking at different materials with the newspaper articles. Constitutes 45% of the mark and assesses competencies CE4.5, CE4.6, CE4.9, CE4.10, CE7.14 and CE7.15.

Assessed activity 2. Monologue (informative speech). Students in groups of 4 will have to construct an articulated speech (monologue) reflecting the knowledge acquired in Thematic Unit 3. This activity represents 40% of the final mark and assesses the competencies CE4.11, CE4.12, CE7.14 and CE4.15.

Assessed activity 3. ATTENDING SEMINARS. The student must attend 100% of the seminars of experts actively participating in the reflections that will be made in the classroom in order to perform assessed activity No. 2. This activity assesses competencies CT4, CT5, CG3 and represents 15% of the final mark.

To pass the course the student must pass the activities 1 and 2 with a minimum mark of 5. Presence and participation in the classroom will be assessed in the final mark. If activities 1 or 2 are not submitted, the final mark will be Not Assessable (NA). The marks of the activities passed will be saved for the next academic year. If the student is enrolled for the 3rd time, they must perform all the assessed activities again.

Students will have the option to review their qualifications on the planned dates during the qualifications publication period.

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FINAL MARK LEARNING HOURS STUDENT ASSESSMENT ACTIVITIES PERCENTAGE OUTCOMES WORKLOAD CE4.5, CE4.6, CE4.9, IMPLEMENTATION AND 45% CE4.10, CE7.14 and - ANALYSIS OF A PRESS PACK CE7.15 CE4.5, CE4.6, CE4.7, MONOLOGUE 40% CE4.11, CE4.12, CE7.14 - and CE4.15 ATTENDANCE OF EXPERT 15% CT4, CT5, CG3 - SEMINARS TOTAL HOURS /

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

The basic bibliography will be posted in the area in Moodle in the course of the classes and in the corresponding section in the different thematic units

- El arte de contar la ciencia (The art of telling science) http://www.bigvanciencia.com/ - Scientific monologues. Spanish Foundation for Science and Technology https://www.fecyt.es/es/tematica/monologos-cientificos

BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books Author/s Year Title Edition Place Publisher Abu-Lughod, L. Veiled Sentiments Berkeley University of 1986 California Press Abu-Lughod, L. Language and the politics of emotion Cambridge University Press 1990 and Lutz, C. Ackernecht, E Medicina y Antropología Social (Medicine Madrid. Akal Universitaria 1984 and Social Anthropology). Aguirre Beltran, g Antropología médica (Medical Barcelona Centro de 1986 anthropology) Investigacions Allué M. 2005 Perder la Piel (Skin Loss). 7th Ed. Barcelona Seix Barral-Planeta Allué, M. 2013 El paciente inquieto (The anxious patient) Barcelona Bellaterra Allué, X 1999 Urgencias, abierto de 0 a 24 horas: Mira Publishers, factores socioculturales en la oferta y la Zaragoza demanda de la urgencia pediátrica (A&E, open from 24 hours a day: socio-cultural factors in the supply of and demand for emergency paediatrics)

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Alvarez Degregori, Sobre la mutilación genital femenina y Bellaterra. Publicacions M.C otros demonios (On female genital d’Antropologia 2001 mutilation and other demons). Cultural. UAB

Amnesty La mutilación genital femenina y los Madrid . EDAI. International 1998 derechos humanos (Female genital mutilation and human rights). Antonin M. La mediación intercultural en el sistema Ediciones Bellateraa de salud de Cataluña (Intercultural 2010 mediation in the health system in Catalonia). Auge, M, Colleyn, J Que es la antropología (What is Barcelona Paidos Ibérica 2005 anthropology) Blech, J Los inventores de enfermedades (The Barcelona Ediciones Destino 2005 inventors of diseases). Boixareu, R De l’Antropologia Filosòfica a Barcelona Càtedra Ramón l’antropologia de la salut (From LLull, Blanquerna 2003 Philosophical to Health-focused anthropology) Boixareu, R.M. De l’Antropologia Filosòfica a Barcelona. Càtedra Ramon l’Antropologia de la Salut (From LLull. Blanquerna. 2003 Philosophical to Health-focused anthropology) Carrasco, S De la diversitat a la desigualtat. Racisme, Barcelona Ed. Graó. societats i identitats (Diversity and 1997 inequality. Racism, societies and identities) Castaneda, C. 1991 Las enseñanzas de Don Juan (The Mexico Fondo de Cultura Teachings of Don Juan). Económica (Economic Culture Fund) Comelles, J Antropologia i salut. (Anthropology and Barcelona Fund. Caixa de 1984 health) Pensions. Comelles, J., Enfermería y Antropología. Padeceres, Barcelona Icaria Editorial Martorell, M., cuidadores y cuidados (Nursing and 2008 Bernal, M. Anthropology. Suffering, carers and care). Comelles, J.; Themes in Medical Anthropology. Perugia Fondazione Angelo Dongen, Els (eds.) 2002 Celli Argo.

Comelles, J.; Enfermedad, Cultura y Sociedad. Un Madrid Eudema. Martínez-Hernáez, ensayo sobre las relaciones entre la A. Antropología Social y la Medicina 1993 (Disease, Culture and Society. An essay on relationships between Social Anthropology and Medicine). Contreras, l Alimentación y cultura. Necesidades, Barcelona Barcelona 1995 gustos y costumbres (Food and culture. University Needs, tastes and customs)

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Coppo, P Los que curan a los locos. Encuentros Barcelona Ediciones Península. con la sabiduría de un pueblo africano 1998 (Those who care for the crazy. Encounters with the knowledge of an African village) Delgado, M. Diversitat i Integració (Diversity and Barcelona. Ed. Empúries. 1998 integration)

Dethlefsen, T., La enfermedad como camino (Disease Manchen. Plaza y Janés. 1991 Dahlke, R as a journey). Dongen, E; Medical Anthropology and Perugia Fundazione Angelo Celli Comelles, J. 2001 Anthropology. per una cultura della salute. Esteban, M, Antropología, género, atención y salud Barcelona Bellaterra Comelles, J., Díez 2010 (Anthropology, gender, care and Mintegui, C. (eds.) health) Esteban, M, (eds) Introducción a la antropología de la Bilbao, OSALDE-OP. salud. Aplicaciones teóricas y pràcticas (Introduction to health anthropology. 2007 Theoretical applications and practices).

