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Coordination: | MARTINEZ SOLDEVILA, JORDI |
Academic year 2023-24 |
| Subject name | FAMILY AND COMMUNITY NURSING CARE 2 | ||||||||||||
| Code | 100466 | ||||||||||||
| Semester | 1st Q(SEMESTER) CONTINUED EVALUATION | ||||||||||||
| Typology |
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| Course number of credits (ECTS) | 6 | ||||||||||||
| Type of activity, credits, and groups |
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| Coordination | MARTINEZ SOLDEVILA, JORDI | ||||||||||||
| Department | NURSING AND PHYSIOTHERAPY | ||||||||||||
| Teaching load distribution between lectures and independent student work | Total: 6 ECTS
- Theoretical class ----- (50%) - Seminars ----- (50%) | ||||||||||||
| Important information on data processing | Consult this link for more information. | ||||||||||||
| Language | Catalan, Spanish, English | ||||||||||||
| Distribution of credits | Classroom activities (40%):
- Theoretical class (50%) -------- 30 hours - Seminars (50%) -------- 30 hours Non-face-to-face activities: autonomous work (60%): - 90 hours Total hours of student dedication: 150h |
| Teaching staff | E-mail addresses | Credits taught by teacher | Office and hour of attention |
| BALLESTE ESCORIHUELA, JANINA | janina.balleste@udl.cat | 3 | |
| FARRE PAGES, NURIA | nuria.farrepages@udl.cat | 1,5 | |
| FITE SERRA, ANA MARIA | anamari.fite@udl.cat | 1,4 | |
| MARTINEZ SOLDEVILA, JORDI | jordi.martinezsoldevila@udl.cat | 11,5 |
- To acquire the knowledge and skills necessary to be part of the primary health care team.
- To identify health-related factors and environmental problems in order to care for the person in health and illness, as well as for the family, group and community.
- To know the bases and applications of health promotion and education.
Basics:
CB4. To be able to transmit information, ideas, problems and solutions to a specialized and non-specialized public.
Specifics:
CE8. To identify the most prevalent nutritional problems and select the appropriate dietary recommendations.
CE.9. To Apply the health care information and communications technologies and systems.
CE23. To promote the participation of individuals, families and groups in their health-disease process.
CE24. To identify the factors related to health and environmental problems in order to attend to people in situations of health and illness as members of a community.
SG25. To identify and analyse the influence of internal and external factors on the level of health of individuals and groups.
SG31. To analyze the data collected in the assessment, prioritize the problems of the adult patient, establish and execute the plan of care and perform its evaluation.
Transversal competencies:
CT1. To acquire an adequate comprehension and oral and written expression of Catalan and Spanish.
CT2. To acquire a significant command of a foreign language, especially English.
CT3. To acquire training in the use of new technologies and information and communication technologies.
LEARNING OUTCOMES
Module 1. Primary health care of the adult person. Most prevalent chronic health problems. Health problems of high prevalence in current communities. Communicable diseases (bacteriology, virology, parasitology). Prevention, control and health education activities. Prescription nurse
Module 2. Fragility.
Module 3. Community interventions (II).
Module 4. Computerized clinical history and nursing care process.
Module 5. Attention to acute health problems. Demand management. Triage of nursing in AP. Advanced vital support and transportation.
Module 6. Urgent approach to wounds, ulcers and burns in primary care.
Module 7. Community programs in primary health care.
Module 8. Presentation of activities carried out by different primary health education teams for health.
Teaching methodologies:
1. Master classes.
2. Seminars
7. Written work.
10. Elaboration of projects
11. Troubleshooting.
13. Guided discussion.
14. Colloquiums and conferences.
The development plan in the form of a schedule of the course with the distribution, and dates of the sessions, will be posted in the resource space of the Virtual Campus.
| ECTS |
Classroom-based activities (40%) |
Non-contact activities: Student's autonomous work (60%) |
Total student hours: | |
|
Theoretical class (50%) |
Seminars (50%) |
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| 6 | 30 hours | 30 hours | 90 hours | 150 hours |
The sessions can be recorded, for this reason the University of Lleida (UdL) informs that, for teaching purposes, will record images that identify students and other people who participate in academic activities. The responsible person for processing these images is the UdL (contact details of the representative: Secretaria General. Plaça de Víctor Siurana, 1, 25003 Lleida,sg@udl.cat; contact details of the data protection officer: dpd@udl.cat). These images are only used for teaching, assessing subject’s knowledge and for teaching improvement projects. The use of the images responds to the legal obligation of the UdL to teach and improve university teaching, in accordance with Organic Law 6/2001, of 21 December, on universities. The images, once recorded, are kept at least as long as they do not prescribe the corresponding actions and claims against the evaluation approved by the teacher. They are destroyed in the terms and conditions provided for in the regulations on the conservation and disposal of the administrative documents of the UdL, and the document evaluation tables approved by the Generalitat de Catalunya (http://www.udl.cat/ca/serveis/arxiu/). The UdL will never communicate this data to third parties, except in the cases strictly provided for in the Law. Interested people can access to their images; request rectification, deletion or portability; oppose the treatment and request its limitation, by writing to the address dpd@udl.cat </src/compose.php?send_to=dpd@udl.cat>. They can also submit a complaint addressed to the Catalan Data Protection Authority, through the electronic headquarters of the Authority (https://seu.apd.cat) or by non-electronic media.
