ECTS credits ECTS credits: 12
ECTS Hours Rules/Memories Student's work ECTS: 198 Hours of tutorials: 6 Expository Class: 48 Interactive Classroom: 48 Total: 300
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Psychiatry, Radiology, Public Health, Nursing and Medicine
Areas: Nursing
Center Faculty of Nursing
Call: Annual
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable | 1st year (Yes)
-To initiate the student in the knowledge of the Nursing basis, their origin and trajectory.
-To introduce the student in Nursing Science marking and defining the bases of what will be his future profession.
-To carry out teaching and learning in the methodology of the Nursing Care Process and in the nurse taxonomy currently used as a working method.
-To acquire basic knowledge of Nursing, to provide comprehensive care to the healthy or sick human being.
-To develop abilities and skills that allow to perform the basic techniques of Nursing.
-To promote a critical spirit and integration to teamwork in the student.
The subject Fundamentals of Nursing consists of a series of well-defined modules:
1. HISTORY OF NURSING
2. CONCEPTUAL FRAMEWORK OF NURSING. MODELS AND THEORIES NURSES
3. METHODOLOGY AND NURSING CARE PROCESS
4. HUMAN NEEDS AND BASIC CARE
5. PRACTICAL THEORETICAL MODULE
MODULE 1. HISTORY OF NURSING
Topic 1. Introduction to the History of Nursing. Historical foundations of care.
Topic 2. Domestic stage of care.
Topic 3. Religious-institutional stage of care.
Topic 4. Technical stage of care. Pre-professional phase.
Topic 5. Professional stage of nursing care. Evolution to the current state of the profession.
In each of these topics the following contents will be dealt with: historical and social context, health-disease concepts, health care, personnel and health institutions.
MODULE 2.- CONCEPTUAL FRAMEWORK OF NURSING. MODELS AND THEORIES.
Topic 6. Introduction to science Nurse. Professional nursing. Nursing functions and competences.
Topic 7. Models and Theories in Nursing. Fundamental elements of the nurse discipline: person, environment, health, nursing.
Topic 8. Nursing care models more representative.
Topic 9. Virginia Henderson's Needs Model.
MODULE 3.- METHODOLOGY IN NURSING. NURSING CARE PROCESS.
Topic 10. Critical thinking. Scientific methodology in the care process: Nursing Care Process.
Topic 11. Valuation Stage.
Topic 12. Nursing diagnoses. NANDA Taxonomy.
Topic 13. Planning. The Care Plan: objectives. NOC taxonomy. NIC Taxonomy.
Topic 14. Execution of the Care Plan.
Topic 15. Evaluation of the Care Plan.
MODULE 4: HUMAN NEEDS AND BASIC CARE
Topic 16. Oxygenation.
Topic 17. Food.
Topic 18. Hydration.
Topic 19. Urinary elimination
Topic 20. Intestinal elimination.
Topic 21. Mobility. Postures
Topic 22. Rest and sleep.
Topic 23. Thermoregulation.
Topic 24. Hygiene. Protection.
Topic 25. Communication. Self esteem. Leisure.
In each of the topics of this block the following contents will be treated:
-Validation of the need.
- Normal patterns of satisfaction.
-Factors that influence the satisfaction of the need.
-Problems in each of the needs and their manifestations.
-Diagnostics of nursing.
- Basic nursing care to maintain independence and the problems of each of the needs.
MODULE 5. LABORATORY PRACTICES: BASIC TECHNIQUES AND PROCEDURES IN NURSING
1. Basic hygiene procedures, disinfection and asepsis. Hand washing and gloving.
2. Unit of the hospitalized patient. Clinic history. Mobilizations Postural changes Appropriate positions.
3. Vital constants. Capillary blood glucose
4. Basic and instrumental cures techniques. Collection of samples.
5. Nasogastric, rectal and vesical catheters.
6. Oxygen therapy.
7. Parenteral material: techniques and care. Fluid therapy Administration of medications: intradermal, subcutaneous and intramuscular routes. Prevention of errors.