Fernández Juarez, Salud e interculturalidad en América Quito Abya-yala. G, ed. Latina. Antropología de la salud y crítica intercultural (Health and 2006 Interculturality in Latin America. Anthropology of health and intercultural criticism). Foucault, M El poder psiquiátrico (Psychiatric Madrid Akal 2005 power)

Foucault, M Storia della follia nell’età classica Milan Rizzoli 1998

Foucault, M El nacimiento de la clínica. Una Argentina Siglo veintiuno editores arqueología de la mirada médica (The 1966 birth of surgery. An archaeology of the medical view). Furst, P. Alucinógenos y cultura (Hallucinogens Mexico Fondo de Cultura 1980 and culture) Económica (Economic Culture Fund). Galvez, A La medicina bajo sospecha (Medicine Granada. Fundación Index. 2002 under suspicion) Garcia O’meany, M Jo no sóc racista però... (I’m not racist, Barcelona Intermon Oxfam 2002 but...) González E, Psiquiatría Transcultural (Transcultural Madrid Asociación Española de Comelles J, eds. Psychiatry). Neuropsiquiatría 2000 (Spanish Neuropsychiatry Association).

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Granela, Malgesini, Guía de conceptos sobre migraciones, Madrid. La cueva del oso (The Gimenez, C racismo e interculturalidad (Guide to bear cave) 1997 concepts of migration, racism and Interculturalism) Granero, X., Antropología y salud (Anthropology Barcelona Fundació La Caixa de Mallart, l and health). Pensions. Guasch, O 2002 Observación partecipante (Participant Madrid Centro de observation) investigacione sociológicas (Sociology research centre) Guber, R 2004 El Selvaje metropolitano. Buenos Paidós. Reconstrucción de conociemitno social Aires en el trabajo de campo (The metropolitan wilderness. Reconstruction of social knowledge in fieldwork). Guillemot, A.: 1994 Anorexia nerviosa y bulimia. El peso de Barcelona Masson. S.A Laxenaire, M. la cultura (Anorexia nervosa and bulimia. The weight of the culture). Hernandez, A 1993 Enfermedad, cultura y sociedad Madrid. Eudema Antropología (Disease, culture and society). Illich, I 1983 Némesis médica. La medicalización de la Barcelona. Barral. vida (Medical Nemesis. The medicalisation of life). Kaplan Marcusan, 2010 Mapa de la mutilación genital femenina Barcelona Barcelona Autonomous A.; López Gay, A en España (Map of female genital University. Servicio de mutilation in Spain) Publicaciones

Kaufmann, A 1981 Marginación, prejuicio, enfermedad. Barcelona. Ciba-Geigy Una investigación sociológica sobre la lepra (Marginalisation, prejudice, disease. Sociological research on leprosy). Kenny and de 1980 La antropología médica en España Barcelona Editorial Anagrama. Miguel, M (Medical anthropology in Spain). Le Breton, D.: ().. 1999 Anthropology of pain. Barcelona. Seix Barral

Maalouf, A 1999 Les identitats que maten. Per una Barcelona . Ed. La Campana (The mundialització que respecti la Campaign). diversitat. (Identities that kill. Seeking globalization that respects diversity) Menéndez, E 1978 «El modelo médico y la salud de los Mexico Nueva Imagen (New trabajadores»(“The medical model and Image). the health of workers”), in Basaglia F. and others (eds.), La salud de los trabajadores (The health of workers). Aportes para una política de la salud (Contributions to a health policy). pp.11- 53

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Menéndez, E 1988 Aportes metodológicos y bibliográficos D.F. Ciesas. para la investigación del proceso de alcoholización en américa latina (Methodological and bibliographical contributions research on alcoholisation in Latin America), Menéndez, E 2002 La part negada de la cultura. Barcelona Bellaterra Relativismo, diferencias y racismo (The party denied culture. Relativism, differences and racism) Menéndez, E. 1990 Morir de alchol. Saber y hegemonía D.F. Alianza Editorial médica (Dying of alcohol. Medical Mexicana knowledge and hegemony). Menéndez, E. 1996 De algunos alcoholismos y algunos D.F. Ciesas and Di Pardo, R saberes. (Some alcoholism alfas and some knowledge. Primary care and alcoholisation process), Monreal, P 1996 Antropología y pobreza urbana Madrid. Los libros de la Catarata (Anthropology and urban poverty) (Books on Cataracts). Perdiguero E, 2000 Medicina y Cultura. Estudios entre la Barcelona Bellaterra. Comelles J (eds) antropología y la medicina (Medicine and Culture. Studies between anthropology and medicine). Poveda. J. M 1997 Chamanismo. El arte natural de curar Madrid Ediciones Temas de (Shamanism. The natural art of curing) Hoy

Riera, I 2002 Emigrantes y Refugiados El derecho Barcelona. Plaza & Janés Editores Universal de la Ciudadanía (Migrants and Refugees The universal right of Citizenship) Rubel, A. O'nell, C. 1989 Susto, una enfermedad folk (Shock, a Mexico. Fondo de Cultura Collado, R folk disease). Económica (Economic Culture Fund) San Roman, T 1986 Entre la marginación y el racismo. Barcelona Alianza Editorial. (Between marginalisation and racism. Reflections on the life of gypsies). Sontag, S 1980 La enfermedad y sus metáforas (Disease Munich Editores. and its metaphors) Spector, R 2002 Las culturas de la salud (Health Madrid Prentice Hall cultures). Torralba, F 1998 Antropología del Cuidar (Anthropology Barcelona Fundación Mapfre of Caring). Medicina

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Articles Author Title Journal Volume Year Pages Descriptio n/ comments Perdiguero, La constitución del Trabajo Social y Vol. 43 2003 Enrique; Castejón, sistema sanitario en Salud Ramón (Eds.). España (The Constitution of the health system in Spain).

