This version of the course guide is provisional until the period for editing the new course guides ends.

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Practicum II

Code: 106121 ECTS Credits: 9
2025/2026
Degree Type Year
Nursing OB 2

Contact

Name:
Antonio Luis Lopez Ruiz
Email:
toni.lopez.ruiz@uab.cat

Teachers

Sara Pablo Reyes
Maria Dolors Sans Ponseti
Ana Zamora Gimenez
Judit Vazquez Vigon
Raquel Torres Lopez
Laura Cornejo Silva
Laia Sastre Martinez
Nuria Correa Bas
Montserrat Romans Tubert
Elías Galán Monroy
Maria Jose Oller Sanchez
Eva Pallas Sanchis
Nuria Miralles Banque

Teaching groups languages

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


Prerequisites

Students who have completed practicum II before the start of the subject can:

  • Students are required to meet the criteria established by each internship center regarding occupational risk prevention, preventive medicine, and epidemiology. It is important to note that the specific criteria for each internship center may vary; it is the student's responsibility to ensure they meet these requirements before beginning their internship.
  • Have a personal student ID card.


For consistency in the progress of acquisition of the level of competence, which is acquired gradually, it is HIGHLY RECOMMENDED that students have passed the subjects of previous courses.

Important: It is not possible to perform two practicums that coincide in time.

Students will be committed to preserving the confidentiality and professional secrecy of the data to which they may have access due to learning in healthcare services. Also by maintaining an attitude of professional ethics in all their actions. In this sense, the students who enroll in this subject undertake to apply the "Regulations of the Practicum in Nursing" and "Recommendations of conduct of the students of the Faculty of Medicine". The documents are available through the website of the Faculty of Medicine www.uab.cat/medicina in the section Degrees: Nursing; Practicum

* Implementation of the "Protocol by which basic guidelines are determined to ensure and protect the right to privacy of patients by students and residents in Health Sciences" (Document BOE-A-2017-1200):

The management of primary care centers, social health centers, and other services linked to primary care in which students do clinical internships will send us instructions for signing the confidentiality document and, if applicable, the identification card.
Students must follow the rules that will be posted on the virtual campus of the subjects.
Failure to comply with these regulations will mean not being able to do the internship and therefore the suspension of this.
It is essential to have a Sexual Offenses Certificate before starting the internship. In the following link, you will find information on how to process it https://web.gencat.cat/ca/tramits/que-cal-fer-si/vull-obtenir-el-certificat-de-delictes-de-naturalesa-sexual . There are internship centers that may not authorize the start of internships if the certificate is not delivered on time. This management is the responsibility of each student.


Objectives and Contextualisation

This subject aims for the student to have as a starting point a broad vision of how the socio-economic and political environment influences the model of the Catalan health system and the way of managing public health aimed at ensuring the quality of care of the primary care center where you do your internship, whether you are a public company or not.

Practicum II allows the student to apply the theoretical knowledge, learn attitudes and skills necessary to offer basic nursing care aimed at community health. The activities allow the analysis of the different programs and services offered by the health center in relation to the profile of the reference population and the environmental characteristics.

This practicum places its emphasis on the assessment, diagnosis, intervention and assessment of basic needs. Therefore, the student at the end of the period must be able to:

  • Describe the basic health problems and needs of the population in the basic health area and relate them to the centre's portfolio of care services.
  • Describe the functions of the health center nurse.
  • Apply the nursing care model of the people-centered care center to promote health promotion and prevention of health problems.
  • Apply the nursing care model of the care center aimed at people with chronic health problems of low complexity, in order to offer support for self-management and coexistence with the disease, while promoting self-responsibility and autonomy.
  • Apply the methodology of the nursing care process and the scientific methodology.
  • Perform nursing techniques and procedures.
  • Select and apply strategies for gathering information to people who need to improve their lifestyle or restore their health.
  • Interpret the data to assess the needs of the people served. Assess the educational needs of the people served.
  • Prioritize nursing diagnoses.
  • Encourage the participation of the people served to agree on the objectives andresults to be achieved. Carry out nursing care for people applying the clinical practice guidelines and protocols of the care center.
  • Evaluate the nursing care performed
  • Self-assess the learning process in an honest and realistic way.
  • Determine proposals for improving the quality of care.