8. Intravenous route: administration of drugs and solutions, blood extraction.
BASIC:
MODULE 1:
-DONAHUE, M. Historia de la enfermería. Ed. Harcourt; 1999.
-HERNÁNDEZ CONESA, J. M.ª. Un Análisis Histórico de los Cuidados de Enfermería, Madrid: Interamericana McGraw – Hill; 1995.
-HERNÁNDEZ MARTÍN, F. Historia de Enfermería en España. Ed. Síntesis; 1996.
-MARTÍNEZ MARTÍN, M et al. Historia de la Enfermería, 2ª ed,Elsevier 2017.
-SILES GONZÁLEZ. Historia de la Enfermería. Ed. Aguaclara; 1999.
MODULE 2:
-HERNÁNDEZ GARRE, J. M. et al. Fundamentos Teóricos de Enfermería. Teorías y Modelos, 1ª ed. Murcia: DM; 2010.
-MARRINER TOMEY et al. Modelos y Teorías en Enfermería. 7ª ed. Barcelona: Mosby; 2011.
-FERNÁNDEZ FERRÍN, C et al. Enfermería Fundamental. Barcelona: Masson; 2000.
-BENAVENT GARCÉS, M. et al. Fundamentos de Enfermaría, 2ª ed. Madrid: Difusión Avances de Enfermaría; 2003
-BERMAN, et al. Fundamentos de Enfermería. Conceptos, proceso y práctica, 8ª ed. (2 vol.). Madrid: Pearson; 2008.
-LUÍS RODRIGO, M. T. De la teoría a la práctica.3ª ed. Barcelona: Masson; 2005.
-HENDERSON, V. La naturaleza de la Enfermería. Reflexiones 25 años después. Madrid: Masson; 1999.
-NIGHTINGALE, F. Notas sobre enfermería. Barcelona: Salvat; 1990
MODULE 3:
-ALFARO-LEFEVRE, R. Aplicación del Proceso de Enfermería. 5ª ed. Barcelona: Elsevier; 2007.
-BENAVENT GARCÉS, M. et al. Fundamentos de Enfermaría. 2ª ed. Madrid: Difusión Avances de Enfermería; 2003
-CARPENITO, L. Diagnóstico de Enfermería: aplicaciones a la práctica clínica. 9ª ed. Madrid: Interamericana; 2002.
-GORDON, M. Diagnóstico enfermero. Proceso e Aplicación11ª ed. Madrid; Inteamericana; 2007.
-JOHNSON, M. et al. Interrelaciones NANDA, NIC e NOC: Diagnósticos enfermeros, Resultados e Intervenciones. 2 ed. Madrid: Harcourt-Mosby; 2007.
-MOORHEAD,S et al. Clasificación de resultados de Enfermería. (NOC). 4ª ed. Barcelona: Elsevier; 2009.
-LUÍS RODRIGO, M. T. De la teoría a la práctica.3ªed. Barcelona: Masson; 2005.
-LUÍS RODRIGO, M. T. Los diagnósticos enfermeros: revisión crítica y guía práctica. 8ª ed. Barcelona: Masson; 2008.
-McCLOSKEY, J. et al. Clasificación de intervenciones de Enfermería. (NIC). 5ª ed. Madrid: Elsevier; 2009.
-NANDA. Diagnósticos enfermeros: definiciones y clasificación, 2012-0014. Madrid: Elsevier; 2012.
-POTTER, P., PERRY, A., STOCKERT P. Fundamentos de Enfermería. Barcelona: Harcourt; 2019.
MODULE 4:
-BERMAN, et al. Fundamentos de Enfermería. 9ª ed, (2 vol) Madrid; Pearsos. 2012.
