Degree | Type | Year | Semester |
---|---|---|---|
4317584 Nursing Innovation Applied to Vulnerability and Health | OB | 0 | A |
Not required
In this module the students will acquire the competencies for the detection and management of the vulnerable situations in younger and older adults from the nursing perspective.
Person- and family-centered care
Value-Based HealthCare
Functional alterations and functional diversity
Transplanted person and quality of life
Elderly nursing care
Prefragility and fragility
Geriatric Assessment
Geriatric syndromes
Advanced models of care for chronicity and dependency
End of life
Unwanted loneliness
Ageism, myths and taboos in older adult
Cognitive impairment in older people
Neurodegenerative pathologies
Dementia and pain
Diversity-focused nursing care
Minority groups
The gypsy community
Immigration
Poverty
Homeless
Sexual and gender
Diversity
Sexually transmitted diseases (STDs)
Nursing care in situations of violence
Gender violence
Obstetric violence
Sex work
Mental health and mental illness
Nurses as a vulnerable group
Emotional intelligence in nurses
Serious mental disorder concept
Nursing care in mental health in people with mental disorders
New professional strategies in the mental health network
Intellectual disability concept
Nursing care in mental health in people with intellectual disabilities
Blended learning module.
It begins with 15 hours of virtual master classes taught by the department of nursing and medicine during the first semester of the 21-22 acedemic year.
During the second semester, a total of 29 hours of face-to-face teaching will be given in a master class format and seminars given by the nursing department, the surgery department, the obstetrics and gynecology department and the psychiatry department and legal medicine. The seminars will be on problem solving / cases / exercises and with expert patients.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Face-to-face problem solving/cases/exercises seminars | 4 | 0.16 | 1, 5, 4, 6 |
Face-to-face seminars with expert patients | 4 | 0.16 | 5, 4, 6 |
Theorical lessons | 21 | 0.84 | 1, 2, 5, 4, 3, 6 |
Virtual theorical lessons | 15 | 0.6 | 1, 2, 5, 4, 3, 6 |
Type: Supervised | |||
Report elaboration | 20 | 0.8 | 2, 5, 4, 3 |
Type: Autonomous | |||
Personal study | 101 | 4.04 | 2, 5 |
The evaluation system is organized into 4 sections, each of which will be assigned a specific weight in the final grade:
Virtual discussion forums (10%) Participation and quality of contributions in virtual discussion forums will be evaluated.
Virtual multiplechoice test (35%) Part of the content of the module will be evaluated by a virtual exam that will be done through the Moodle of the master.
In the case of not passing the exam with a minimum grade of 5, students will have the oportunity to take a second test as long as they have submitted all the courseworks and have a minimum of 5 in the sections on attendance and active participation in class and in the virtual discussion forums.
Attendance and active participation in class (10%) Attendance and participation in face-to-face classes will be evaluated. Attendance at face-to-face sessions is mandatory, students must attend a minimum of 80%. Otherwise, the evaluation of the module will correspond to a NP.
Coursework submition (40%) Between 2 and 4 written reports must be delivered, the average mark of the reports will account for 40% of the final grade. Failure to submit a report means a grade of 0 for that report. Submition after the deadline will not be accepted.
The final grade corresponds to the sum of the previous sections. A minimum of 5 is required in the average of the 4 assessment activities to pass the module.
In the event that the module is not passed, the student will have to enroll again in the module at the next edition of the master's degree. In this case, no marks of the evaluative tests will be saved.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and active participation in face-to-face and/or virtual lessons | 10 | 36 | 1.44 | 1, 2, 5, 4, 6 |
Coursework submition | 40 | 20 | 0.8 | 2, 5, 4, 3 |
Virtual discussion forums | 15 | 2 | 0.08 | 5, 4 |
Virtual multiple choice test | 35 | 2 | 0.08 | 2 |
Clegg A, Young Y, Lliff S, Olde-Rikkert M, Rockwood K. Frailty in elderlypeople. Lancet. 2013 Mar 2; 381(9868):752-62.
Porter ME. What is value in healthcare? Vol. 363, New EnglandJournal of Medicine. Massachussetts Medical Society; 2010. p. 2477–81.
Randazzo G, Brown Z. TransitioningFromVolume to Value: A StrategicApproach to DesignandImplementation. NursAdm Q [Internet]. 2016 [cited 2018 Aug 22];40(2):130–6.
RebracaShives L. Enfermeríapsiquiátrica y de salud mental: conceptosbásicos. 6a ed. Madrid: McGraw-Hill/Intermericana de España; cop. 2007.
Rigol Cuadra A, Ugalde Apalategui M. Enfermería de salud mental y psiquiátrica. 2a ed. Barcelona: Masson; 2010.
Ruiz J, Dent E, Morley J, Merchant R, Beilby J, Beard J, Tripathy C, Sorin M, Andrieu S, Aprahamian I, Arai H, Aubertin-Leheudre M, Bauer, J, Cesari M, Chen LK, Cruz-Jentoft A, Barreto P, Dong B, Ferrucci L, Vellas B. 2020. Screening for andManagingthePersonwithFrailty in PrimaryCare: ICFSR ConsensusGuidelines. TheJournal of Nutrition Health andAging. 24. 920-927.
Vallejo Ruiloba J. Introducción a la psicopatología y la psiquiatría. 8a ed. Barcelona : Elsevier; 2015.
Vieta i Pascual E, Ayuso Mateos JL, Arango López C. Manual diagnóstico y estadístico de los trastornosmentales : DSM-5. 5a ed. Madrid, [etc.] : Médica Panamericana; 2014.
No required