Menéndez, El modelo medico Desarrollo Vol. 24, 1985 pp. Eduardo. dominante y las Económico. (96), 593- limitaciones y Revista de ciencias posibilidades de los sociales 604. modelos antropológicos (The dominant medical model and the limitations and possibilities of anthropological models). Menéndez, La enfermedad y la Alteridades 4 (7). 1994 pp. 71- Eduardo curación ¿Qué es la 83 medicina tradicional? (Disease and healing. What is traditional medicine?)

Menéndez, Estilos de vida, riesgos y Estudios 46 2002 pp. 37-67. Eduardo construcción social. sociológicos Conceptos similares y significados diferentes (Lifestyle, risks and social construction. Similar concepts and different meanings) Fassin, Didier Exlcusion, underclass, Revue Française 27 1996 p.37-75. marginality. Figures de Sociologie contemporaines de la pauvreté urbaine en France, aux Etats-Unis et Amérique latine Feixa, Carles Jovenes latinos en Research report 2005 Barcelona: espacio Ayuntament de público y cultura urbana Barcelona, CIMU (Latino youth in Barcelona: public space and urban culture)

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El Bouchaibi, Imad La infermera Annals de la 95(4) 2011 transcultural. Una nova medicina competència infermera (The transcultural nurse. A new nursing skill) El Bouchaibi, Imad La enfermeria Ágora 30 2012 transcultural. Una nueva d’infermeria oportunidad (Transcultural nursing. A new opportunity). El Bouchaibi, Imad Los cuidados paliativos Medicina Paliativa 20(02) 2013 transculturales: una visión universal de los cuidados (Cross-cultural palliative care: a universal vision of care)

Audiovisual material Title Description Year Directed by Patch Adams 1988 Tom Shadyac Wit 2002 Mike Nichols El doctor 1991 Randa Haines Colors 1988 Hopper, Dennis Crash 1991 Haggis, Paul La Haine 1995 Kassovitz, Matheiu Agua con sal. 2005 Pérez-Rosado, Pedro Hombres armados 1997 John Sayles Nuovo Mondo 2006 Crialese Emanuele Poniente 2002 Gutiérrez, Chus Herencia 2002 Hernández, Paula Las cartas de Alou 1990 Armendáriz, Montxo La Taranta 1962 Mingozzi, Gian Franco Moolaadé 2005 Sembene, Ousmane Un franco, catorce 2006 Carlos Iglesias pesetas

PROGRAMACIÓ DE L’ASSIGNATURA.

This information will be available in the online campus for students enrolled in this subject.

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SCIENTIFIC METHODOLOGY AND FIRST YEAR

BIOSTATISTICS NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course SCIENTIFIC METHODOLOGY AND BIOSTATISTICS Code Academic year 2019-2020 ECTS 6 ECTS Course type BT Credits Year 1. Semester Second Timetable Link to the centre’s Web page (virtual secretariat) Teaching language CATALAN-SPANISH

FACULTY INFORMATION

. Teachers-in-charge Name of teacher MONTSERRAT EDO GUAL e-mail [email protected] Tutoring schedule To be arranged

. Other teachers

Name of teacher ALICIA BORRÀS e-mail [email protected] Tutoring schedule To be arranged

PREREQUISITES

THERE ARE NO PREREQUISITES TO TAKE THIS COURSE

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SCIENTIFIC METHODOLOGY AND FIRST YEAR BIOSTATISTICS NURSING DEGREE

COURSE CONTEXTUALISATION

The course of Scientific Methodology and Biostatistics aims to introduce students to the basic principles of the Scientific Method and the management and statistical processing of quantitative data, and the main theoretical approaches in qualitative methodology, framed within the process of nursing research. It is part of the Statistics and runs in the second semester of the first year.

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies

CE6. Base nursing interventions on scientific evidence and on the means Competency available. Learning outcomes CE6.1. Analyse nursing interventions justifying them with scientific evidence and/or input from experts that support them. CE6.2. Argue nursing interventions with scientific evidence. CE6.3. Describe the existing relationships between knowledge and the practical interventions that you perform. CE6.4. Identify the bases for using scientific evidence in care. CE6.5. Apply the methods and statistical procedures to your area to identify the most relevant health problems in a community. CE6.6. Analyse statistical data relating to population-based studies, identifying possible causes of health problems. CE6.7. Interpret statistical and qualitative data CE6.8. Identify the need to investigate and search for publications related to nursing interventions based on scientific evidence. CE6.9. Describe the bases of scientific knowledge and the research process. CE6.10. Explain the difference between quantitative and qualitative methodology.

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Competency CE16. Demonstrate your knowledge of health information systems. Learning outcomes CE16.6. Compare the main features of health information systems. CE16.7. Compare the features of the main health information systems. CE16.8. Use the health information and record systems in all your interventions. CE16. 9. Contrast the sort of data that allow you to obtain the different health information systems. CE16.10. Identify strategies for using health information systems in research. CE16.11. Use health information systems to collect and analyse data. CE16.12. Demonstrate literature search skills. CE16.13. Analyse the data that health information systems provide. CE16.14. Describe applications of the statistical model.

