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

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Practicum IV

Code: 106123 ECTS Credits: 12
2025/2026
Degree Type Year
Nursing OB 3

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
Nuria Miralles Banque

Teaching groups languages

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


Prerequisites

Students who, before the start of the course, are eligible to complete Practicum IV are:

Meet the criteria established by each practicum center in the areas of occupational risk prevention, preventive medicine, and epidemiology. It is important to note that the specific criteria for each practicum center may vary; it is the student's responsibility to ensure these requirements are met before beginning the healthcare practicum.
Have a personal student identification card.

For consistency in the progress toward acquiring the competency level, which is acquired gradually, it is HIGHLY RECOMMENDED that students have completed Practicum I and II.

Important: It is not possible to complete two practicums at the same time.

Students will agree to maintain the confidentiality and professional secrecy of any data they may have access to due to their training in healthcare services. They will also agree to maintain an attitude of professional ethics in all their actions. through the Faculty of Medicine website www.uab.cat/medicina within the Bachelor's Degrees: Nursing section;

* Implementation of the  "Protocolo mediante el que se determinan pautas básicas destinadas a asegurar y proteger el derecho a la intimidad del paciente por los alumnos y residentes en Ciencias de la Salud" (Documento BOE-A-2017-1200):

The management of the primary care centers, social health centers, and other services linked to primary care where students perform clinical internships will send us instructions for signing the confidentiality document and, where applicable, the identification card.


Students must follow the regulations that will be posted on the virtual campus for each subject.
Failure to comply with these regulations will result in the inability to complete the internship and, therefore, failure.
It is essential to have the Certificate of Sexual Offenses before beginning the internship. You will find information on how to process it on time at the following link: https://web.gencat.cat/ca/situacions-de-vida/justicia-seguretat/certificat-delictes-naturalesa-sexual/ . Some internship centers may not authorize the start of an internship if the certificate is not submitted on time. This process is the responsibility of each student.


Objectives and Contextualisation

GENERAL OBJECTIVE:

The Practicum IV must allow students to integrate and apply the contents worked on in the different subjects, incorporating new knowledge, skills and attitudes through real contact with the nursing profession within the healthcare field and its complexity.

SPECIFIC OBJECTIVES:

To delve deeper into the care initiated in the Practicum II and in those that the nurse provides within the field of Family and Community Care and to initiate those cares that are given in more complex healthcare services.
To apply the nursing care process as a scientific methodology.
To incorporate the gender perspective in professional practice.
To develop the dimensions of the collaborative role and the autonomous role.
Offer nursing care appropriate to health needs, guaranteeing quality nursing care, aimed at the person and the family, with a comprehensive vision that considers the biological, psychological and social aspects of the people being cared for.
Develop communication skills with the person being cared for, their 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

  • Nursing models applied to pediatric, adult, and elderly care.
  • Ethical and methodological bases of nursing.
  • The code of ethics, the rights and duties of the user in the care system framework.
  • The application of the teaching-learning process when nursing care is offered to people from different cultures.
  • Nursing care plan.
  • The continuous improvement of the quality of nursing care.
  • Clinical practice guidelines, protocols and evidence-based practice.
  • Healthy eating and therapeutic diets of the people cared for.
  • Prevention of cardiovascular risk.
  • Program of Preventive Activities and Health Promotion
  • Factors that influence the learning processes of the people served, educational needs, learning objectives, educational strategies and expected results.
  • Pharmacokinetics and pharmacodynamics of the most common drugs in Primary Care.
  • Support and management of care in end-of-life situations
  • Home care.
  • Therapeutic communication.
  • Conflict management.
  • Risk management for the safety of the person being cared for.
  • The Catalan health system.
  • Autonomous management of nursing demand.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Supervised      
CLINICAL INTERNSHIP 291 11.64 3, 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, 37, 38, 40, 39, 50, 32, 49, 45, 48, 47, 46, 16, 22, 12, 23
Essays 9 0.36 3, 1, 15, 30, 44, 43, 41, 42

Clinical internships in Primary and Community Care 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 Nurse Professor). They consist of an approximate 8-week stay in a Primary Care Team, pediatric team or PADES during which each student is assigned a nurse from the unit where they carry out the internship, who monitors and guides their learning process in an individualized and continuous manner.

The assigned shifts and schedules can be modified depending on the needs of the services, therefore it is important to have flexibility in hours to be able to deal with unexpected changes, since they must be carried out every day of the internship.

The Reflective Notebooks collect those situations experienced during the internship that have aroused some emotion, whether positive or negative with an impact on the learning process. The submission is fortnightly in the form of written work via Virtual Campus.

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, 43, 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, 41, 42

Within the Nursing Degree curriculum, practicum courses are part of the External Practice course. The competencies and learning outcomes of the External Practice course will be developed and assessed throughout the various practicum courses, depending on the context and setting in which each practicum is delivered. Throughout the clinical practice placements from the 2nd to 4th year, all clinical practice competencies for the degree will be achieved.
This course does NOT include a single assessment system.
Assessment Criteria
The final grade for the course corresponds to the sum of the clinical practice grades (PEXT) and the Reflective Notebook (RR), with the following weighting:
- 70% of the grade corresponds to the clinical practice.
- 30% of the grade corresponds to the reflective notebook.
To pass the course, it is necessary to have passed each of the clinical practice competency groups and the reflective notebooks with a minimum grade of 5.

