ECTS credits ECTS credits: 30
ECTS Hours Rules/Memories Interactive Classroom: 5 EEES Clinics: 895 Total: 900
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Campus Lugo
Areas: Nursing School
Center Nursing School
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
According to the Nursing Degree Summary, the following requirements are met:
Integrate nursing knowledge, skills, and attitudes into professional practice, based on the principles and values associated with the specific and generic competencies of Supervised Practice IV.
Plan nursing care. Plan, execute, and evaluate the care plan, integrating it into the care team.
Apply the basic methods and procedures necessary for the care of hospitalized patients.
Apply the Nursing Care Process as a method for administering care to hospitalized patients, demonstrating the ability to work within an interdisciplinary team.
Demonstrate compliance with and application of the code of ethics and ethical principles in their professional practice.
Nursing care action plan delivered in centers and units of the Galician Public Health System with the goal of acquiring skills and progressively achieving the indicated results.
Collaboration and care in the performance of paracentesis.
Collaboration and care in the performance of thoracentesis.
Collaboration and care in the performance of lumbar puncture.
Enteral feeding via gastrostomy and jejunostomy.
Total parenteral nutrition.
Arterial catheter.
Blood and blood product transfusion.
Review of the unit's basic protocols.
Websites of the public hospital network of the National Health System where the following are available: protocols and care plans; consensus guidelines.
ACKLEY BJ, LADWIG GB. Manual of Nursing Diagnoses. Guide for Care Planning. 7th ed., Madrid: Elsevier, 2007.
Nanda International. Nursing Diagnoses. Definitions and Classification 2015-2017. Madrid: Elsevier, 2015.
Pérez, P. E., Sánchez, J. M. R., Formatger, D. G., and Fernández, M. G. Research in Nursing Methodology and Languages. Elsevier Spain. 2016.
Pino Casado, R. del., and University of Jaén. Publications Service. Home Visits in Family and Community Nursing. Jaén: University of Jaén, Publications Service. 2015.
WILKINSON JM. AHERN NR. Manual of Nursing Diagnoses. Madrid: Pearson, 2008.
LUNNEY M. Critical Reasoning for Positive Health Outcomes. A Case Study and Nursing Analysis.
Barcelona: Elsevier-Masson; 2011.
MOORHEAD S, JOHNSON M, MAAS ML, SWANSON E. Nursing Outcomes Classification (NEC). Measuring Health Outcomes. 5th ed., Barcelona: Elsevier; 2014.
JOHNSON M, MOORHEAD S, BULECHEK G, BUTCHER H, MAAS M, SWANSON E (eds.). Linking the NEC and NIC to NANDA-I and Medical Diagnoses. Supporting Critical Reasoning and Quality of Care. 3rd ed., Madrid: Elsevier; 2012.
BULECHECK GM, BUTCHER HK, DOCHTERMAN JM, WAGNER CM. Nursing Interventions Classification (NIC), 6th ed., Madrid: Elsevier; 2013.
HERDMAN TH, KAMITSURU S, editors. NANDA International. Nursing Diagnoses: Definitions and Classification 2015-2017.
Barcelona: Elsevier; 2015.
CARPENITO LJ. Nursing Care Plans and Clinical Documentation: Nursing Diagnoses and Issues in Collaboration. 4th ed., Madrid: Mc-Graw-Hill-Interamericana; 2005.
LUIS RODRIGO MT. Nursing Diagnoses. Critical Review and Practical Guide. 9th ed., Barcelona: Elsevier; 2013.
Additional References
Internet Links:
Ministry of Health, Social Services, and Equality https://www.msssi.gob.es/
World Health Organization www.who.int
Foundation for the Development of Nursing http://www.fuden.es www.fisterra.com
In accordance with the provisions of the annex to ORDER CIN/2134/2008, of July 3, which establishes the requirements for the verification of Official University Degrees that qualify for the practice of Nursing, the objectives and competencies that students must acquire in relation to Supervised Practices are:
Incorporate professional values, healthcare communication skills, clinical reasoning, clinical management, and critical judgment, integrating nursing knowledge, skills, and attitudes into professional practice, based on principles and values associated with the competencies described in the general objectives and in the subjects that comprise the Degree.