Competency CE20. Use scientific methodology in your interventions. Learning outcomes CE20.1. Relate the scientific methodology to the Nursing Care Process and problem-solving. CE20.2. Practice the methods of collecting data and drafting written reports. CE20.3. Review the concepts of science, scientific research and scientific method. CE20.4. Define the stages of the research process CE20.5. Describe suitable principles of scientific methodology for research. CE20.6. Apply the scientific methodology to the organisation and development of labour.

Cross-curricular competencies Competency CT1. Analyse and summarise complex phenomena. CT2. Search, assess, organise and maintain information systems. CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing. CT5. Acquire and use the necessary tools to develop a critical and reflective attitude.

General competencies Competency CG2. Develop independent learning strategies.

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CONTENT

THEMATIC UNIT 1. METHODOLOGY OF SCIENCE AND RESEARCH

TOPIC 1. INTRODUCTION TO THE METHODOLOGY OF SCIENCE. Concept of science. Ordinary knowledge and scientific knowledge. The sources of human knowledge. The scientific method. Limitations of the scientific method. Bases of the scientific process. Health sciences research. Basic research. Applied research. Databases searches. Use of bibliographic managers. Quantitative research methods. Qualitative research methods.

TOPIC 2. QUALITATIVE RESEARCH. Theoretical bases of methodological approaches. Research question. Techniques for gathering data: observation, participant observation, in-depth interview, focus groups. Qualitative research project. Communication of qualitative results.

TOPIC 3. QUANTITATIVE RESEARCH. Research question. Formulation of quantitative research hypotheses. Methodological variables. Association and causality. Communication of quantitative results.

THEMATIC UNIT 2. DESCRIPTIVE STATISTICS

TOPIC 4. BIOSTATISTICS. PRELIMINARY CONCEPTS. Statistics: definition. Biostatistics: concept. Historical introduction. Descriptive statistics. Inferential statistics. Universe. Population. Sample. Type of sample. Variables. Variables classification. Measuring scales. Nominal scale. Ordinal scale. Interval scale. Proportion scales.

TOPIC 5. DATA CLASSIFICATION. TABULATION AND GRAPHICAL REPRESENTATION. Tabulation. Statistical series. Frequency. Frequency tables. Frequency types. Graphic representations.

TOPIC 6. MEASURES OF CENTRAL TENDENCY. MEAN, MEDIAN AND MODE. Arithmetic mean. Weighted mean. Geometric mean. Quadratic mean. Harmonic mean. Median. Mode

TOPIC 7. POSITION MEASUREMENTS. Quartiles. Deciles. Centiles or percentiles. Equivalences. Calculation of quartiles. Calculation of deciles. Calculation of centiles.

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TOPIC 8. DISPERSION MEASUREMENTS. Distribution amplitude. Quartile amplitude. Quartile deviation. Mean deviation. Variance. Standard deviation. Coefficient of variation.

TOPIC 9. ASYMMETRY AND ROBUSTNESS MEASUREMENTS. Coefficient of asymmetry. Relationship between measures of central tendency and asymmetry. Kurtosis or robustness.

TOPIC 10. CALCULATION OF PROBABILITIES. Experiments and random events. Concept of probability. Properties of probability. Basic theorems of probability. Probability distributions.

TOPIC 11. NORMAL CURVE. Normal distribution. Limited normal distribution. Areas under the normal curve and utilities.

THEMATIC UNIT 3. INFERENTIAL STATISTICS

TOPIC 12. INTRODUCTION TO INFERENTIAL STATISTICS. Contrasts of hypothesis and significance. Null hypothesis. Alternative hypothesis. Significance level. The p-value.

TOPIC 13. PARAMETRIC TESTS. Confidence interval for the mean. Student's t-test for a sample. T-test for two related samples. T-test for two independent samples. Analysis of variance. Coefficient of Pearson's linear correlation. Regression.

TOPIC 14. NON-PARAMETRIC TESTS. Kolmogorov-Smirnov test. Pearson chi-square test. The coefficient Phi. Cramer’s V. The Mann-Whitney U test. The Wilcoxon’s W rank-sum test. The Kruskal-Wallis anova. Kendall's coefficient of concordance.

THEMATIC UNIT 4. COMPUTER PROCEDURES IN THE TABULATION AND ANALYSIS OF DATA

TOPIC 15. INTRODUCTION TO THE PSPP STATISTICAL PROGRAM. Structure of the PSPP. Introduction, data editing and transformation. Results and graphs. Frequencies and descriptions. Parametric inferential tests. Non-parametric inferential tests.

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TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1. Critical analysis of a qualitative research article*

In the critical reading deliverable, the correction of the answers to the questions on the critical reading will be assessed and, above all, the reflective and reasoned discussion. It works on the competencies: CE6, CE20 and CT4.

Activity 2. Database management* Internet search for information on a topic relevant to nursing. Using the Medline database, a search must be performed of published works on the topic and a summary report of the information obtained prepared. Works on competencies CE16, CE20 and CT2.

Activity 3. Exercise of analysis of a data matrix using the statistical package PSPP * From a database provided by the teacher, students will complete a report that will include the statistical analysis of the data and conclusions of the inferential hypotheses raised. Works on competencies CE6 and CE20.

