Vulnerable Groups in Childhood and Adolescence
Code: 44460 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 4317584 Nursing Innovation Applied to Vulnerability and Health | OB | 1 |
Contact
- Name:
- Purificación Escobar García
- Email:
- purificacion.escobar@uab.cat
Teachers
- Francisco Collazos Sanchez
- Maria Bruna Alvarez Mora
- Purificación Escobar García
- David Gimenez Diez
- Juan Manuel Leyva Moral
- Pablo Rodriguez Coll
- (External) Mireia Vilanova Prats
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no established prerequisites
Objectives and Contextualisation
There are many situations in childhood and adolescence that mean that children and adolescents in general should be considered vulnerable populations. Boys and girls, like teenagers, are vulnerable because they are at constant risk of being harmed, abused, persecuted, harmed or influenced by different agents in front of whom they are helpless. Sometimes they are victims of violence in institutions, society and even their family, so they need to be protected and cared for by qualified health professionals.
The main objective of the Vulnerable Groups in Children and Adolescents module is for students to know the main problems of inequality and vulnerability of children and adolescents, as well as the nursing care associated with each of the problems treated.
Competences
- Analyse professional practice in situations of vulnerability on the basis of innovation and research.
- Develop critical reasoning and social commitment to the diverse facets of today's society, based on respect for fundamental rights, equality between women and men and non-discrimination.
- Develop scientific knowledge, critical reasoning and creativity
- Integrate practice informed by evidence in the area of vulnerability and care.
- Involve bioethics in diagnosis and intervention in situations that place the population at risk of vulnerability.
- That students are able to integrate knowledge and handle complexity and formulate judgments based on information that was incomplete or limited, include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments.
Learning Outcomes
- Analyse nursing interventions, justifying these with scientific evidence and/or expert contributions that support them.
- Analyse the prejudices and discrimination experienced by vulnerable populations in the short and long term.
- Be aware of the physical, psychological and social characteristics that can lead to vulnerability in childhood and adolescence.
- Describe the most frequent situations of vulnerability in the physical, social, emotional and family spheres applying nursing care.
- Develop critical reasoning and social commitment to the diverse facets of today's society, based on respect for fundamental rights, equality between women and men and non-discrimination.
- Develop scientific knowledge, critical reasoning and creativity
- Identify situations of risk of vulnerability in children and adolescents based on specific situations and applying critical reasoning.
Content
During the second semester of the course, the following topics will be taught face to face:
- Child and Adolescent Development
- Neurodevelopmental Disorders
-Adolescence and sexual and gender diversity
- Gender-based violence in early relationships
- School bullying and abuse
- -Child abuse and maltreatment
- Addictions and drug addictions in adolescence
- The great premature:
. Nursing care for the premature child
. Nursing communication with the father and mother of the premature child
- Congenital heart diseases in boys and girls
- Female genital mutilation
- Immigration, problems in children and adolescents
- Pregnancy in adolescence
- Intellectual disability
- Mental disorders in children and adolescents
- The institutionalized boy and girl
- Adoption and foster care
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| SPECIALIZED SEMINARS (SESP) | 14.5 | 0.58 | 1, 2, 3, 4, 6, 5, 7 |
| THEORY (TE) | 42 | 1.68 | 1, 2, 3, 4, 6, 5, 7 |
| Type: Autonomous | |||
| DELIVERY OF WORKS / REPORTS | 60 | 2.4 | 1, 2, 3, 4, 5, 7 |
| SELF-STUDY | 106.5 | 4.26 | 1, 2, 3, 4, 6, 5, 7 |
Theoretical classes will be held in the second semester of the course. Also will be seminars specialized.
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 |
|---|---|---|---|---|
| ATTENDANCE AND ACTIVE PARTICIPATION IN CLASS AND SEMINARS | 10% | 0.5 | 0.02 | 6 |
| EVALUATION BY OBJECTIVE TESTS | 50% | 1 | 0.04 | 1, 2, 3, 4, 5, 7 |
| SUBMITTING WRITTEN WORKS | 40% | 0.5 | 0.02 | 1, 2, 3, 4, 5 |
The following aspects will be evaluated:
- Attendance and participation (10%): attendance at seminar sessions will be evaluated. Each absence from a seminar deducts 0.5 points from the grade.
- Delivery of works (40%): The part of seminar will evaluate by means of a work of reflection.
