Vulnerable Groups in Adulthood and Old Age
Code: 44461 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 4317584 Nursing Innovation Applied to Vulnerability and Health | OB | 1 |
Contact
- Name:
- Caterina Checa Jimenez
- Email:
- caterina.checa@uab.cat
Teachers
- Lidia Gimenez Llort
- Andrea Moreu Valls
- Nina Granel Gimenez
- Francisco Collazos Sanchez
- David Gimenez Diez
- Luis Lopez Perez
- Juan Manuel Leyva Moral
- Nathalia Francis Rodriguez Zunino
- David Téllez Velasco
- Rebeca Gomez Ibañez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Not required
Objectives and Contextualisation
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.
Competences
- 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.
- Knowledge and understanding that provide a basis or opportunity for originality in developing and / or applying ideas, often in a research context.
- That students have the learning skills that enable them to continue studying in a way that will be largely self-directed or autonomous.
Learning Outcomes
- Analyse the prejudices and discrimination experienced by vulnerable populations in the short and long term.
- Demonstrate the ability to acquire scientific knowledge autonomously.
- Design an innovative research proposal relevant to the subject of the master's degree.
- 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
- The student demonstrates the ability to manage adults in vulnerable situations according to the needs of the individual.
Content
Person and family-centered care
Value-Based HealthCare
Functional alterations and functional diversity
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
Functional alterations and functional diversity
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
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Face-to-face problem solving/cases/exercises seminars | 13 | 0.52 | 1, 5, 4, 6 |
| Theorical lessons | 32 | 1.28 | 1, 2, 5, 4, 3, 6 |
| Type: Supervised | |||
| Report elaboration | 20 | 0.8 | 2, 5, 4, 3 |
| Type: Autonomous | |||
| Personal study | 82 | 3.28 | 2, 5 |
During the second semester, a total of 45 hours of face-to-face teaching will be given in a master class format and seminars given by the nursing department, the psychiatry department and legal medicine and other experts in the field. The seminars will be on problem solving / cases / exercises.
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 face-to-face and/or virtual lessons | 10 | 36 | 1.44 | 1, 2, 5, 4, 6 |
| Coursework submition | 75 | 40 | 1.6 | 2, 5, 4, 3 |
| Virtual discussion forums | 15 | 2 | 0.08 | 5, 4 |
The evaluation system is organized into 3 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.
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 71,4%. Otherwise, the evaluation of the module will correspond to a NP.
Coursework submition (75%) 5 written reports must be delivered, the average mark of the reports will account for 75% 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.
Single evaluation is not permitted.
Bibliography
Clegg A, Young Y, Lliff S, Olde-Rikkert M, Rockwood K. Frailty in elderly people. Lancet. 2013 Mar 2; 381(9868):752-62.
Randazzo G, Brown Z. Transitioning FromVolume to Value: A Strategic Approach to Design and Implementation. NursAdm Q [Internet]. 2016 [cited 2018 Aug 22];40(2):130–6.
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.
Campillo-Artero C, Ortún V. Cost-effectiveness Analysis: Why and How. Rev Esp Cardiol (Engl Ed). 2016;69(4):370-3. doi: 10.1016/j.rec.2016.01.012.
Incremental Cost-Effectiveness Ratio (ICER) [online]. (2016). York; York Health Economics Consortium; 2016. https://yhec.co.uk/glossary/incremental-cost-effectiveness-ratio-icer/
Berdud M, Ferraro J, Towse A. A theory on ICER pricing and optimal levels of cost-effectiveness thresholds: a bargaining approach. Front Health Serv. 2023 Aug 24;3:1055471. doi: 10.3389/frhs.2023.1055471.
O'Mahony JF. Does Cost-Effectiveness Analysis Really Need to Abandon the Incremental Cost-Effectiveness Ratio to Embrace Net Benefit? Pharmacoeconomics. 2020 Aug;38(8):777-779. doi: 10.1007/s40273-020-00931-5.
Software
No required
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 |