* In the virtual platform for the course, students will have access to a guide to carrying out these activities

HOURS TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES STUDENT WORKLOAD Presentations by the teacher CE6.1, CE6.2, CE6.3 20 Class work CE6.5, CE6.6, CE6.7 10 Analysis of a qualitative research Teacher-led CE6.8, CE6.9, CE6.10 5 article act. Database management. Medline (25-35% total hours) CE6.4, CE6.8, CE6.9 5 search Analysis of a data matrix by means CE6.5, CE6.6, CE6.7 8 of PSPP Guided act. Scheduled tutorials CE6.10, CE6.1, CE6.3 15 (approx. 10%) CE16.8, CE16.9, CE16.10, CE16.11, Information search and processing 25 CE16.12 Independent study Drafting written reports CE16.8, CE16.9, CE16.10, CE16.11, act. 30 CE16.12 (minimum 50%) CE16.8, CE16.9, CE16.10, CE16.11, Study 30 CE16.12 TOTAL HOURS 148 h

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ASSESSMENT

Assessed activity 1. Analysis of a qualitative research article. Assesses the competencies CE6, CE20 and CT4 and has a weighting of 15% of the final mark.

Assessed activity 2. Search on Medline. Assesses the competencies CE16, CE20 and CT2 and has a weighting of 15% of the total mark.

Assessed activity 3. Exercise of analysis of a data matrix using the statistical package PSPP. Assesses the competencies CE6 and CE20 and has a weighting of 20% of the total mark.

Assessed activity 4. Multiple-choice exam. Assesses the competencies CE6, CE16 and CE20 and has a weighting of 50% of the total mark.

*In the event of suspending this assessed activity (mark below 5), the student will have the option of taking a repeat exam.

* The final mark for the course will be calculated from the weighted average of the four activities. To pass the course it will be necessary for all the activities to be completed and passed, with a score of 5 or higher. If the student misses some of the activities, the final mark will be Not Assessable (NA).

Students will have the option to review their qualifications on the planned dates during the qualifications publication period.

** In the virtual platform of the course, students will have guidance on assessment criteria for the activities

FINAL MARK HOURS STUDENT ASSESSMENT ACTIVITIES LEARNING OUTCOMES PERCENTAGE WORKLOAD

Assessed activity 1. CE6.1, CE6.2, CE6.4, CE6.5, 15% - Analysis of a qualitative research article CE6.6, CE6.7 and CE20.1 Assessed activity 2. CE16.10, CE16.11, CE16.12, 15% - Search on Medline Ce16.13, CE20.2 and CE20.5

Assessed activity 3. CE16.6, CE16.9, CE16.10, - Exercise of analysis of a data matrix with the CE16.11, CE16.13, CE20.2, 20% statistical package PSPP CE20.4, CE20.5 and CE20.6

CE6.8, CE6.9, CE6.10, Assessed activity 4. 50% CE16.13, CE16.14, Ce20.1, 2 Multiple-choice exam CE20.20.2 and CE20.4 TOTAL HOURS 2 h

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SCIENTIFIC METHODOLOGY AND FIRST YEAR BIOSTATISTICS NURSING DEGREE

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Armitage P, Berry G. 1997 Estadística para la 3rd Barcelona Harcourt Brace investigación biomédica (Statistics for biomedical research) Bisquerra R, Echeverría B, 1987 Estadística psicopedagógica Barcelona Promociones y Rodríguez M. (Educational psychology Publicaciones statistics) Universitarias Castañeda MB, Cabrera AF, 2010 Procesamiento de datos y Porto ediPUCRS Navarro Y, de Vries W análisis estadísticos Alegre utilizando SPSS (Data processing and statistical analysis using SPSS) Cobo E. 1993 Estadística para no Barcelona Eada Gestión estadísticos (Non-statistical statistics) Leaverton PE. 1989 ABC de la Bioestadística 3rd Barcelona Salvat (ABC of biostatistics) Mattews DE, Farewell VT 1988 Estadística Médica (Medical Barcelona Salvat statistics) Manzano V, Varela J, García 1999 SPSS para Windows (SPSS Madrid Ra-Ma A, Pérez FJ for Windows) Milton JS 1994 Estadística para Biología y 2nd Madrid McGraw-Hill Ciencias de la Salud Interamericana (Statistics for Biology and Health Sciences) Peña D, Romo J. 1997 Introducción a la Estadística Madrid McGraw-Hill para las Ciencias Sociales Interamericana (Introduction to Statistics for Social Sciences) Sánchez JJ. 1999 Manual de análisis Madrid Alianza Editorial estadístico de los datos (Manual of statistical analysis of data) Sentís J, Pardell H, Cobo E, 1999 Bioestadística (Biostatistics) 2nd Barcelona Masson Canela J. Sentís J, Ascano C, Vallés A, 1997 Licenciatura Bioestadística Barcelona Masson Canela J. (Bachelor’s Degree in Biostatistics) Spiegel MR 1997 Statistics 2nd Madrid McGraw-Hill Interamericana Tomás-Sábado J. 2009 Fonaments de bioestadística Bellaterra Servei de i anàlisi de dades per a Publicacions de la infermeria (Fundamentals of Universitat biostatistics and data Autònoma de analysis for nursing) Barcelona

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SCIENTIFIC METHODOLOGY AND FIRST YEAR BIOSTATISTICS NURSING DEGREE

Visauta B. 2007 Análisis estadístico con SPSS 3rd Madrid McGraw-Hill 14 (Statistical analysis with Interamericana SPSS 14) Morse JM. 2005 Asuntos críticos en los Alicante University of métodos de investigación Alicante cualitativa (Critical issues in qualitative research methods) Taylor SJ, Bogan R. 1992 Introducción a los métodos 2nd Barcelona Paydós cualitativos de investigación (Introduction to qualitative research methods) Ruiz Olabuénaga JL. 1999 Metodologia de la 5th Bilbao University of investigación cualitativa Deusto (Qualitative research methodology) Creswell JW. 1998 Qualitative Inquiry and London Thousand Oaks: research design: choosing SAGE among five traditions