Competences

  • Apply the main foundations and theoretical and methodological principles of nursing.
  • Base nursing interventions on scientific evidence and the available media.
  • Carry out basic curative actions based on holistic health care, involving multiprofessional cooperation, the integration of processes and continuity of health care.
  • "Demonstrate an understanding of people without prejudice: consider physical, psychological and social aspects, as independent individuals; ensure that their opinions, values and beliefs are respected and guarantee their right to privacy, through trust and professional secrecy."
  • Demonstrate knowledge of health information systems.
  • 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.
  • Demonstrate knowledge of the ethical and deontological code of Spanish nursing and what is understood by ethical health implications in a changing world context.
  • Demonstrate knowledge of the principles of health financing and social health and proper use of available resources.
  • Design systems for curing aimed at people, families or groups and evaluate their impact, making any necessary changes.
  • Establish efficient communication with patients, family members, social groups and friends, and promote education for health.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Offer solutions to health and illness problems to patients, families and the community applying the therapeutic relation by following the scientific method of the nursing process.
  • 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 and respect the right to participation, information, autonomy and informed consent in decision-making by the patient, in accordance with the way they are experiencing the health-illness process.
  • 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 applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • 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 be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • 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.
  • Work with a team of professionals as a basic unit to structure the professionals and the other care organisation workers in a unidisciplinary or multidisciplinary way.

Learning Outcomes

  1. Acquire and use the necessary instruments for developing a critical and reflective attitude.
  2. Adapt the language of communication to the needs of each interlocutor.
  3. Adapt to new situations and contexts maintaining a constructive attitude.
  4. Analyse differences by sex and gender inequality in ethiology, anatomy, physiology. Pathologies, differential diagnosis, therapeutic options, pharmacological response, prognosis and nursing care.
  5. Analyse nursing interventions justifying them with scientific evidence and/or expert opinions that support them.
  6. Apply educational and informational interventions to promote healthy lifestyles and self-care.
  7. Apply help to solve health/illness problems of care receivers, their families and/or the community.
  8. Apply knowledge of physiopathology and factors affecting health in nursing care.
  9. Apply scientific evidence in the planning and practice of nursing care.
  10. Apply the ethical and deontological code of nursing in all areas of nursing activity.
  11. Apply the nursing process to offer and guarantee the wellbeing, quality and safety of the people receiving the care.
  12. Assess and treat receivers of care in a tolerant holistic manner without making value judgements.
  13. Carry out a specific clinical history, physical examination, psychological examination and nursing diagnosis for men and women, including emotional-sexual diversity and diversity in identity and gender expression.
  14. Carry out nursing care in an integrated manner within an interdisciplinary team.
  15. Communicate using non-sexist and non-discriminatory language.
  16. Comprehensively assess health situations using tools such as physical examination, laboratory tests and nursing interview.
  17. Demonstrate being able to carry out basic life support manoeuvres.
  18. Demonstrate skill in performing nursing procedures and techniques.
  19. 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.
  20. Display a cooperative attitude towards the different members of the team.
  21. Establish an empathetic and respectful relationship with the individual and their family, in accordance with their situation, their health problems and the stage of their development.
  22. Evaluate risks and protect the health of people ensuring their safety.
  23. Evaluate the state of health of the individual, family and/or community, identifying problems and internal and external factors affecting their health.
  24. Exercise a respectful relationship with the user of the service/family/health team without making value judgements.
  25. Form part of multi and interdisciplinary texts and share common objectives.
  26. Give integrated and individualised nursing care to individuals, families and communities, evaluating the results obtained.
  27. Identify elements that could place at risk the health of people in relation to the use and management of medicaments.
  28. Identify the criteria for adequate results for nursing problems detected.
  29. Identify the guides for clinical practice specific to each stage of the life cycle.
  30. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
  31. Include psychosocial aspects in the health plan ensuring respect for opinions, preferences, beliefs and values.
  32. Make adequate use of the available resources.
  33. Periodically evaluate health situations and the nursing interventions that take place.
  34. Plan individualised nursing care adapted to each situation of clinical practice.
  35. Prioritise means of prevention for health during interventions at health centres. 
  36. Put into care practice the knowledge and skills acquired.
  37. Recognise situations of risk to life.
  38. Resolve nursing problems and collaboration problems using clinical histories, applying nursing methodology and current standardised languages.
  39. Respect the principles of the right to privacy, confidentiality and professional secrecy in all care given.
  40. Respect the right to participation in the decision making process by people for their own care, in accordance with the way in which they are experiencing the health process.
  41. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  42. 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.
  43. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  44. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  45. Use healthcare information systems and computer programs for collecting and analysing data to facilitate the planning, analysis and evaluation of care and the production of reports.
  46. Use methods of protection and safety to ensure wellbeing and minimise risk associated with health care.
  47. Use scientific evidence in care practice.
  48. Use strategies ad skills that allow for effective communication with the care receivers, their families,, social groups and partners as well as the expression of their concerns and interests.
  49. Use the process of nursing care as a scientific methodology in interventions and problem solving.
  50. Work in collaboration and in a responsible manner to achieve previously defined objectives to ensure the continuity of care.