-PERRY, A y POTTER, P. Guía Mosby de habilidades y procedimientos en enfermería. Elsevier. 2019
-POTTER, P. e PERRY, A. Fundamentos de Enfermería. (2 vol.) 5ª ed. Barcelona: Harcourt; 2001.
-RIOPELLE, L et al. Cuidados de enfermería. Madrid: Interamericana; 1993
-SALVADORES FUENTES, P. Manual de Fundamentos de Enfermería. Barcelona: Ariel; 2002.
-POTTER, P., PERRY, A., STOCKERT P. Fundamentos de Enfermería. Barcelona: Harcourt; 2019.
MODULE 5:
-BERMAN. et al. Fundamentos de Enfermería. 9ª ed (2 vol) Madrid. Pearson. 2012
-ESTEVE REIG, J. Enfermería: técnicas clínicas I, II. Madrid. Interamericana, 2000,2003.
-JAMIESON, E. Procedimientos de Enfermería clínica. 5ª ed, Barcelona. Elsevier. 2008.
-PERRY, A y POTTER, P. Guía Mosby de habilidades y procedimientos en enfermería. Elsevier. 2019
-SALVADORES FUENTES, P. Manual de Fundamentos de Enfermería. Barcelona; Ariel. 2002.
-ZABALEGUI YÁRNOZ A, LOMBRAÑA MENCÍA M. Administración de medicamentos y cálculo de dosis. Elsevier. 2019
-POTTER, P., PERRY, A., STOCKERT P. Fundamentos de Enfermería. Barcelona: Harcourt; 2019.
COMPLEMENTARY:
WEB RESOURCES
1. Databases:
Pubmed: http://www.ncbi.nlm.nih.gov/
Cinahl: https://www.ebscohost.com/nursing/products/cinahl-databases/cinahl-comp…
2. Asociación española de Nomenclatura, Taxonomía y Diagnósticos de Enfermería: https://www.aentde.com/
3. Universidad de Santiago de Compostela (catálogo bibliográfico, revistas electrónicas y libros electrónicos). http://www.usc.es/gl/servizos/biblioteca/
SCIENTIFIC JOURNALS
-Cultura de los cuidados: http://culturacuidados.ua.es/
-Índex de Enfermería: http://www.index-f.com/index-enfermeria/revista.php
-Rol de Enfermería: http://www.e-rol.es/body.php
-Nursing: http://www.elsevier.es/es-revista-nursing-20
Specific competences of the course:
1. To identify, integrate and relate the concept of health and care from a historical perspective to understand the evolution of nursing care.
2. To understand from an ontological and epistemological perspective the central concepts that make up the nursing discipline as well as the most relevant theoretical models, applying the scientific methodology in the process of caring for and developing the corresponding care plans.
3. To apply the nursing process to provide and guarantee the welfare, quality and safety of the people served.
4. To know and apply the principles that support comprehensive nursing care.
5. To establish effective communication with patients, family, social groups and colleagues and promote Health Education.
6. To be aware of the different roles, responsibilities and functions of the nursing staff.
7. To ability to consider emotional, physical and personal care, including satisfying the needs of comfort, nutrition and personal hygiene and allowing the maintenance of daily activities.
8. Relevant knowledge and ability to apply nursing theories and nursing practice.
Transversal competences:
CT01 - Capacity for analysis and synthesis.
CT04 - Ability to manage information
CT05 - Troubleshooting
CT08 - Work in a multidisciplinary and multilingual team.
CT10 - Critical reasoning.
CT12 - Autonomous learning
CT14 - Creativity.
CT16 - Motivation for quality
Results acquired by the students:
1. The student is situated within a frame of reference of the nursing profession.
2. Discovers the reason and purpose of the existence of Nursing.
3. Analyzes the evolution of nursing as a specific group in society throughout history
4. The students achieve a positive response according to the current nursing concept.
5. Encourages the students a critical and integration spirit with a view to teamwork.
6. Gets started in the methodology of the Nursing Care Process.
7. Acquires the necessary knowledge of basic nursing to provide comprehensive care to the healthy or sick human being.
8. Develops skills and abilities to perform basic nursing techniques.
9. Knows and shows an attitude of respect for the rights of information, autonomy and informed consent of the patient.
10. Identifies the sources of information of interest in nursing sciences and manage their content.
11. Develops the capacity for autonomous learning.
SCENARIO 1: Adapted normality
The expository and interactive teaching will be fundamentally face-to-face. The tutorials may be partially carried out virtually.