-Evaluation by means of objective tests (50%): Of the face-to-face theoretical sessions will do an examination of knowledge that will consist of 30 questions of multiple answer that will do through the Moodle of the máster in virtual format. To promise with the other sections, you must have taken a 4.
In case of not passing the exam with a minimum mark of 4, the student will be able to present to a proof of recovery, as long as he has delivered all the works and has a minimum of 5 in the sections of assistance and participation to the discussion forums.
Contributions that involve a lack of respect for classmates and / or teachers will result in the suspension of the module.
The final grade corresponds to the sum of the previous sections. To pass the module, the summation of all sections must give a minimum grade of 5.
The student who does not attend 30% of the sessions will be considered "Not assessable".
Qualifications
According to agreement 4.4 of the Governing Board 11/17/2010 of the evaluation regulations, the grades will be:
suspense: from 0 to 4.9
approved: 5.0 to 6.9
Notable: from 7.0 to 8.9
Excellent: 9.0 to 10
Bibliography
1- Rodes Lloret F, Monera Olmos C E, Pastor Bravo, M. Vulnerabilidad Infantil: un enfoque multidisciplinar.Madrid: Díaz de Santos; 2010
2- Observatorio Nacional de la Violencia Contra las Mujeres y los integrantes del grupo familiar. Los niños, niñas y adolescentes: población vulnerable al maltrato y al abuso. 2018. disponible en: https://observatorioviolencia.pe/ninez-vulnerable-al-maltrato/
3- Generaliltat de Catalunya. Departament d'Educació. Protocol de prevenció, detecció i intervenció davant l'assetjament i el ciberassetjament entre iguals. 2019. disponible a : http://xtec.gencat.cat/ca/centres/projeducatiu/convivencia/protocols/assetjament-ciberassetjament-entre-iguals/index.html
4-INJUVE. La violencia de género en los jóvenes. Una visión general de la violencia de género aplicada a los jóvenes en España. disponible en: http://www.injuve.es/observatorio/familia-pareja-e-igualdad-de-genero/la-violencia-de-genero-en-los-jovenes.
5- Hövels-Gürich H. (2019). Psychomotor and Cognitive Development and Quality of Life in Children and Adolescents with Congenital Heart Defect]. Klinische Padiatrie, 231(4), 183–190.https://doi.org/10.1055/a-0942-1756
6-Hövels-Gürich H. (2016). Factors Influencing Neurodevelopment after Cardiac Surgery during Infancy. Frontiers in pediatrics, 4, 137.https://doi.org/10.3389/fped.2016.00137
7-Meentken, MG., van Beynum, IM., Legerstee, JS., Helbing, WA. y Utens, EM. (2017). Estrés postraumático médicamente relacionado en niños y adolescentes con cardiopatías congénitas. Frontiers in pediatrics , 5 -20.https://doi.org/10.3389/fped.2017.00020
8-Mous, S.E., White, T., Muetzel, R. L., Marroun, H. E., Rijlaarsdam, J., Polderman, T. J. C., Jaddoe, V. W., Verhulst, F. C., Posthuma, D., & Tiemeier, H. (2017). Cortical morphology as a shared neurobiological substrate of attention-deficit/hyperactivity symptoms and executive functioning: A population-based pediatric neuroimaging study. Journal of Psychiatry & Neuroscience, 42(2), 103–112.https://doi-org.are.uab.cat/10.1503/jpn.150371
9-Siciliano RE, Prussien KV, Lee CA, et al. (2019).Cognitive Function in Pediatric Hypoplastic Left Heart Syndrome: Systematic Review and Meta-Analysis. J Pediatr Psychol.;44(8):937-947.https://doi.org/10.1093/jpepsy/jsz021
10-Rubio, B., y Gastaminza, X., (2014). Paidosiquiatria psicosomática. Ed. Selene. Madrid.
11-Ezpeleta L., y Toro J., (2014). Psicopatología del desarrollo. Ed. Pirámide, Madrid.
12-Aguilar Cordero MJ. (2012). Tratado de enfermería del niño y adolescente. Cuidados pediátricos. Ed. Elsevier. Barcelona.
Software
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEMm) Seminars (master) | 101 | Catalan/Spanish | annual | morning-mixed |
| (TEm) Theory (master) | 101 | Catalan/Spanish | annual | morning-mixed |