Articles Author Title Journal Volume Year Pages Description/ comment Pertega S, Pita La estadística en Rol de 31 2008 18-24 This article discusses some of the S. la investigación Enfermería methodological and statistical problems enfermera most frequently detected in publications (Statistics in in the area of nursing in the design, nursing research) analysis, and interpretation of results phases. Zaider V, Olivia Paradigmas de Ciencia y XI 2005 17-24 In this paper we critically and reflexively A investigación en enfermería analyse paradigms in research from the enfermería qualitative and quantitative polemic and (Paradigms of its relationship with the evolution of nursing research) nursing research MARTÍNEZ Barreras e Enfermería 13 2003 303-8 The purpose of this article is to identify RIERA, J.R. instrumentos Clínica the barriers and facilitating instruments facilitadores or actions in the use of evidence-based de la enfermería nursing (EBN) basada en la evidencia (Barriers and facilitating instruments of evidence-based nursing)

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Internet sources Title Description URL Portales Médicos.com Page dedicated to the field of psychiatry and http://www.portalesmedicos.com/publicacio mental health nes/categories/Articulos/Bioestadistica.- Estadistica-Medica/# Nure Investigación Scientific Nursing Journal http://www.nureinvestigacion.es/quienes_so mos_nure.cfm Investen Page dedicated to nursing research at the http://www.isciii.es/htdocs/redes/investen/in Instituto de Salud Carlos III vesten_presentacion.jsp REDICS resource Guide - Web page showing institutions, publications https://bit.ly/2JHj1D2 Instituto de Salud Carlos and web resources of interest, all in the field III of qualitative research.

BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION

Books Author/s Year Title Edition Place Publisher Almenara Barrios, J 2003 Historia de la bioestadística, Cádiz Quorum Libros la génesis, la normalidad y la crisis (History of biostatistics, genesis, normality and the crisis) Barbour, I.G. 2004 Religión y Ciencia (Religion Madrid Trotta and Science) Sokal, R.R., Rohlf, F.J. 1986 Introducción a la Barcelona Reverte bioestadística (Introduction to biostatistics) Denzin, N. K., and Lincoln, Y. 1998 Strategies of Qualitative London SAGE S. Inquiry Valles MS. 2002 Entrevistas cualitativas Madrid CIS (Qualitative interviews)

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SCIENTIFIC METHODOLOGY AND FIRST YEAR BIOSTATISTICS NURSING DEGREE

Articles Author Title Journal Volume Year Pages Description/ comment Condés, E La bioestadística: una Radiology 50 2008 265-70 Runs through the different herramienta stages to be followed fundamental en la throughout the research elaboración de artículos process, beginning by radiológicos setting the objective of (Biostatistics: a the study, by addressing fundamental tool in the the various study designs. writing of radiological articles)

Martínez- Basic biostatistics Rev Ortp 43 1999 463-73 Contains some basic González, M A concepts Traumatol. concepts common to the statistical methods most applied in research San José B, Métodos estadísticos en An Pediatr 7 2009 55-9 In this article about the Pérez E, Madero estudios de Contin. statistical method, the R supervivencia authors bring us closer to (Statistical methods in statistics in one of the survival studies) versions: survival studies.

Journals specialising in qualitative research  Qualitative Health Research  Qualitative Inquiry  Qualitative Research

Internet sources Title Description URL Handouts and videos Page of Professor Francisco Javier http://www.bioestadistica.uma.es/baron/apuntes/ on biostatistics Barón López, from the University of Malaga, with abundant material on biostatistics Bioestadística Collection of articles on various http://www.seh-lelha.org/stat1.htm (Biostatistics) statistical methods Bioestadístico.com Analysis of clinical and epidemiological http://bioestadistico.com/ data Forum qualitative Online journal dedicated to qualitative www.qualitative-research.net/fqs/fqs.htm research research.

COURSE SCHEDULE

This information will be available for students enrolled on this course via the virtual campus

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FIRST YEAR INTRODUCTORY PRACTICUM NURSING DEGREE

GENERAL INFORMATION

COURSE DATA

Course INTRODUCTORY PRACTICUM Code Academic year 2019-20 ECTS 9 Course type CO Credits Year 1st DEGREE Semester Second Timetable Link to the centre’s Web page (virtual secretariat) Teaching language Catalan/Spanish

FACULTY INFORMATION

. Teachers-in-charge Name of teacher PILAR FERNÁNDEZ e-mail (e-mail)[email protected] Tutoring schedule To be arranged

Name of teacher PILAR FLOR e-mail (e-mail) [email protected] Tutoring schedule To be arranged

. Other teachers Name of teacher CECILIA BRANDO e-mail (e-mail) [email protected] Tutoring schedule To be arranged

Name of teacher SILVIA PEÑUELAS e-mail (e-mail) [email protected] Tutoring schedule To be arranged

Name of teacher ALEX VICENTE e-mail (e-mail) [email protected] Tutoring schedule To be arranged

Name of teacher SUSANA MIGUEL e-mail (e-mail) [email protected] Tutoring schedule To be arranged

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PREREQUISITES

There are no prerequisites for this course.

COURSE CONTEXTUALISATION

The Introductory Practicum is a compulsory course worth 9 ECTS credits that belongs to the Practicum subject, situated in the second semester of the first year, it has a guiding character and allows the student to acquire early experience in the field of care.

The course has two distinct parts:

A) Simulation Practice Programme I (SPP-I), consisting of 30 hours of attendance, which is an initial unit where practice is performed in simulated environments and which prepares the student to achieve the competencies developed in the next unit, clinical practice in hospitals.

B) CLINICAL PRACTICE, which will be performed in hospitalisation care units for acute or chronic conditions of the various reference hospital centres. A total of 195 hours of actual practice in the morning, afternoon or night, adapted to the clinical practice of each centre.