1. EXPOSITION TEACHING: the theoretical contents of the different modules of the subject will be explained.
2. INTERACTIVE TEACHING:
2a. SEMINARS: aimed at the reinforcement and practical application of the theoretical contents, through the active participation of the student, enhancing their critical thinking. They will consist, among other activities, in the realization and exhibition of works related to the theoretical contents of the different modules: discussion in groups of clinical cases and application of P.A.E., basic nursing care, nursing models and theories.
2b. LABORATORIES: laboratory practices for the acquisition of basic nursing skills through the use of specific material and simulators for the realization and learning of the techniques contained in module 5.
Use of the tools provided by the USC for course monitoring and communication with students.
The information related to scenarios 2 and 3 appears in the "Comments" section.
SCENARIO 1: Adapted normality
The final tests will be face-to-face.
The information related to scenarios 2 and 3 appears in the "Comments" section.
The assessment will be carried out continuously and globally through the following criteria and tools:
THEORETICAL TEACHING: the knowledge of the theoretical contents of the subject will be assessed through objective tests. It will have a value in the final grade of 60%. On the second opportunity the student must examine all the theoretical teaching.
INTERACTIVE TEACHING: continuous assessment
1.-SEMINARS: Attendance at seminars is mandatory. Will be evaluated:
- The structure, quality of the content, bibliography used, presentation and exhibition of the activities proposed by the teacher on different aspects of the subject
- Active participation and attitude of students.
The seminars will have a value in the final grade of 20%.
2.-LABORATORY PRACTICES: The attendance to practices is mandatory, being essential to have 90% attendance to be able to pass the subject. Compliance with schedules, attendance, participation, knowledge, attitude and aptitudes will be assessed. There will be an examination of the theory of module 5, whose value in the final grade will be 20%.
GENERAL CONSIDERATIONS OF EVALUATION
1.-The teaching of this degree is presential, being compulsory to attend classes, both theoretical and interactive. In case of failure due to force majeure, it will be duly justified. The non-attendance to lectures, seminars and practices, will affect the non-passing of the subject.
2.-Teaching exemption will be applied (in the cases determined by the center) in the theoretical classes but not in the interactive ones.
3.-To pass the subject will be necessary to overcome both theoretical teaching and seminars and laboratory practices.
4.-The student's attitude, contributions of interest, participation, teamwork, behavior and respect towards the teacher and other classmates will be valued, as well as the fulfillment of schedules.
5.-When the student does not show up for the final written test, it will be considered not presented.
6.-On the 2nd opportunity test, the continuous evaluation of interactive teaching will be maintained.
7.-Attendance at seminars and laboratory practices is a mandatory requirement to overcome the subject; prior to the examination date, a list of the students that satisfy this requirement will be published. The maximum number of unjustified absences throughout the academic year is 1 in seminars and 1 in laboratory practices.
8.-Justification of the faults. For a fault to be considered justified, a document must be presented to the teacher responsible for the subject (within a maximum period of 1 week from the day of the absence), duly certifying the cause of the fault. When the absence is due to a scheduled activity (for example, a medical appointment) the student must communicate it sufficiently in advance to the responsible teacher to try to recover the fault through an alternative session (for example, with another seminar / laboratory group).
Each ECTS is equivalent to 25 hours, of which 17 correspond to autonomous student work and 8 hours to face-to-face teaching.
For each hour of expository and interactive teaching, it is considered necessary to dedicate 1.5 hours and 1.5 hours of student work to the study (review of concepts and bibliography consultation).
