Clinical Practice in the Elderly and Health
Code: 101819 ECTS Credits: 12| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500891 Nursing | OT | 4 | 2 |
Contact
- Name:
- Jorge Casino Anton
- Email:
- jorgejose.casino@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
Prerequisites
They will be able to carry out the practicals
Students who have attended the risk prevention classes and have passed the risk assessment test before the start of the first practicum.
The students that have attended the classes of laboratory practices of second. (See calendar)
Students who have attended the visits planned for the evaluation and update of the vaccine card and tuberculin screening, carried out by the Vall d'Hebron Hospital Preventive Medicine and Epidemiology service, before completing the first practical subject. (See calendar)
Students who have the personal identification card provided by the Academic Management service of the Vall d'Hebron Teaching Unit, North Module.
The knowledge necessary to follow the subject correctly are those of the subjects that have been studied in the first and second years.
It is also recommended to have passed the "nursing care to the aging process"
In this sense, the student enrolling in this subject will have to apply the contents of the "Behavioral Recommendations of the students of the Faculty of Medicine" document and will have to keep "The Confidentiality Commitment". Both documents are available through the following link: www.uab.cat/medicine within the Degrees: Nursing; Practicum
Objectives and Contextualisation
In these practices, the basis of the activities to be developed to provide comprehensive nursing care to the elderly person must include the participation of the carer environment.
As well as the function and activities that the professional develops both in the primary health care team and in the socio-sanitary and residential centers.
You must consider the participation of the elderly person and their family in their health-disease process.
It is necessary to identify the factors related to health and environmental problems to care for older people in health-disease situations as a group that is part of a community.
Both the internal and external factors that intervene in the level of health of the elderly must be taken into account.
The activity of the practice is based on the nursing degree student reaching the specific skills as a health professional. Therefore, in clinical practices, nursing students have the opportunity to develop knowledge, skills, attitudes and values in a real professional environment.
Throughout the practical itinerary, the student, with the support of a professional (tutor), will achieve the ability to integrate their knowledge, attitudes, skills and values of nursing in a healthcare environment. On the other hand, the practices must allow the application of the theoretical knowledge acquired from reflection and the application of skills in a real environment of initiation and bearing in mind the development of the professional from the application of evidence and research.
For this reason, learning in clinical practices must bear in mind the following principles:
-A greater relationship and communication between the student and the internship tutor.
-A negotiation and/or discussion of the specific objectives of the internship.
-That the evaluation is significant and continuous for the student and allows him to reflect on his own practice and manage his progress.
-That the interventions throughout the practical route that are carried out must be supervised and taking into account the ethical and legal aspects regarding the care of people, guaranteeing at all times the safety of people, with respect to intimacy and privacy
Goals:
1-Use methods and procedures necessary to identify the most relevant health problems among the elderly.
2-Identify the statistical data that refer to population studies, identifying the possible causes of health problems in the elderly.
3-Promote and prevent health in the elderly group.
4-Identify the changes associated with the aging process and its impact on health.
5-Identify the most prevalent geriatric syndromes in the elderly.
6-Perform care interventions aimed at treating and preventing health problems and their adaptation to daily life through proximity resources and support for the elderly person.
7-Specific care in the care of chronic wounds, which due to their prevalence are Dependency Related Injuries (LRCD) and venous and/or arterial vascular ulcers with this population group.
8-Palliative care and pain control that improve the situation in patients with advanced and terminal illnesses.
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.
- Develop critical thinking and reasoning and communicate ideas effectively, both in the mother tongue and in other languages.
- Develop independent learning strategies.
- Express in a fluent, coherent and appropriate manner the established rules, both orally and in writing.
- Find, evaluate, organise and maintain information systems.
- Form part of and work with groups and teams.
- Identify, analyse and choose the most suitable option to respond efficiently and effectively to problems in the professional context.
- Identify, analyse and solve ethical problems in complex situations.
- Offer technical and professional health care and that this adequate for the health needs of the person being attended, in accordance with the current state of scientific knowledge at any time and levels of quality and safety established under the applicable legal and deontological rules.
- Plan and carry out nursing care aimed at people, families and groups orientated to health results and evaluate the impact of them using clinical and care practice guides describing the processes for the diagnosis, treatment or cure of a health problem.
Learning Outcomes
- Acquire and use the necessary instruments for developing a critical and reflective attitude.
- Analyse and synthesise complex phenomena.
- Apply an educational strategy based on people, following the objectives set out in the health plan.
- Apply different educational strategies aimed at the patient and their carer.
- Apply nursing care to the elderly in their environment.
- Cite the evaluation indicators used for evaluating the results of the strategies employed.
- Defend the planning of cures for the elderly and in their environment according to contrasted scientific evidence.
- Describe the process of healthy and pathological ageing to be able to offer professional care according to the health needs of the elderly.
- Determine the preventative recommendation to maintain good health and justify them through the evidence demonstrated.
- Develop independent learning strategies.
- Draw up a health education plan for a family or group.
- Express in a fluent, coherent and appropriate manner the established rules, both orally and in writing.
- Find, evaluate, organise and maintain information systems.
- Form part of and work with groups and teams.
- Identify, analyse and solve ethical problems in complex situations.
- Identify, analyze and make the right choice paragraphs to address problems professionally, efficiently and effectively.
- Present an analysis and reflection on the protocols and practical clinical guides for the detection and intervention of problems with a high health or social impact.
Content
- Nursing models applied to the care of the elderly population.
- Ethical and methodological bases of nursing.
