Degree | Type | Year | Semester |
---|---|---|---|
2500891 Nursing | FB | 2 | A |
Although there are no specific prerequisites, it is highly recommended that students have successfully completed the first year’s subject “Communication and ICT”.
V. Henderson (1971) said that communication is the exchange obligation that human beings have with their resemblances; therefore, one of the basic needs of people is to establish effective communication that helps them to relate and achieve good personal growth.
It is known that there are many potential sources of friction and problems in communication. The objective of the Therapeutic Communication program (6 ECTS) is to promote the use of proper abilities to achieve an effective communication with the person who is receiving the nursing care for each situation and / or problem.
An effective communication with the patient, through interpersonal relationships, is considered as the main clinical ability that characterizes the nursing competences and at the same time provides professionals one of the most important satisfactions.
Developing effective communication is a highly complex process. It demands to acquire knowledge and deepening on specific aspects of communication; students must be capable and competent in the profession: " knowledge", "know-how" and "know how to be".
The objective of the subject is to give students the theoretical and practical knowledge needed to offer an integrated, individualized and quality care. Students must study and evaluate all psychosocial aspects that may influence the person, family and community needs.
Concepts’ review: Communication. Empathy. Assertiveness. Active listening. Feedback.
1-The Help Relationship: Definition. Help relationship models: Rogers, Peplau, Orlando and Riopelle. Difference between help relationship and social relationship. Phases of the formal help relationship: description, objectives, attitudes of the attended person and attitudes of the professional.
2-The Interview: Definition. Types of interviews. Interview variables: context, characteristics of the attended person and characteristics of the nurse. Goal of the interview. The interview: duration, place and interviewer skills. The questions: type, number, order, formulation. Aspects that may influence the interview. Phases.
3- The Motivational Interview: Definition. The informative model and the motivational model. Factors that may influence the change. Model of Prochasca and DiClemente: phases and nurse’s tools.
4 -How to Give Bad News: Definition. Reasons of discomfort of the professional. Usual fears when facing terminal illness. Six-step protocol to give bad news. People's reactions to bad news: adaptive behaviors and maladaptive behaviors.
5- The Grieving Process: Definition. Types of losses. Reactions to loss. Stages of the grieving process according to Kübles Ross. The conspiracy of silence
6- Illness and Cultural Diversity: Definition of culture, ethnocentrism, cultural relativism, transculturalism and multiculturalism. The Transcultural Nursing (M. Leininger). Factors that nurses must bear in mind. Factors to consider when taking care of people of the most prevalent religions.
7- Teamwork: Definition. Difference between group and team. Objective of the teamwork. Composition of the team. Roles in the team. Phases of teamwork. Team’s meeting: phases and organization.
The teaching typology to be used is mixed
Theoretical classes-the contents of the subject are treated.
Seminars - held in groups of up to 25 students. This activity consists on different exercises related to the theoretical content (role play, reading texts, viewing videos, etc.)
The distribution of theoretical classes and seminars by topic is shown in the following table:
Themes to work |
Theoretical hours |
Seminar hours |
The Help relationship |
4 |
4,5 |
The Interview (clinical and motivational) |
5 |
4 |
How to Give Bad News and the Grieving process |
4 |
4 |
Illness and cultural diversity |
2 |
2 |
Teamwork |
2 |
2 |
However, there are 4 Laboratory practices (four hours each) where students, in groups, will carry out a role play of one situation /problem based on the topic to work. Students will be asked to do evaluation in pairs and in writing.
The topics to work in these sessions are:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
LABORATORY PRACTICES (PLAB) | 16 | 0.64 | 2, 1, 3, 4, 5, 15, 6, 7, 10, 9, 13, 12, 11, 14, 16, 17, 8, 19, 18 |
SPECIALIZED SEMINARS (SESP) | 16.5 | 0.66 | 2, 1, 3, 4, 5, 15, 6, 7, 10, 9, 13, 12, 11, 14, 16, 17, 8, 19, 18 |
THEORY (TE) | 17 | 0.68 | 2, 1, 3, 15, 7, 10, 9, 13, 12, 14, 20 |
Type: Autonomous | |||
SELF-STUDY | 93 | 3.72 | 2, 1, 4, 5, 15, 7, 10, 9, 13, 12, 16, 17, 8, 19, 18 |
Practical evaluation: objective and structured evaluation (40% of the final mark):
Evaluation based on the 4 role play in which students participate and which will be carried out at the end of the sessions for each of the topics that are evaluated. This evaluation is mandatory and the student’s non-attendance to a role play will be scored with a 0.
Aspects to be evaluated vary depending on the topic to be treated. Students will have, well in advance, in the subject’s Moodle the situation to work on as well as the evaluation chart that will be used by the teacher.
Once the test is done, the teacher will give feedback to the students on the aspects observed during the role play.
Attendance and active participation in classes and seminars (20% of the final mark)
Continuous evaluation throughout all the seminars of the subject.
Students receive from the teacher an individual mark according to the following criteria:
Written evaluation: Objective test (40% of the final mark)
Knowledge test consisting on short questions. Exam at the end of the subject. In order to prepare it thoroughly, students should consult the recommended bibliography.
Attendance to the scheduled seminars and laboratory practices is mandatory.
To be able to make the average of the marks obtained in the different evaluations it is necessary to have a minimum mark of 4 in each of them and the final mark after adding all the sections must be equal or greater than 5.
Students that do not attend 30% of the sessions will be considered "non-evaluable".
Recovery exam: Students who have not passed the subject through continuous evaluation but have attended at least 75% of the seminar sessions, with a positive evaluation in both Attendance and active participation in classes and seminars and the Practical evaluation, and have done all the evaluation tests; may sit for a final recovery exam.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and active participation in classes and seminars | 20% | 3 | 0.12 | 2, 1, 4, 15, 7, 9, 12, 11, 16, 17, 8 |
Practical evaluation: objective and structured evaluation | 40% | 3.5 | 0.14 | 2, 1, 3, 4, 5, 15, 6, 7, 10, 9, 13, 12, 11, 14, 16, 17, 8, 19, 18, 20 |
Written evaluation: Objective test | 40% | 1 | 0.04 | 1, 15, 7, 10, 9, 13, 12, 19 |