Nursing and Community Health
Code: 101810 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500891 Nursing | OB | 3 | 2 |
Contact
- Name:
- Juan Leyva
- Email:
- JuanManuel.Leyva@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Miguel Jiménez Pera
- Jordi Casino López
- Daniel Gomez Garcia
- Caterina Checa Jiménez
Prerequisites
There are no prerequisites.
Objectives and Contextualisation
- To understand the importance of the family and community in the care process.
- To identify the organization of community nursing care.
- To identify nursing competencies within the framework of primary care.
- To develop an awareness of the importance of group activities.
- To understand the importance of home care in the primary care setting.
- To identify the community and its importance in nursing care.
- To develop an awareness of the importance of participation and community intervention.
- To value the importance of coordinating community resources.
- To identify the importance of family care and self-care.
- To design care plans related to the most frequent problems attended to Primary Care
- To perform common nursing techniques in Family and Community Care
Competences
- Acquire and use the necessary instruments for developing a critical and reflective attitude.
- Analyse and synthesise complex phenomena.
- Base nursing interventions on scientific evidence and the available media.
- Demonstrate that the interactive behaviour of the person is understood according to their gender, social group or community, within a social and multicultural context.
- Design systems for curing aimed at people, families or groups and evaluate their impact, making any necessary changes.
- Develop critical thinking and reasoning and communicate ideas effectively, both in the mother tongue and in other languages.
- Develop independent learning strategies.
- Identify, analyse and choose the most suitable option to respond efficiently and effectively to problems in the professional context.
- Promote healthy life styles, self-treatment, giving support to the maintenance of preventative and therapeutic conducts.
- Protect the health and welfare of people or groups attended guaranteeing their safety.
- Respect diversity in ideas, people and situations.
- Respect the environment and promote sustainable development.
Learning Outcomes
- Acquire and use the necessary instruments for developing a critical and reflective attitude.
- Analyse and synthesise complex phenomena.
- Analyse for different situations the available health and social health resources.
- Analyse the factors involved in the health and welfare of people, families and groups attended to and ensure their safety.
- Apply scientific evidence in planning nursing care.
- Describe and apply current programmes for promoting healthy lifestyles.
- Design and modify cure plans according to the needs of people, families and groups.
- Develop independent learning strategies.
- Identify people’s welfare and ensure their safety.
- Identify, analyze and make the right choice paragraphs to address problems professionally, efficiently and effectively.
- Propose programmes that encourage healthy habits in adolescents.
- Respect diversity in ideas, people and situations.
- Respect the environment and promote sustainable development.
Content
- The Primary Care Center, Primary Care Team, Basic Health Area
- Nursing Office: Nurse's role, Demand Management, Teamwork, Scheduled Visits, Urgent Visits ...
- Individual care and group interventions: types of activity, analysis of real experiences
- Home care, family interventions, and systemic nursing
- Home Care Programs and Home Care Support Programs.
- Types of intervention in the community: community diagnosis
- Environment and health, determinants of health, epidemiology
- Participation and community intervention.
- Community-oriented programs.
- The Spanish and Catalan health system: allocation and management of resources.
- Program for Preventive and Health Promotion Activities (PAPPS)
Methodology
THEORY
Master classes in which theoretical contents are taught and the latest scientific evidence and expert opinion are reviewed.
LABORATORY PRACTICE
Low fidelity simulation environment. Groups of approximately 15 students. Each student will have to prepare some readings at home, the content of which will be essential to be able to practice the assessment and intervention techniques that will be carried out.
SEMINARS
It is a medium-sized learning space in which students have to work around clinical situations posed with the supervision of a teacher. The activity involves pre-reading at home, group discussion, design of interventions and group oral presentations.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Laboratory practices | 12 | 0.48 | 1, 4, 2, 5, 6, 8, 10 |
| SEMINARS | 15 | 0.6 | 1, 3, 4, 2, 5, 6, 8, 7, 9, 10, 11, 12 |
| THEORY (TE) | 25 | 1 | 3, 2, 5, 6, 7, 11 |
| Type: Autonomous | |||
| READING ARICLES/REPORTS OF INTEREST | 97 | 3.88 | 1, 2, 5, 8, 10, 13 |
Assessment
1. Exam. It represents 45% of the final grade. It is a test-type exam that includes the contents worked on in all the teaching activities of the subject.
2. Oral defense of works: It supposes 45% of the final note. The large group is divided into 4 subgroups which will be assigned a teacher. We will work on 3 cases that will have to be solved in a group oral presentation. It will be evaluated using a rubric designed for this purpose that will be available in Moodle. The ability to identify and prioritize problems, review the literature, and the proposed intervention-evaluation will be fundamentally evaluated.