Escenario 1 (Normalidad Adaptada)
La formación práctica se garantizará mediante la participación activa del alumnado en el Plan de Atención de Enfermería (PAE), mediante el cual evaluará, diagnosticará e implementará la atención de enfermería según protocolos estandarizados.
Las actividades formativas se ajustarán a los créditos ECTS indicados en la Tabla 51-I para cada asignatura del apartado "Prácticas Supervisadas".
La metodología docente se basará en la interacción alumno-paciente bajo la supervisión de tutores clínicos. El alumnado también tendrá acceso a la herramienta de enseñanza-aprendizaje GACELA, el programa utilizado en los centros y centros del Sistema Sanitario Público de Galicia. Para utilizar este programa, la Subdirección General de Docencia e Investigación de la Dirección General de Planificación y Seguro de Salud de la Consellería de Sanidad de la Xunta de Galicia facilitará al alumnado el acceso a un módulo formativo.
Las prácticas supervisadas se realizarán en los centros y centros del sistema sanitario público de Galicia. Los centros e instalaciones dependen de la Gerencia Integrada de Lugo Cervo y Monforte de Lemos.
- Hospital Universitario Lucus Augusti
- Hospital Calde
- Centros de Salud: Centro de Atención Primaria Milagrosa, Centro de Atención Primaria Fingoi, Centro de Atención Primaria San Roque, Centro de Atención Primaria Praza do Ferrol, Centro de Atención Primaria Islas Canarias, Centro de Atención Primaria Monforte, Centro de Atención Primaria Burela, Centro de Atención Primaria Sarria, Centro de Atención Primaria Vilalba (todos ubicados en la provincia de Lugo).
Si no puede realizar las prácticas en el Escenario 1 (normalidad adaptada), la información relativa a los Escenarios 2 y 3 se describe en la sección de observaciones.
ASSESSMENT INSTRUCTIONS:
Scenario 1 (Adapted Normality)
1. The instructor will assess the competencies mentioned above, those that can be achieved in the units where the student is enrolled. The general standards for supervised internships will be taken into account.
2. Each competency will be graded on a scale of 0 to 10:
Assessment Criteria
- Clinical Tutor Assessment Report: This is a competency assessment tool completed by the clinical tutors responsible for the student's training at the different centers where they conduct their supervised internships (hospitals and primary care). It represents 60% of the total score.
- Reflective Journal: This is the tool in which the student records (after a reflective analysis) the knowledge, skills, and attitudes related to the situations they experience during their clinical internships. It represents 20% of the total score.
- In-person assessment tests. These tests are designed to assess the student's knowledge, skills, and attitudes. They represent 20% of the total score. They will be administered by the coordinating faculty of the subject. Passing the subject is required in each section.
As indicated in the Final Degree Project in Nursing (point 4), Planning and mechanisms to guarantee supervised internships; section 5.1.).
Each healthcare center where the internship is carried out will appoint clinical tutors (who will in no case be equivalent to professors) with sufficient academic qualifications. Under their supervision, each student will complete the internship. These tutors, together with the coordinating faculty of this subject, appointed by the University School of Nursing, will be responsible for monitoring and supervising the student's training during their internship period. Furthermore, the tutor participates in the student evaluation process by preparing the evaluation report.
Any incident that may occur during the internship will be reported to the Internship Committee and, where appropriate, to the Subdirectorate General of Healthcare Teaching and Research. In the competency assessment, the equivalences between grading scales and levels of competency mastery will be taken into account:
Grade 1 = Fail (0-4.9) – Fail/Failed
Does not make an effort to acquire the competency and does not demonstrate having acquired it or does so only rarely.
Grade 2 = Pass (5-6.9) – Sufficient/Satisfactory
Studies, trains, and demonstrates that the competency is occasionally applied.
Grade 3 = Notable (7-8.9) – Good/Good
Has acquired the competency and demonstrates that it is applied through their behavior.
Grade 4 = Outstanding/Honours (9-10) – Very Good/Excellent
Has integrated the competency into their behavioral habits.