COMPETENCIES AND LEARNING OUTCOMES

Specific competencies Competency CE1. Provide technical and professional healthcare appropriate to the health needs of the people treated, in accordance with the development of scientific knowledge at any given time and the quality standards and safety requirements set out in the applicable legal and ethical standards. Learning outcomes CE1.66. Describe and apply technical care using appropriate instruments for the situation of the person cared for, bearing in mind established standards and the best existing evidence. CE1.69. Apply the knowledge and skills acquired to healthcare practice.

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Competency CE7. Demonstrate unprejudiced understanding of people, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, guaranteeing the right to privacy through confidentiality and professional secrecy. Learning outcomes CE7.51. Identify situations which put the confidentiality of patient information at risk. CE7.54. Apply a respectful relationship with the user/family/health team, without value judgments. CPGG2. Maintain an attitude of respect for opinions, values, beliefs, and behaviour.

Competency CE10. Protect the health and well-being of people, family or groups cared for, ensuring their safety. Learning outcomes CE10.23. Assess the risk and protect the health of people by ensuring their safety. CE10.25 Use protection and safety measures to ensure the well-being of the individual, families and communities.

Competency CE17. Perform nursing care based on comprehensive healthcare, which involves multi- professional cooperation, the integration of processes and continuity of care. Learning outcomes CE17.5. Assess and treat people in a holistic, tolerant way and without making value judgments. CE17.6. Work in partnership and in a responsible way to achieve pre- planned objectives, ensuring continuity of care.

Competency CE20. Use scientific methodology in your interventions. Learning outcomes CE20.8. Develop skill at applying the scientific method to nursing interventions.

Cross-curricular competencies Competency CT4. Express yourself fluently, coherently and properly following established standards both orally and in writing. Competency CT3. Identify, analyse and take the most suitable option to respond to problems in a professional context, efficiently and effectively. Competency CT6. Work closely and join groups and work teams. Competency CT9. Respect the environment and promote sustainable development.

General competencies Competency CG1. Develop critical thinking and reasoning and know how to communicate effectively both in your mother tongue and in other languages.

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Competency Profile EUE Gimbernat

Competency CPG1. Demonstrate a capacity for initiative, motivation and entrepreneurial spirit in relation to self-learning and with the professional activity.

Competency CPG2. Maintain an attitude of respect for opinions, values, beliefs, and behaviour.

CONTENT

THEMATIC UNIT 1: SIMULATION PRACTICE PROGRAMME I (SPP-I).

TOPIC 1: REGULATIONS AND RECOMMENDATIONS FOR ALL PROCEDURES. General rules for all procedures and techniques. Standard precautions.

TOPIC 2: ASSESSMENT OF VITAL SIGNS. Temperature, heart rate, respiratory rate, blood pressure. Recording of the values on the graph.

TOPIC 3: ASPECTS RELATED TO PATIENT MOBILISATION. Body mechanics. Changes of the patient’s position. Injury prevention by pressure. Placement of devices for urination/defecation (level chamber pot, bottle). Mobilisation and rescue techniques.

TOPIC 4: MAKING A HOSPITAL BED. Unoccupied and occupied bed. Surgical bed.

TOPIC 5: PATIENT'S PERSONAL HYGIENE AND CHANGE OF CLOTHES. Partial and total hygiene. Change of clothes.

TOPIC 6: PATIENT FEEDING. Partial support for feeding. Administration of food by nasogastric tube.

TOPIC 7: PATIENT ELIMINATION. Cleansing enema. Obtaining urine and faecal samples. Placement of nappies and urine collectors.

TOPIC 8: ADMINISTRATION OF MEDICATION. Basic concepts related to the clinical safety of the patient in connection with the preparation and administration of drugs. Administration by mouth, feeding tubes and through skin and mucous membranes.

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TOPIC 9: NURSING ACTION IN EMERGENCIES Assessment of the emergency situation, PAS, primary examination (ABC) and secondary examination. Adult and paediatric basic life support (BLS) according to European Resuscitation Council (ERC) recommendations. Semi-automatic external defibrillation (AED). Recovery position (RP). Choking in adult and paediatric patients (OVACE). Mobilisations and immobilisations. Actions in the event of haemorrhaging, fractures, neurological problems, respiratory and cardiac problems. Emergency childbirth assistance.

THEMATIC UNIT 2: HOSPITAL PRACTICE

In hospital practice students will apply the contents developed in thematic unit 1 and integrate the learning from different courses followed. The hospital residence is expected to be the student’s first contact with caring for hospitalised patients which steers them towards reflective practice.

TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Activity 1. Practice of procedures and techniques in simulated environments. Reflective practice of different procedures will be framed in clinical situations that require a coherent response and allow the integration of theoretical knowledge and the development of technical and problem-solving skills.

The sessions will be an initial part in which doubts will be clarified and specific situations will be discussed concerning the procedure. Then, a time will be set to practice it in clinical situations.

With the aim of taking maximum advantage of the sessions, preparation of the practice using the Nursing Procedures Manual I and the audiovisual support that it incorporates is ESSENTIAL. It is essential to attend and benefit 100% from the sessions. Works on competencies CE1, CE10, CE20, CT4 and CT9.

Activity 2. Analysis and resolution of cases of outpatient emergency action (OEA). From cases raised in the classroom, that address a variety of urgent/emergency outpatient situations, students should simulate the resolution of cases and burn it in audiovisual format. The films will be discussed in the classroom, the resolution and techniques performed will be reflected on and instructional feedback will be generated. Evidence of learning will be collected in a learning folder. Works on competencies CT3, CT6 and CG1.

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Activity 3. Clinical practice in a hospital setting. There will be a period of clinical practice in a hospital setting, in basic hospitalisation units. Throughout this period, the student will be assigned a tutor responsible for conducting individualised follow-up, who will guide the student through reflective practice, will supervise the work designed and assess their learning process. Attendance of practice is 100% compulsory. Works on competencies CE1, CE7, CE10, CE17, CE20, CT4, CT6 and CT9.

