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Nursing Care in Childhood, Adolescents and Women

Code: 106112 ECTS Credits: 6
2024/2025
Degree Type Year
2500891 Nursing OB 3

Contact

Name:
Purificación Escobar García
Email:
purificacion.escobar@uab.cat

Teachers

Ariadna Huertas Zurriaga
Pablo Rodriguez Coll

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no official prerequisites.
										
											However, it would be good to review the skills worked on in the subjects of Nursing
										
											Clinical, of Structure and function of the human body and Physiology in the child, the adolescent and the woman. On the other hand it would be a lot
										
											recommended to review the competencies of the subject of Nursing Methodological Bases

Objectives and Contextualisation

The subject is programmed in the third year of the Degree in Nursing and is part of the group of subjects of
										
											compulsory training. It therefore constitutes part of the scientific basis necessary for graduate training
										
											nurse.
										
											
GENERAL OBJECTIVES
										
											Its general objectives are the study of the child from the moment of conception to adolescence and study
										
											of women's sexual and reproductive health. Emphasizing the development of the person throughout the
										
											life cycle and in the knowledge of the main nursing tools that collaborate in the improvement of the practice
										
											nurse in primary health care and specialized care.
										
											
SPECIFIC OBJECTIVES
										
											Identify the changes that occur in women during childbirth and postpartum pregnancy. 
CRITERION
										
											: You must relate at least 80% of them at this stage of the life cycle.
										
											
										
											Relate the stage of development in which the child is with how to meet their needs
										
											basic from birth to adolescence. 
CRITERION: It must be based on how and why they are satisfied
										
											in this way throughout these stages.

										
											Analyze the health situation of women in the different stages of the life cycle, following a nursing model.
										
											CRITERION: identifying the main problems, describing the etiology, and the symptoms and signs for each
										
											of them.

										
											Plan the process of caring for the people cared for, following one of the models of human needs.
										
											CRITERION: You must apply the stages of the care process.

										
											Select the most appropriate care plans that allow you to intervene on the stress of the child and the family in front of you
										
											illness and hospitalization. CRITERION: It must be based on evidence because the months are considered
										
											suitable.

										
											Analyze the interventions proposed in the care plan. CRITERION: You must justify your membership with the
										
											selected care model.

										
											Select the most appropriate interventions to address the health problems that women present throughout
										
											the different stagesof the life cycle. CRITERION: Must justify with evidence the nursing interventions in
										
											each of them.

										
											Analyze care, on the stress of the child and the family in the face of illness and hospitalization. CRITERIA: Ha
										
											to identify and justify with evidence the actions that guarantee the stabilization of the situation and the prevention
										
											of complications.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Base nursing interventions on scientific evidence and the available media.
  • Demonstrate knowledge of strategies to adopt measures of comfort and care of symptoms, the patient and family run, in the application of palliative care that will contribute to alleviate the situation of advanced and terminal patients.
  • Design systems for curing aimed at people, families or groups and evaluate their impact, making any necessary changes.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • 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.
  • 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.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use scientific methodology in interventions.

