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

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Practicum III

Code: 106122 ECTS Credits: 12
2025/2026
Degree Type Year
Nursing OB 3

Contact

Name:
Raul Lopez Salas
Email:
raul.lopez.salas@uab.cat

Teachers

Eva Carolina Watson Badia
David Téllez Velasco

Teaching groups languages

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


Prerequisites

ACADEMIC RECOMMENDATIONS
It is highly recommended to have passed Practicum I and II prior to advancing in competency acquisition.
Two practicums cannot be undertaken simultaneously.

STUDENT COMMITMENTS

  • Maintain confidentiality, professional secrecy, and fulfill student responsibilities (regulations available at: www.uab.cat/medicina → Nursing Degree → Practicum).

  • Submission of a negative certificate from the Central Registry of Sexual Offenders is mandatory to begin the practicum. Students must present this certificate at their assigned Center/Hospital/Service upon request (typically at the start of the practicum, but timing may vary by teaching unit).

PRACTICUM CENTER REQUIREMENTS

  • Compliance with Occupational Risk Prevention and Preventive Medicine regulations.

  • Valid student identification card.

ADDITIONAL DOCUMENTATION
Some institutions may require:

  • Signed confidentiality agreements.

  • Institutional ID card.

  • Specific practicum agreement.

Always consult the Virtual Campus for specific regulations.

Important note: It is the student’s responsibility to verify and fulfill all requirements before the practicum begins.


Objectives and Contextualisation

General Purpose :

Practicum III must allow the student to integrate and apply the contents They have worked on previously on the different subjects, incorporating new knowledge, abilities and attitudes through real contact with the nurse profession within the welfare field and its complexity.

Specific Objectives :

  • To allow the students to go into depth in the cares initiated in Practicum I, those that are part of the day-to-day life of a nurse, and initiatie themselves in those complex cres that are carried out in the hospital units. 
  • Incorporate the nursing process of attention as scientific methodology.
  • Develop the dimensions of the collaborative and autonomous roles.
  • Offer nursing care adapted to Medical needs, guaranteeing quality nursing care, directed to the patient and the family with an integral vision that contemplated the biological, psychological and social need of the patients.
  • Develop communication skills with the person they are taking care of, his family and the work team

  


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 are formed by a combination of the different subjects taught through previous years. During the practicum students will have to select the necessary contents in order to identify needs and solve problems of the patients that are cared for during the practicum under the watch of a nurse. Here are some of those contents highlighted:

  • Application of nursing models and/or the Virginia Henderson nursing model applied to patient care.
  • The methodological basis to plan and offer nursing care.
  • Applying the teaching-learning process when nursing care is offered to people from different cultures.
  • Nursing attention plan.
  • Deontological code, rights and obligations of the user in the context of nursing care.
  • On-going improvement in the quality of nursing care.
  • Guides of clinical practices and protocol.
  • Healthy eating and therapeutic diets on patients.
  • Factors that influence the learning process in patients, educational needs, learning objectives, educational strategies and expected results.
  • Nursing care oriented to Health promotion and prevention.
  • Therapeutic communication.
  • Conflict management.
  • Risk management regulations for the patient’s safety.
  • The Catalan Medical System.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Supervised      
HUMAN CARE CLINICAL PRACTICE (PEXT) 291 11.64 3, 1, 4, 5, 36, 10, 11, 8, 6, 7, 9, 24, 33, 15, 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
Type: Autonomous      
Job preparation / Personal study / Reading articles 9 0.36 3, 1, 4, 5, 10, 15, 2, 29, 30, 42, 39, 12

Clinical Practices (PEXT):

Clinical practices span approximately 8 weeks. The healthcare service and practice schedule will be assigned through the selection system established in SIA.

During the clinical practice period, students will integrate into hospital healthcare units. Here, they will develop knowledge, skills, attitudes, and values in a real, complex professional environment, always supervised by a clinical nurse (clinical tutor). This professional will:

  • Guide and oversee the individualized learning process

  • Conduct continuous formative monitoring

  • Perform the final evaluation of the practice period

The clinical associate professor will ensure proper implementation of practices through regular visits to healthcare services. They will:

  • Facilitate and coordinate evaluative activities

  • Manage incidents affecting students' learning

  • Serve as the academic-institutional liaison

Clinical practices provide a key opportunity to:

  • Adapt to real hospital dynamics

  • Acquire professional competencies

  • Develop autonomy with tutor support

Healthcare institutions are dynamic entities subject to change. While service assignments follow SIA's selection system, organizational factors beyond the university's control may require last-minute student relocation to alternative services.

Reflective Journal (QR):


A documented collection of practice experiences that elicited significant emotional responses (positive/negative) impacting the learning process. Submitted fortnightly as written assignments via Campus Virtual.

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
EVALUATION DURING INTERNSHIPS AT THE CARE CENTER 70% 0 0 3, 1, 4, 5, 36, 10, 11, 8, 6, 7, 9, 24, 33, 15, 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
REFLECTIVE RECORDS 30% 0 0 3, 1, 4, 5, 10, 15, 2, 29, 30, 42, 39, 12

Nursing Degree Practicum Guidelines

Within the Nursing Degree curriculum, the Practicum courses form part of the External Practice subject. The competencies and learning outcomes of the External Practice subject will be developed and assessed throughout the different practicums according to their specific clinical contexts. From 2nd to 4th year, all clinical practice competencies will be progressively achieved during the clinical placements.