3. Delivery of reports (self-assessment): It represents 10% of the final grade. Two days after the end of each situation, each student must submit, via Moodle, a self-assessment report of a maximum of 2 pages in which to reflect and evaluate their degree of achievement of the skills included in the guide. The format of the exercise is free. It must also be clear which knowledge has been acquired and which has not. The report must be realistic, must be clearly justified, and must include a numerical grade between 0 and 10. The report will be reviewed by the tutor responsible for each specialized seminar group. In the event of a major discrepancy with the teacher's opinion, the document will be returned to the student to reflect on and evaluate it. Self-assessments will not be accepted outside the established period. The non-delivery of the exercise supposes a qualification of 0. The fact to confirm-plagiarism in any of the exercises will suppose the immediate suspension of the asignatura.
OBTAINING THE FINAL QUALIFICATION:
The requirement for obtaining the final mark is to have presented to all the evaluative parts and to have obtained in each of them a mark superior or equal to 5.
It will be considered non-evaluable when the student has missed 3 or more seminar sessions or laboratory practices, without justified cause.
The final grade of thecourse will be the sum of the different parts that make it up. According to the agreement 4.4 of the Governing Council 11/17/2010 of the evaluation regulations, the grades will be:
From 0 to 4.9 = Suspension
From 5.0 to 6.9 = Approved
From 7.0 to 8.9 = Notable
From 9.0 to 10 = Excellent
From 9.0 to 10 = Honorary registration
The student has the right to review the assessment tests. For this purpose, the date will be specified in Moodle.
Students who have not passed the course through the continuous assessment may take a resit test at the end of the course.
The special and particular situations will be valued by the coordinator of the subject and the tutor of the group.
All assessment tools will be available in Moodle at the beginning of the course.
Absences:
The following situations are considered justified absences from laboratory and seminar practices:
Official exam
Acute disease
Specialized medical visit
Elite Athletes Competition (Non-Training)
Death of a relative or close person
Outside of these situations, each absence will mean a reduction of one point for each absence in the final grade, up to a maximum of 3 absences.
Any sign of academic dishonesty, such as plagiarism or manipulation of assessment documents, etc., or any discriminatory, violent or disrespectful attitude towards classmates and / or teachers, will result in the immediate suspension of the subject.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Oral presentation | 45% | 0 | 0 | 3, 2, 5, 8, 7, 11, 13, 12 |
| Test | 45% | 0 | 0 | 3, 4, 5, 6, 7, 9, 10 |
| Written reports: self-assessment | 10% | 1 | 0.04 | 1, 2, 8, 13 |
Bibliography
Arnott, J. (2012). Introduction to Community Nursing Practice. McGraw-Hill.
Associació d’Infermeria Familiar i Comunitària de Catalunya: AIFiCC. (s. f.). Recuperado 14 de julio de 2020, de https://www.aificc.cat/
Ayuso Murillo, D., Tejedor Muñoz, L., & Serrano Gil, A. (2018). Enfermería familiar y comunitaria: actividad asistencial y aspectos ético-jurídicos. Díaz de Santos.
Caja López, C. (2003). Enfermería comunitaria III: atención primaria. Masson.
Caja López, C., & López Pisa, R. M. (2000). Enfermería comunitaria: educación sanitaria. Masson.
CAMFiC, Societat Catalana de Medicina Familiar i Comunitària. (s. f.). Recuperado 14 de julio de 2020, de http://www.camfic.cat/
Chilton, S., & Bain, H. (2017). A Textbook of Community Nursing (2nd ed.). Routledge.
del Pino Casado, R. (2015). Enfermería familiar y comunitaria. Unidades didácticas. Universidad de Jaén, Servicio de Publicaciones.
del Pino Casado, R. (2015). Visita domiciliaria en enfermería familiar y comunitaria. Universidad de Jaén, Servicio de Publicaciones.
Drennan, V., & Goodman, C. (2014). Oxford Handbook of Primary Care and Community Nursing (2nd ed.). OUP Oxford.
Klainberg, M., Holzemer, S., & Leonard, M. (2011). Enfermería comunitaria: una alianza para la salud. McGraw-Hill Interamericana,.
Martínez Riera, J. R., & del Pino Casado, R. (2014). Manual práctico de enfermería comunitaria. Elsevier.
Nies, M. A., & McEwen, M. (2015). Community/Public Health Nursing - E-Book: Promoting the Health of Populations (6th ed.). Saunders.
PAPPS - Programa de Actividades Preventivas y de Promoción de la Salud. (s. f.). Recuperado 14 de julio de 2020, de https://papps.es/