Learning Outcomes

  1. Acquire and use the necessary instruments for developing a critical and reflective attitude.
  2. Analyse gender inequalities and the factors on which they are base from in different systems: family system, parents, economic, political, symbolism and educational systems.
  3. Analyse nursing interventions justifying them with scientific evidence and/or expert opinions that support them.
  4. Analyse the bases for care in patients who are in pain.
  5. Analyse the problems, prejudices and discrimination in the short and long term in relation to certain people or groups.
  6. Apply knowledge of physiopathology and factors affecting health in nursing care.
  7. Critically analyse the principles and values that regulate the exercising of the nursing profession.
  8. Demonstrate skill in performing nursing procedures and techniques.
  9. Describe nursing care during the maternity process to facilitate the adaptation of women and new-borns to new demands and prevent complications.
  10. Describe specific nursing care that favours the adaptation of new-borns and the prevention of complications.
  11. Describe the most common health changes in children and adolescents, their manifestations (changing needs) and the nursing care to be employed for these health problems.
  12. Describe the safety rules to be followed in cases of problems arising from clinical situations related to pharmacological administration in accordance with the current regulations.
  13. Design care aimed at patients in situations of advanced illness and end of life which includes the appropriate strategies to improve their comfort and alleviate the situation, taking into account the values and preferences of care receivers and their families.
  14. Design nursing care using instruments adequate for the situation of people throughout their life cycle taking into account the current regulations, the best existing evidence and standards of quality and safety.
  15. Develop skills for the application of the scientific method in nursing interventions.
  16. Identify guides for clinical and care practice related to caring for the health demands of people during the whole life cycle and in changes which may occur.
  17. Identify risk factors in the health-illness process on a physical, emotional, social and environmental level.
  18. Identify the characteristics in women at different stages of the reproductive cycle and the menopause as well as the care necessary in each stage.
  19. Identify the different measures for physical, emotional and spiritual comfort in advanced stages of illness and in situations of end of life.
  20. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
  21. Recognise psychosocial responses to loss and death and understand the measures that can help patients and their families in these circumstances.
  22. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  23. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

Content

INTRODUCTION
										
											In this subject we will address the issue of health in childhood, adolescence and women during
										
											pregnancy, childbirth and puerperium. We start from the state of health of the Catalan population which reflects, to a certain extent,
										
											much of the changes (sociodemographic, epidemiological, technological, etc.) that have occurred in our society.
										
											Some with the arrival of immigrant population in a short period of time, have changed the structure by age and
										
											population sex and fertility trends. There are, however, important areas for improvement, especially those in which we have not made progress, such as the activity
										
											physical fitness, healthy eating or maintaining proper weight. In the case of young people, it is important
										
											of smoking and excessive alcohol consumption, as well as the increase in teenage pregnancies.
										
											
										
											In our environment, nursing care for children is based on: A widespread spread of
										
											health concept. A permanent influence of socioeconomic conditions on the situation of children and
										
											of adolescents. A very important development of health care from the technological side and
										
											organizational.

										
											Contents
										
											
Childhood. Take care of the newborn. The child of school age. Promote and maintain health in growth
										
											and child development. Characteristics of the different stages of childhood and adolescence, factors
										
											which condition the normal pattern of growth and development. Most common health problems in the
										
											childhood and identify its manifestations. Nursing care for the child and family in special situations.
										
											The process of nursing care in the child and adolescent in the hospital and in Primary Health Care. Plan them all
										
											the stages of the nursing care process. Nursing care process to assess the child's health status, in
										
											health situation (monitoring and development of the healthy child) and illness (monitoring of the sick child). Attention a
										
											the family with the arrival of a new member. Family caregivers.
										
											
Adolescence. Puberty. Pregnancy in adolescence / Aggression in adolescence / Risky behaviors a
										
											adolescence. The most common health problems in adolescence.
										
											
The woman. Pregnancy, childbirth, puerperium normal and high risk. Characteristics of women in the different stages of the
										
											reproductive cycle. Women and menopause. Taking care of women at different stages of life. The
										
											most common health problems in women. The process of nursing care for women with different
										
											health problems - illness.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars 20 0.8 1, 7, 2, 5, 3, 6, 8, 15, 13, 14, 17, 18, 19, 16, 20, 22
Theory 30 1.2 1, 6, 11, 9, 10, 12, 17, 18, 16, 20, 23
Type: Autonomous      
personal study 90 3.6 4, 11, 9, 10, 12, 18, 16, 23, 21 

Expository theoretical classes will be offered on topics related to the cases that will be worked on in class.
Supervised case seminars will be held. each case will be resolved through group work and its subsequent presentation to the seminar group. 
They will have to make a work plan, a bibliographic search, compare their results, be critical, to finally find the best possible nursing intervention. After that in the last case seminar, they will perform the group self-assessment.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Examen 50% 2 0.08 6, 11, 9, 10, 12, 17, 18, 19, 23, 22, 21
case resolution 40% 6 0.24 1, 7, 4, 2, 5, 3, 6, 8, 15, 13, 14, 19, 16, 20, 22, 21
self-assessment 10% 2 0.08 1, 7, 2, 5 