Content

The contents of this practicum consist of a combination of the different subjects taught throughout the previous courses. During the internship, students must select the necessary content to identify needs and solve the problems of the people cared for who present themselves during the internship with the tutelage of the nurse. The following stand out:

  • Virginia Henderson’s nursing model applied to the care of adults and the elderly.
  • The methodological bases for planning and offering nursing care.
  • The application of the teaching-learning process when nursing care is offered to people from different cultures.
  • Nursing care plan.
  • The code of ethics, the rights, and duties of the user in the framework of the care system.
  • The continuous improvement of the quality of nursing care.
  • Clinical practice guidelines and protocols.
  • Healthy eating and therapeutic diets of the people cared for.
  • Factors that influence the learning processes of the people served, educational needs, learning objectives, educational strategies and expected results.
  • Nursing care aimed at health promotion and prevention.
  • Pharmacokinetics, the pharmacodynamics of the most prescribed drugs as well as the educational needs of people.
  • Therapeutic communication.
  • Conflict management.
  • Risk management rules for patient safety.
  • The Catalan healthcare system.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
ESSAY 7 0.28 5, 10, 15, 2, 44, 43, 41, 42
Type: Supervised      
CLINICAL INTERNSHIP 218 8.72 5, 36, 10, 11, 8, 6, 7, 9, 24, 33, 2, 18, 17, 20, 28, 19, 21, 14, 27, 29, 31, 25, 34, 26, 35, 37, 38, 40, 39, 50, 32, 49, 45, 48, 47, 46, 16, 22, 12, 23

Clinical practices give students the opportunity to develop knowledge, skills, attitudes and values in a real and complex professional environment, always accompanied by a teaching nurse (Associate Professor Clinical Teacher).

They consist of a stay of approximately 9 weeks in a PRIMARY CARE service appropriate to the training needs and during which each student will be assigned a nurse from the unit where he performs the practices that he watches over and guides his learning process. individualized and continuous form.

You can check the shifts and schedules in the calendar published on the website. These schedules can be modified according to the needs of the services.

Reflective journals: It is a compilation of those situations experienced during practice that have aroused some emotion, either positive or negative with an impact on the learning process. Fortnightly delivery in the form of written work via Moodle.

 

The cost of public transportation to move to care centers and homes is borne by the student.

IMPORTANT: These schedules can be modified according to the teacher.

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
CLINICAL INTERNSHIP 70% 0 0 4, 5, 36, 10, 11, 8, 6, 7, 9, 24, 33, 2, 18, 17, 20, 28, 19, 21, 14, 13, 27, 29, 30, 31, 25, 34, 26, 35, 44, 43, 41, 42, 37, 38, 40, 39, 50, 32, 49, 45, 48, 47, 46, 16, 22, 12, 23
Essays 30% 0 0 3, 1, 15, 30, 44, 43, 42

Within the curriculum of the Nursing Degree, the Practicum subjects are part of the External Practice subject. The skills and learning outcomes of the External Practice subject will be worked on and evaluated throughout the different practicums depending on the context and area in which each of the practicums is developed. Throughout the development of the clinical practice stays from the 2nd to the 4th year, the achievement of all the clinical practice skills of the degree will be ensured
This subject does NOT provide for the single assessment system.
Evaluation criteria
The final grade of the subject corresponds to the sum of the clinical practices grade (PEXT) and that of the Reflective Notebook (QR) with the following weighting:
- 70% of the grade corresponds to the clinical practices.
- 30% of the grade corresponds to the reflective notebook.
To pass the subject, each of the competency groups of clinical practices and reflective notebooks must be approved with a minimum grade of 5.