If they cannot perform the practices in Scenario 1 (adapted normality), information regarding Scenarios 2 and 3 is described in the observations section.
25 hours of in-person work per credit.
It is essential to read the regulations on supervision practices of the EUE de Lugo
Requirements:
- Identity document.
- Signature of the Confidentiality Document (collect from the Office of the Secretary of the University School of Nursing).
- Compliance with the Supervised Internship Regulations and the Accident Protocol.
PREVIOUS REQUIREMENTS:
To complete SUPERVISED INTERNSHIP IV, STUDENTS MUST HAVE PASSED SUPERVISED INTERNSHIPS I and II.
Information of interest to students regarding the faculty:
Subject Coordinator:
Mario Alberto Rivas Carro marioalberto.rivas [at] usc.es (marioalberto[dot]rivas[at]usc[dot]es)
CONTINGENCY PLAN:
The health authority (Ministry of Health, SERGAS) is responsible for authorizing student access to healthcare facilities; therefore, access is subject to this authorization. This authorization is always taken for granted and has never been a limitation on the conduct of clinical internships, but in the context of a pandemic, we cannot rule out access difficulties, as occurred in the second half of the 2019-20 academic year.
Clinical internships are irreplaceable. Any measure we adopt will be an attempt to "save" a teaching process in a situation never before experienced in the recent past. It is this exceptional situation that forces us to make exceptional decisions to safeguard the health of the population as effectively as possible.
In any case, passing the course will require a minimum of 50% of the planned internship hours, and an extension of the internship schedule and calendar to complete the training activity cannot be ruled out, without prejudice to the general regulations established by the USC.
Scenario 2: Spacing
In Scenario 2, the health authority could limit the conduct of clinical internships in hospitals or even order their suspension. In this context, if the situation requires it, attendance could be reduced by up to 50%, with subgroups attending the hospital on alternate days or weeks, or other options according to health authority guidelines. Basic and advanced simulation, as well as contactless activities such as work preparation and case management, among others, are useful tools in this scenario. Institutional tools and platforms (Virtual Classroom, Moodle, and Microsoft Teams) will be used for this purpose.
In this context, an extension of the practice schedule and calendar to complete the training activity is not ruled out, without prejudice to the general regulations established by the USC.
Scenario 3: Closure of facilities.
In scenario 3, the health authority could order the suspension of clinical practices. In this context, attendance could be reduced by up to 50%. Basic and advanced simulation, as well as contactless activities such as work preparation and case management, among others, are available tools. To this end, institutional tools and platforms (Virtual Classroom, Moodle, and Microsoft Teams) will be used. In this context, an extension of the internship schedule and calendar to complete the training activity cannot be ruled out, without prejudice to the general regulations established by the USC.
Assessment:
Scenarios 1 and 2. Final exams will be held in person in scenario 1 and, whenever possible, in scenario 2.
Scenario 3. Final exams will be held using online resources provided by the course coordinator, depending on the situation. If deemed necessary, a final oral exam may be held for students with technical difficulties.
Mario Alberto Rivas Carro
Coordinador/a- Department
- Campus Lugo
- Area
- Nursing School
- marioalberto.rivas [at] usc.es
- Category
- Not Applicable
| Monday | |||
|---|---|---|---|
| 10:00-11:00 | Grupo /CLIS_01 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| 11:00-12:00 | Grupo /CLIS_02 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| Tuesday | |||
| 10:00-11:00 | Grupo /CLIS_01 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| 11:00-12:00 | Grupo /CLIS_02 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| Wednesday | |||
| 10:00-11:00 | Grupo /CLIS_01 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| 11:00-12:00 | Grupo /CLIS_02 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| Thursday | |||
| 10:00-11:00 | Grupo /CLIS_01 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| 11:00-12:00 | Grupo /CLIS_02 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| Friday | |||
| 10:00-11:00 | Grupo /CLIS_01 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |
| 11:00-12:00 | Grupo /CLIS_02 | Galician | LUGO SCHOOL OF NURSING - CLASSROOM No. 1B |