Activity 5. Nursing assessment. Preparation of a nursing assessment of a patient cared for during the placement period, in which the student writes an assessment of the situation that the patient presents and identifies the health problems according to Marjorie Gordon’s functional patterns. Works on competencies CE.17, CE.20 and CT4.

*Students can access the drafting guidelines and assessment criteria to complete the work in the course’s virtual campus.

HOURS ACTIVITY LEARNING OUTCOMES STUDENT WORKLOAD Practice of procedures and techniques in simulated CE1.66, CE10.23, CE20.8, 20 environments CPG2, CPG1, CT4 and CT9

Analysis and management of OEA cases CT3, CT6 and CG1 10 CE1.69, CE7.54, CE10.25, Clinical practice in a hospital setting CE17.5, CE17.6, CE20.8, CT4, 195 CT6, CPG2, CPG1 and CT9

Nursing assessment CE17.5, CE20.8, CT4 --

Independent preparation work of in-person sessions, CT3, CG1. CT3, CT6 and CG1 -- and OEA learning folder

TOTAL HOURS 225

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ASSESSMENT

Assessment of THEMATIC UNIT 1: Represents 50% of the total mark for the course and assesses competencies CE1, CE10, CE15, CE20, CT4, CT9, CT3 and CG1. It consists of the following assessed activities:

 Assessed activity 1: Written test. There will be a written test based on the contents of the Nursing Procedures Manual I before the start of the simulation period, which must be passed in order to access it. Constitutes 5% of the mark and assesses competencies CE1, CE10, CE20, CT4, CT9, CT3 and CG1.

 Assessed activity 2: Simulated procedures and techniques performed. Continuous assessment will take place throughout the sessions. Constitutes 15% of the mark and assesses competencies CE1, CE10, CE20, CPG2, CPG1, CT4 and CT9.

 Assessed activity 3: Practical test. There will be a practical test once the simulation period is over. Constitutes 10% of the mark and assesses competencies CE1, CE10, CE20, CPG2, CPG1, CT4 and CT9.

 Assessed activity 4: Outpatient emergency action learning folder. There will be a collection of learning evidence from the OEA sessions. Constitutes 20% of the mark and assesses competencies CT3, CT6 and CG1.

The four assessed activities have to be passed to calculate the total. Passing thematic unit 1 is required to be able to do thematic unit 2, and pass the course.

In the event of suspending these assessed activities 1 and/or 3 (mark below 5), the student will have the option of taking a repeat exam.

If one of the activities is not passed, the final mark will be Not Assessable.

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Assessment of THEMATIC UNIT 2: 50% represents of the total mark for the course.

 Assessed activity 5: Clinical practice development. Continuous assessment with follow-up and tutoring during the clinical residence. This activity consists of two pieces of evidence:

1. Assessment of the competencies developed during the practice period by means of a report by the reference nurse. Constitutes 20% of the mark.

2. Assessment of the follow-up and tutoring process by the practice tutor. The student’s participation, involvement and commitment in the learning process will be assessed. Constitutes 15% of the mark.

This activity must be passed in order to be able to calculate the total of the activities of the thematic unit. In the event not being passed, the final mark will be Not Assessable. Assesses competencies CE1, CE7, CE10, CE17, CE20, CT4, CT6 and CT9.

 Assessed activity 7: Nursing assessment. Constitutes 10% of the mark and assesses competencies CE.17, CE.20 and CT4.

* To perform the different activities, students will have guides in the course’s virtual campus which will contain drafting guidelines and the assessment criteria.

Students will have the option to review their qualifications on the planned dates during their publication period.

FINAL MARK HOURS STUDENT ASSESSMENT ACTIVITIES LEARNING OUTCOMES PERCENTAGE WORKLOAD

Simulated procedures and techniques CE1.66, CE10.23, CE20.8, 15% - performed CPG2, CPG1, CT4 and CT9 CE1.66, CE10.23, CE20.8, Practical test 10% - CPG2, CPG1, CT4 and CT9 CE1.66, CE10.23, CE20.8, CT4, Written test 5% - CT9, CT3 and CG1 OEA learning folder 20% CT3, CT6, CG1 - CE1.69, CE7.54, CE10.25, Completing clinical practice: 20% CE17.5, CE17.6, CE20.8, CT4, - assessment of competencies CT6, CPG2, CPG1 and CT9 CE1.69, CE7.54, CE10.25, Completing clinical practice: follow-up 15% CE17.5, CE17.6, CE20.8, CT4, - process CT6, CPG2, CPG1 and CT9 Submission of nursing assessment 10% CE17.5, CE20.8, CT4 - TOTAL HOURS -

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BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION

Books Author/s Year Title Edition Place Publisher Ruíz Mata, F (coord.) 2011 Manual de procediments 1st Bellaterra Servei de Publicacions d’infermeria I (Nursing Universitat Autònoma procedures manual I) de Barcelona Cruz Roja (Red Cross) 2008 Red Cross first aid manual Madrid Aguilar

BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF ADDITIONAL INFORMATION

Books Author/s Year Title Edition Place Publisher Aradilla A, Antonin M, 2008 Competències en Infermeria Bellaterra Servei de Publicacions Fernández P, Flor P (Competencies in Nursing). Universitat Autònoma Perfil formatiu basat en de Barcelona competencies (Skill-based training profile) Fernández P, Antonin M, 2007 Simulation Practice Programme Bellaterra Servei de Publicacions Aradilla A, Flor P Universitat Autònoma de Barcelona Carpenito-Moyet L 2005 Planes de Cuidados y 4th Madrid McGraw- documentación clínica en Hill·Interamericana enfermería (Care Plans and clinical documentation in nursing)

COURSE SCHEDULE

This information will be available for students enrolled on this course via the virtual campus

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