Attendance control:
* "Monitoring sheet": By signing this document daily, the nurse responsible for each student confirms the schedule carried out during the practice day. This document will serve as proof for the calculation of hours for the subject.
The only person responsible for the document is the student. They must keep it updated and will be responsible for the veracity of the content of the information that is recorded. This document will be delivered at the end of the practicum period to their associate nurse professor and delivered digitally (scanned) on the Virtual Campus.
This document can be requested, at any time, for its control, by the people responsible for the practicums and/or participating teachers of the subject.
It is mandatory to complete the entire clinical practice period scheduled in the teaching calendar regardless of the schedule in which the practices are carried out.
Any interruption of service attendance is considered an absence. These may be:
a) Excused absences, the following situations:
- Deaths of close relatives and relatives
- Specialist medical visit
- Acute illnesses
- Driving license exam
- Official university exam
- Official language tests
- Those that have the approval of the coordinator of the subject.
Students must present a duly completed justification to their teacher and record it in the "Monitoring Form" document.
b) UNJUSTIFIED ABSENCES: Those that do not appear in the previous list and have not been authorized by the coordination of the subject.
Students will record their Unjustified Absence in the "Monitoring Form" document and agree with their teacher how to recover the pending hours. At the end of the course, 1 point will be deducted from the final grade (from 0 to 10) for each day of absence.
c) Strikes, Demonstrations:
Maintaining the rights of students and following the recommendations of the rectorate, students who individually wish to join a call for any of the student unions must previously notify their teacher and the internship service. They must also record this in the "Monitoring Sheet" document. This day will be considered completed and cannot be recovered.
d) UNJUSTIFIED AND UNNOTIFIED absence: It may lead to the failure of the course.
e) Lateness: Having more than 5 latenesses (start and end of shift, meals, etc.) throughout the course period may lead to the failure of the course.
Absences must be reported as early as possible to the associate professor and the internship service in order to reduce interference with the learning process and agree on a day to make up. All hours missed due to absences must be made up within the internship period.
* Attendance is mandatory for all scheduled hours and in the assigned shift and time.
Both justified and unjustified absences must be made up within the scheduled clinical internship period with prior authorization from the responsible professor and the internship service.

Clinical Internships (PEXT):
Continuous and formative evaluation throughout the period. Approximately halfway through, the associate professor, nurse, together with the nurse, will summarize the information obtained so far and discuss it with each student. In this formative evaluation, the level of achievement of the proposed objectives will be worked on, the strengths to highlight and the weaknesses to improve with the relevant recommendations. Similarly, students will make their own self-evaluation and discuss it with the teacher.
Final evaluation:

At the end of the clinical practice period, the nurse will complete a final report on the skills achieved by the students. Similarly, at the end of the period, each student will do their self-evaluation and discuss it with the nurse and the associate nurse professor.

About the reflective notebooks:
- The reflections derived from the preparation of the notebooks that arose in the context of clinical practice will be evaluated. Respect for the plurality of ideas, people and situations will be taken into account. The ability to identify strategies for improving learning will also be assessed.
- There will be a rubric with the items to be assessed that also includes presentation guidelines (style, spelling, expression, etc.). The recommendations for the preparation of the reflective notebook must be followed.
- The completion of the biweekly Reflective Notebook is mandatory, the delivery dates will be specified by each professor.
- Submissions must be made exclusively via the virtual campus.
- Assignments submitted outside the agreed deadline will not be evaluated. The grade for that submission will be: 0. Extraordinary submission periods will not be opened.
- The associate professor nurse will evaluate the reflective notebooks, according to the rubric that appears on the virtual campus, taking into account the content and presentation of the work with the following considerations:
• Describe significant experiential situations in detail
• Clearly identify possible causes
• Describe what needs to be improved in relation to the described experience
• Propose actions to improve your learning that are realistic and related to the described experience
• Respect the presentation regulations
- The result is a numerical score between 0-10