Final Grade Composition:

  • 70% Clinical Practice (PEXT) evaluation

  • 30% Reflective Journals evaluation
    Important: To pass the course, students must achieve a minimum grade of 5 in both clinical practice competencies and reflective journals.

Attendance Control:

  • "Tracking Sheet": The supervising nurse must sign this daily document verifying completed practice hours. Students are solely responsible for maintaining accurate records and must submit the completed form (scanned) via Moodle at the end of the practicum period. This document may be requested for verification at any time by practicum coordinators.

Attendance Requirements:

  • Full attendance during the scheduled period is mandatory

  • Absence categories:
    a) Justified absences: (family bereavement, medical appointments, acute illness, official exams) - Requires documentation and hour recovery
    b) Unjustified absences: Results in 1-point deduction per missed day (even if hours are made up)
    c) Strikes/Protests: Mustbe notified in advance - Counts as completed hours
    d) Unreported absences: May lead to course failure
    e) Tardiness: More than 5 late arrivals/departures may result in failure

Clinical Practice Evaluation (PEXT):

  1. Formative Midterm Evaluation: Students request interim feedback from their supervising nurse, discussing strengths and areas for improvement

  2. Final Evaluation: Supervising nurses complete a competency assessment, which students discuss alongside their self-evaluation

Reflective Journals:

  • Biweekly submission is mandatory (late submissions = 0)

  • Evaluates: Critical reflection, respect for diversity, and identification of learning improvement strategies

  • Must follow presentation guidelines (style, grammar, structure) per the provided rubric

Grading Scale:

  • Fail: <5

  • Pass: 5-6.9

  • Good: 7-8.9

  • Excellent: ≥9

  • Honors: ≥9

  • Non-assessable: Applies when students fail to meet minimum requirements

Special Circumstances:

  • Extensions (max 5 days) may be granted for medical/technical issues (1-point penalty applies)

  • Academic misconduct (plagiarism, falsification) or unprofessional behavior will be reviewed by the Practicum Committee

  • Exceptional cases will be evaluated by a special committee when necessary

MPORTANT NOTES:

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks and text correction.

The student must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools influenced the process and final outcome of the activity.

Failure to transparently disclose the use of AI in this evaluable activity will be considered academic dishonesty.

Any sign of academic dishonesty (such as plagiarism or manipulation of assessment documents, etc.) or any discriminatory, violent, or disrespectful attitude towards patients, professionals, peers, and/or instructors, will be referred to the Practicum Committee. This committee will analyze the incident and establish a consensual resolution.

At the request of the course coordinator and/or the Practicum Coordinator of the Faculty (UD), an evaluation committee may be constituted to assess special, personal, and/or extraordinary situations not addressed in this guide or in documents published on the Practicum website.

This course does not include a single assessment system. If you fail this subject, given its specific characteristics, recovery/resit is not possible.

**From January 2024, as a result of a legislative change, all students who do care internships contribute to social security. Any change in timetable (justified absence) must be communicated to the academic management of the teaching unit (Royal Decree-Law 2/2023 on Social Security contributions for students on unpaid training placements). Unjustified Absences, in addition to having an impact on the final grade of the practicum, may lead to fraud of the law in accordance with the aforementioned regulations for non-compliance with working hours.**


Bibliography

Alfaro-Lefevre, R. (2014). Aplicación del proceso enfermero : fundamento del razonamiento clínico. Barcelona [etc.]: Wolters Kluwer Health.

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.

Huber, D.L. (2019). Gestión de los cuidados enfermeros y liderazgo. Barcelona: Elsevier.

ICS (2020). 3clics: Atenció primària basada en l'evidència. [Internet]. 2008 [citat 11 juliol 2020];12. Disponible a:https://www.ics.gencat.cat/3clics

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 Kluver,

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

Luis Rodrigo, T. (2015). Enfermería clínica : cuidados enfermeros a las personas con trastornos de salud. Barcelona : Wolters Kluwer Health.

Medina, J.L. (2001). Guía para la elaboración del diario reflexivo. Barcelona: Universidad de Barcelona.

NANDA International. (2019). Diagnosticos enfermeros : definiciones y clasificación : 2018-2020. Barcelona: Elsevier.

Pérez, P. E., Sánchez, J. M. R., Formatger, D. G., & Fernández, M. G. (2016). Investigación en metodología y lenguajes enfermeros. Madrid: Elsevier España.

San Rafael Gutiérrez, S.; Siles González, J.; Solano-Ruiz C.(2014). El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora. Aquichan 14(3): 403-416. DOI: 10.5294/aqui.2014.14.3.10

Tellez, S.E; García Flores, M. (2015). Modelos de cuidados en enfermería NANDA, NIC y NOC [Recurs electrònic]. México [etc] : McGraw-Hill Education.

 


Software

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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.