Attendance Control:
* "Tracking Sheet": By signing this document daily, the nurse responsible for each student confirms the schedule followed during the practice day. This document will serve as proof of the course hours.
The student is solely responsible for this document. They must keep it up to date and are responsible for the accuracy of the information provided. This document will be submitted to their nursing associate professor at the end of the practice period and delivered digitally (scanned) to the Virtual Campus.
This document may be requested at any time for supervision, by the people responsible for the practice sessions, and/or by the participating instructors.
It is mandatory to complete the entire clinical practice period scheduled in the teaching calendar, regardless of the actual practice time.
Any interruption in attendance will be considered an absence. These may include:
a) Justified absences, the following situations:
- Deaths of close or immediate family members
- Specialist medical appointments
- Acute illnesses
- Driving license exam
- Official university exam
- Official language tests
- Those approved by the course coordinator.
Students must submit a duly completed excuse note to their instructor and record it on the "Tracking Sheet" document.
b) Unjustified Absences: Those not listed above and not authorized by the course coordinator.
Students must record their Unjustified Absence on the "Tracking Sheet" document and will agree with their instructor on how to make up the outstanding 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 and Demonstrations:
In keeping with student rights and following the recommendations of the Rector's Office, students who individually wish to join a call from one of the student unions must notify their professor and the Internship Service in advance. They must also record this in the "Tracking Sheet" document. This day will be considered completed and non-recoverable.
d) Unjustified and Unnotified Absence: May result in failing the course.
e) Tardiness: Being late more than 5 times (start and end of shifts, lunches, etc.) throughout the course period may result in failing the course.
Absences must be reported to the Associate Professor and the Internship Service as far in advance as possible to minimize interference with the learning process and to agree on a make-up day. All hours missed due to absences must be made up within the clinical practice period.
* Attendance is mandatory for all scheduled hours and at the assigned shift and time.
Justified and unjustified absences must be made up within the scheduled clinical practice period with prior authorization from the lead professor and the practice department.

Clinical Practices (PEXT):
Continuous and formative assessment throughout the period. Approximately halfway through, the nursing associate professor, together with thenurse, will summarize the information obtained so far and discuss it with each student. This formative assessment will address the level of achievement of the proposed objectives, highlight strengths, and weaknesses for improvement, with relevant recommendations. Similarly, students will conduct their self-assessment and discuss it with the professor.
Finalist Assessment:

At the end of the clinical practice period, the nurse will complete a final report on the competencies achieved. Likewise, at the end of the period, each student will complete a self-assessment and discuss it with the nurse and the associate professor.

Regarding the reflective notebooks:
- Reflections arising from the preparation of the notebooks in the context of clinical practice will be assessed. Respect for the diversity of ideas, people, and situations will be taken into account. The ability to identify learning improvement strategies will also be assessed.
- A rubric will be provided with the items to be assessed, which also includes presentation guidelines (style, spelling, expression, etc.). The recommendations for preparing the reflective notebook must be followed.
- Completion of the biweekly reflective notebook is mandatory; the deadlines for submission will be determined by each professor.
- Submission must be made exclusively via the virtual campus.
- Work submitted after the agreed deadline will not be graded. The grade for that submission will be 0. Extra submission periods will not be open. - The nursing associate professor 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:
• Describes significant life experiences in detail
• Clearly identifies possible causes
• Describes what needs to be improved in relation to the described experience
• Proposes realistic learning improvement actions related to the described experience
• Complies with the presentation regulations
- The result is a numerical score between 0-10

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

* The following criteria will be considered for assigning a "Not Assessable" grade:
• Exceeding 20% of unjustified absences during the internship period.
• Failure to submit assignments within the deadlines established by the faculty.
In the event of a failure, given the characteristics of the course, it is NOT possible to recover.

Use of AI:
• Prohibited use: In this course, the use of Artificial Intelligence (AI) technologies in the preparation of reflective notebooks is prohibited. Any reflective notebook that includes fragments generated with AI will be considered a breach of academic honesty and may result in a partial or total penalty in the assignment grade, 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 behavior toward patients, professionals, colleagues, and/or faculty, will be referred to the internship committee, which will analyze the incident and establish a consensual resolution.

At the request of the course coordinator, an evaluation committee may be established to assess special, personal, and/or extraordinary situations that cannot be addressed in this guide or in documents published on the internship 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

Use of AI

Prohibited Use: In this course, the use of Artificial Intelligence (AI) technologies in the creation of reflective notebooks is prohibited. Any reflective notebook that includes AI-generated fragments will be considered a breach of academic honesty and may result in a partial or total penalty in the activity grade, or greater penalties in serious cases.


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.