- The code of ethics, the rights, and duties of the user in the framework of the care system.
- The application of the teaching-learning process when nursing care is offered to the elderly.
- Nursing care plan.
- The continuous improvement of the quality of nursing care.
- Clinical practice guidelines, protocols, and practice informed by evidence.
- Healthy eating and therapeutic diets of the people cared for.
- Prevention of cardiovascular risk.
- Factors that influence the learning processes of the people served, educational needs, learning objectives, educational strategies and expected results.
- Pharmacokinetics and pharmacodynamics of the most common drugs in Primary Care.
- Accompaniment and management of care in end-of-life situations
- Comprehensive geriatric assessment
- Therapeutic communication.
- Conflict management.
- Risk management for the safety of the person being cared for.
- Chronic and acute wound care
Methodology
Clinical practices
Stay in hospitalization services, primary care and / or social and health services appropriate to training needs, during which each student will be assigned a nurse from the unit where he practices, which will ensure and guide his learning process individually and continuously.
The shifts and schedules are established according to the needs of the services. In principle, shifts are eight hours in the morning or afternoon from Monday to Friday.
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Supervised | |||
| PRACTICAL WITH GUIDELINES (PRCUM) | 300 | 12 | 1, 2, 3, 14, 8, 10, 9, 11, 12, 16, 15, 17 |
Assessment
The evaluation of the practicum will be carried out with the following activities:
1. Evaluation of clinical practice. 60% of the final grade. This activity is assessed by the tutor nurse who is in charge of the student throughout the learning process.
2. Reflective notebooks. 40% of the final grade. This activity is evaluated by the practicum coordinator. It is a collection of experiences lived during the practices and their critical reflection on it. Detailed instructions will be provided at the beginning of the practicum.
The written report must contain an original work on a critical incident and a clinical case, and its defense through a tutoring that will be carried out in person.
The evaluation of the report with the knowledge collected, the evidence provided and a final reflection of the process of practices are evaluated with a weight in the final grade of 50%.
It is mandatory to perform the entire period of clinical practice scheduled in the teaching calendar, regardless of the schedule in which the practices are done.
It is considered a justified fault those who give in the following situations:
- Deaths of relatives of first and second degree of consanguinity
- Scheduled medical visit
- Acute diseases
- Driving license exam
- Official university exams
- Official language tests
In all cases, the corresponding receipt is required and the hours are recovered.
For each unexcused absence, 0.5 points will be subtracted from the final grade (from 0 to 10).
Obtaining the final grade:
The requirement for obtaining the final grade is having completed all the practices.
1. The student who has missed the scheduled practical sessions is considered non-evaluable.
2. The final grade will be the sum of the different parts that make up the practice. The final grade according to agreement 4.4 of the Governing Council 17/11/2010 of the evaluation regulations isas follows:
- 0- 4,9 = Suspense
- 5-6.9 = Approved
- 7- 8.9 = Remarkable
- 9- 9,5 = Excellent
- 9,6-10 = Matriculation ofHonor
3. The student has the right to review the evaluations. For this purpose the date will be specified through the Virtual Campus.
4. The assessment of special and particular situations will be evaluated by a committee set up for this purpose.
5.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Delivery of reports- Written works | 40 | 0 | 0 | 1, 2, 13, 10, 12, 16, 15, 17 |
| Evaluation during practices at the health center | 60 | 0 | 0 | 1, 2, 4, 5, 3, 7, 13, 6, 14, 8, 10, 9, 11, 12, 16, 15, 17 |
Bibliography
- Alfaro-Lefevre, R. (2003). El proceso enfermero. 5ª ed. Barcelona: Masson.
- Berman, A., Erb, G., Kozier, B., & Snyder, S. (2008). Fundamentos de enfermería: conceptos, proceso y práctica. Madrid: Pearson educación.
- Betolaza, E., Alonso, I. (2002). El diario reflexivo y el aprendizaje tutorizado. Metas de Enfermería 45, 14-18.
- Colina, J., Medina J.L. (1997). Construir el conocimiento de Enfermería mediante la práctica reflexiva. Rol de Enfermería, 232, 23-30.
- Gagnier J, Kienle G, Altman DG, Moher D, Sox H, Riley D and the CARE Group. (2013). The CARE guidelines: consensus-based clinical case reporting guideline development. J Clin Epidemiol;67(1):46-51.
- Luis, M.T. (2013). Los diagnósticos enfermeros. Revisión crítica y guía práctica .9ª ed. Barcelona: Elsevier Masson
- Luis, M.T., Fernández. C., Navarro. M.V. (2005). De la teoría a la práctica. El pensamiento de Virginia Henderson en el siglo XXI. 3ª ed. Barcelona: Masson
- Medina, J.L. (2001). Guía para la elaboración del diario reflexivo. Barcelona: Universidad de Barcelona.
- Nanda Internacional. (2015). Diagnósticos enfermeros. Definiciones y clasifiación 2015-2017. Madrid: Elsevier
- Pérez, P. E., Sánchez, J. M. R., Formatger, D. G., & Fernández, M. G. (2016). Investigación en metodología y lenguajes enfermeros. Elsevier España.
- Schön, A.D. (1989) La formación de profesionales reflexivos. Barcelona. Paidos.
- Schon, D. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la formación y el aprendizaje en las profesiones. Madrid: Piados MEC.
- Tellez, S., García, M. (2012). Modelos de cuidados en enfermería NANDA, NIC y NOC. México DF: McGraw-Hill Interamericana
Software
it is not required