- Daily monitoring of the different activities to be carried out.
- Establish links between the theoretical contents of the expository classes and the observations and interventions made in the interactive ones.
- Have access to the Virtual Campus of the course.
- Use the tutorials to solve doubts about the course.
CONTINGENCY PLAN
SCENARIO 2: DISTANCE
TEACHING METHODOLOGY:
-Expository teaching may be carried out in whole or in part virtually, either with synchronous mechanisms or with asynchronous mechanisms. In interactive teaching, physical and telematic attendance can be combined, in any case guaranteeing for the first one a minimum of 50% of the practical hours of each subject.
-The scheduling of online tutorials will be prioritized.
EVALUATION SYSTEM:
-The final tests will preferably be telematic.
SCENARIO 3: CLOSURE OF THE FACILITIES
TEACHING METHODOLOGY:
-The teaching will be completely virtual, either with synchronous mechanisms or with asynchronous ones. The scheduling of tutorials will be exclusively by telematic means.
EVALUATION SYSTEM:
-The final tests will be telematic.
The present schedule was prepared according to the indications of the agreement of the Governing Council of June 19, 2020, which regulates the “Bases for or development of a safe face-to-face teaching in the academic year 2020-2021” and “Guidelines for or unwillingly safe face-to-face teaching. Course 2020-2021 ”. Both the distribution of topics, as well as the order, teaching methodology or evaluation may undergo changes depending on the indications of the health authorities, the scenario in which we find ourselves and the available resources.
Ana María Míguez Freire
- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- Phone
- 881812040
- anamaria.miguez [at] usc.es
- Category
- Professor: University School Lecturer
Maria Mercedes Gonzalez Peteiro
- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- Category
- Professor: Temporary PhD professor
Marcos Pazos Couselo
- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- marcos.pazos [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Raquel Rodriguez Gonzalez
Coordinador/a- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- Category
- Professor: Temporary PhD professor
Cristina Jorge Soto
- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- cristina.jorge [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Alba Elena Martinez Santos
- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- Phone
- 881812038
- albaelena.martinez [at] rai.usc.es
- Category
- Professor: Temporary supply professor for IT and others
| Monday | |||
|---|---|---|---|
| 11:00-12:00 | Grupo /CLE_01 | Spanish | Classroom 3.01 |
| 12:00-13:00 | Grupo /CLE_02 | Spanish | Classroom 2.03 |
| Tuesday | |||
| 11:00-12:00 | Grupo /CLE_01 | Spanish | Classroom 3.01 |
| 12:00-13:00 | Grupo /CLE_02 | Spanish | Classroom 2.03 |
| Wednesday | |||
| 11:00-12:00 | Grupo /CLE_01 | Spanish | Classroom 3.01 |
| 12:00-13:00 | Grupo /CLE_02 | Spanish | Classroom 2.03 |
| Thursday | |||
| 11:00-12:00 | Grupo /CLE_01 | Spanish | Classroom 3.01 |
| 05.21.2021 11:00-13:00 | Grupo /CLE_02 | Classroom 5 - Roberto Novoa Santos |
| 05.21.2021 11:00-14:00 | Grupo /CLE_01 | Classroom 5 - Roberto Novoa Santos |
| 05.21.2021 11:00-13:00 | Grupo /CLE_02 | Classroom 6 - Roberto Novoa Santos |
| 05.21.2021 11:00-14:00 | Grupo /CLE_01 | Classroom 6 - Roberto Novoa Santos |
| 06.28.2021 11:00-14:00 | Grupo /CLE_01 | Classroom 3.01 |
| 06.28.2021 11:00-13:00 | Grupo /CLE_02 | Classroom 3.01 |
| 06.28.2021 11:00-13:00 | Grupo /CLE_02 | Classroom 3.02 |
| 06.28.2021 11:00-14:00 | Grupo /CLE_01 | Classroom 3.02 |