Obtaining the final grade:

According to agreement 4.4 of the Governing Council of 17/11/2010 of the evaluation regulations, the grades will be:
• Fail: <5
• Pass: from 5 to 6.9
• Remarkable: from 7 to 8.9
• Excellent: >9
• Honors enrollment: >9
According to the regulations on the permanence regime in studies official undergraduate and master's degrees of the Autonomous University of Barcelona, a "Not assessable" will be assigned to students who have not been able to provide sufficient evidence of assessment.

* The following criteria will be considered for assigning "Not Assessable":
- Exceeding 20% of the hours of unexcused absence during the practicum period.
- Failure to submit assignments within the deadlines established by the professor.
In the event of failure, given the characteristics of the subject, it is NOT possible to recover it

Use of AI:
• Prohibited use: In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in the preparation of reflective notebooks. Any reflective notebook that includes fragments generated with AI will be considered a lack of academic honesty and may lead to a partial or total penalty on the grade of the activity, or greater sanctions in serious cases.

NOTE:
Any sign of academic dishonesty, such as plagiarism or manipulation of evaluation documents, etc., or any discriminatory, violent or disrespectful attitude towards patients, professionals, colleagues and/or teachers, will be raised to the practicum committee which will analyze what happenedand establish a consensual resolution in this regard.

At the request of the subject coordinator, an evaluation committee may be formed to assess special, personal and/or extraordinary situations that are not answered within this guide or in documents published on the practicum website.


Bibliography

  • Alfaro-Lefevre, R. (2003). El proceso enfermero. 5ª ed. Barcelona: Masson.

  • Ayuso Murillo, D., Tejedor Muñoz, L., & Serrano Gil, A. (2018). Enfermería familiar y comunitaria: actividad asistencial y aspectos ético-jurídicos. Madrid: Díaz de Santos.
  • 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.
  • Campos Pavón, J., Munguía Navarro, S., & Academia de estudios MIR. (2015). Enfermería comunitaria. Madrid: Academia de estudios MIR.
  • Colina, J., Medina J.L. Construir el conocimiento de Enfermería mediante la práctica reflexiva. (1997). Rol de Enfermería, 232, 23-30.
  • ICS (2022). Prestacions infermeres d'Atenció Primària. [Internet]. 2022 [citat 20 juny 2025]; Disponible a: https://ics.gencat.cat/web/.content/Documents/assistencia/procediments-infermeria/Prestacions-infermeres-adults-pediatria-09-05-2022.pdf
  • ICS. (2019). Manual de procediments d’infermeria a l'atenció primària [Internet]. 2019 [citat 20 juny 2025] ;. Disponible a: https://ics.gencat.cat/ca/Professionals/coneixement-assistencial/cures-infermeres/cures-atencio-primaria/procediments-dinfermeria-a-latencio-primaria/index.html
  • Luis, M.T. (2013). Los diagnósticos enfermeros. Revisión crítica y guía práctica .9ª ed. Barcelona: Elsevier Masson
  • Luis, M.T. (2015). Enfermería Clínica. Cuidados enfermeros a las personas con transtornos de Salud. Barcelona: Wolters Klumer,
  • Luis, M.T., Fernández. C., Navarro. M.V. (2005). De la teoría a la práctica. El pensamiento de Virginia Hendersonen el siglo XXI. 3ª ed. Barcelona: Masson
  • Martín Zurro, A. Jodar, G (2023). Atención familiar y salud comunitaria . Barcelona : Elsevier.
  • Martínez Riera, J. R., & Pino Casado, R. del. (2015). Manual práctico de enfermería comunitaria. Madrid: Elsevier.
  • 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.
  • Pino Casado, R. del., & Universidad de Jaén. Servicio de Publicaciones. (2015). Visita domiciliaria en enfermería familiar y comunitaria. Jaén: Universidad de Jaén, Servicio de Publicaciones.
  • Ruiz Fernández, RD.(2020) Manual de Enfermería Familiar y Comunitaria. Universidad de Almeria. Editorial Universidad Almeria. 
  • 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

No


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.