This subject does not provide for the single assessment system

The evaluation system is organized in 3 modules each of which will have a specific weight in the qualification
										
											final:
										
											
Theoric exam(50%)
										
											
Delivery of self-assessment reports / written work (10%)
										
											Two days after the end of each situation, each group must submit, by mail, a maximum report
										
											2-page self-assessment with a reflection and assessment of their degree of achievement of competencies. The format is free. The report will be reviewed by the responsible tutor
										
											of each group of Self-assessments out of time
										
											established will not be accepted. Failure to deliver the exercise will result in a score of 0. If confirmed
										
											plagiarism in any of the exercises would mean the suspension of the subject with no option to recover.
										
											
Oral defense of works (40%) at the end of the work of situations.
										
											The following dimensions are evaluated:
										
											
Contents
										
											Question asked (complexity). Bibliographic search (keywords, sources of information). Background
										
											Background
										
											(problem definition, epidemiology, associated factors, current state of the subject). Justification of the subject
										
											(clear and coherent argumentation to answer the question). Presentation of evidence (level of evidence).
										
											Applicability and usefulness in practice. Bibliography (bibliographical references)
										
											Presentation methodology
										
											Exposition and language (order, vocabulary). Audiovisual material design (coherent, clear, creative). Time (adjusted to
										
											indicated time). Non-verbal language (posture, movements, eye contact). The student will deliver on
										
											computer support.

OBTAINING THE FINAL QUALIFICATION
										
											The requirement for obtaining the final mark is to have presented to all the evaluative parts and to have
										
											obtained a score of 5.
										
											It will be considered non-evaluable, of all the integrated subjects that make up the unit, when
										
											the student has missed 25% of the sessions.
										
											According to agreement 4.4 of
										
											Governing Council 11/17/2010 of the evaluation regulations, the grades will be:
										
											Excellent (EX) From 9.0 to 10. The student has achieved the assessed competencies and carries them out by
										
											autonomously making their justifications with evidence.
										
											Notable (N) From 7.0 to 8.9. The student has achieved the assessed competencies and carries them out of
										
											autonomously with some evidence.
										
											Approved (AP). From 5.0 to 6.9. The student can achieve the competencies assessed with supervision.
										
											Suspension (SS). From 0 to 4.9. The student has not achieved the assessed competencies.
										
											Not Evaluated (NA) The student has not completed the scheduled activities in order to achieve the
										
											competencies.
										
											4. The student has the right to review the assessment tests. For this purpose, the date will be specified on campus
										
											virtual.
										
											5. The assessment of special and particular situations will be assessed by an evaluation committee. Students who have not passed
										
											the subject / module by means of the continuous evaluation will be able to present to a final examination or a proof
										
											end of recovery, provided that they have been submitted to all scheduled assessments.

Bibliography

Given that one of the general competencies that the student is intended to acquire is to develop
										
											strategies for autonomous learning (CG2) the bibliography is not specified.

										
											In solving problems, the student must become competent in the search for information and critical reading of it. In the
										
											first session students, depending on the work plan proposed, find out what the information funds are
										
											suitable for your work plan, they confront findings and evidence. Depending on this shared work they reason the suitability, or not, of the
										
											same.
										
											These are the fundamental reasons why it is not considered appropriate for teachers to present one
										
											specific bibliography list.

Software

No specific software is required

Language list

Name Group Language Semester Turn
(SEM) Seminars 301 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 302 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 303 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 304 Catalan/Spanish first semester afternoon
(SEM) Seminars 501 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 502 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 503 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 621 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 622 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 623 Catalan/Spanish first semester morning-mixed
(TE) Theory 301 Catalan/Spanish first semester morning-mixed
(TE) Theory 501 Catalan/Spanish first semester morning-mixed
(TE) Theory 601 Catalan/Spanish first semester morning-mixed