Continious evaluation:
|
Evaluation systems |
% of grade |
|
|
1 |
Written test: oberta- closed question questionnaire / test / clinical case |
40% |
|
6 |
Work done by students: In group and / or individual, case solving problems or exercises |
30% |
|
7 |
Work done by students: report, project or program |
30% |
The evaluation of knowledge will consist of a written test that will count 40% of the subject, work done by the student: group / individual resolution of cases, problems or exercises 30%, a project or written work that will count 30%. Distribution:
In order to make the weighted average of the grades of the different evaluation activities, it will be essential that all of them are approved with a grade equal to or higher than 5. Otherwise, the subject will be suspended and must be submitted to the second call. If in the second call a grade equal to or greater than 5 is not obtained in all the evaluation activities, the subject cannot be passed and the grade of the file will be 4.9 or lower.
Other information regarding the evaluation system:
The faculty will offer the students, whenever possible and that the general circumstances allow it, the opportunity to participate and attend (with the corresponding presentation of a brief summary) at least one conference, community activity and/or event. This participation will add a maximum total of 0.5 extra points to the final overall grade for the course. In addition, students may voluntarily participate in other training activities offered by the faculty and where the student participates and meets the requirements may obtain a maximum of 0.1 to 0.5 extra points in the evaluation section number 6.
It is necessary to make an appointment one week in advance for the individual tutorials. In addition, group tutorials will be held according to the functional groups (videoconferencing is possible).
In order to obtain the honorary degree, the current evaluation regulations will be followed.
Regarding the plagiarism policy: assigning the authorship of a work that is not one's own directly implies a failure and the final grade of the course in the transcript will be 1.
ABSENCE JUSTIFICATION OF THEORETICAL-PRACTICAL SUBJECTS
In relation to absence justifications, the reasons for which the absence is considered to be justified, will be the same as those stated in the Regulations for Assessment and Qualification of Teaching in Degrees and Masters at the UdL for failure to attend the assessment tests scheduled in the teaching guide or on the degree website.
For the rest of situations derived from health, personal or family problems, the student will be allowed to change the day and recover the seminar during the week, if possible.
Justification or absence requests that entail failure to appear for an evaluation test must be submitted on the same absence day. The rest absence justifications must be submitted within the following 10 days.
In general, the student will only be excused the absence, but not the lack of compliance with their academic commitments.
Unique evaluation
|
Evaluation systems |
Percentage of grade |
|
|
1 |
Written test: oberta- closed question questionnaire / test / clinical case |
40% |
|
6 |
Work done by students: In group and / or individual, case solving problems or exercises |
30% |
|
7 |
Work done by students: report, project or program |
30% |
The evaluation of knowledge will consist of a written test that will count 40% of the subject, work done by the student: individual, case resolution 30%, a individual project or written work that will count 30%. Distribution:
In order to make the weighted average of the grades obtained in the different activities of global evaluation of the course, it is essential that all of them are approved with a grade equal to or higher than 5.
Regarding the plagiarism policy: assigning the authorship of a work that is not one's own implies a failure and the final grade of the course in the transcript will be 1.
Bibliography:
(1) Arbonies JC, Gamboa E, Ochoa de Retana L, Piñera K, Maure NM, Mendizabal JC. La participación de los pacientes, reto y realidad en una atención integral. International Journal of Integrated Care. 2019;19(4):1-8. Disponible en: https://www.ijic.org/articles/abstract/10.5334/ijic.s3540/
(2) Arnoldo Escobar Trinidad, J., Armando Arredondo López, A. Revisión y análisis sobre la efectividad del modelo multidisciplinario para la atención de la diabetes. Review and analysis of the effectiveness of the multidisciplinary model for diabetes care. Revisão e análise da eficácia do modelo multidisciplinar de cuidados com diabetes. 2019. México. Disponible en: http://www.scielo.org.mx/pdf/hs/v18n3/2007-7459-hs-18-03-261.pdf
(3) Arroyo de la Rosa IA, Bayona Huguet X. Guia de atención domiciliaria / coordinadores: Isabel Ana Arroyo de la Rosa, Xavier Bayona Huguet. Barcelona: Sociedad Española de Medicina de Familia y Comunitaria; 2019
(4) Asociación de Enfermeras Registradas de Ontario (2013). Risk Assessment and Prevention of Pressure Ulcers Best Practice Guideline (Rev.2011) Toronto, ON: Autor. Consultado en: http://rnao.ca/bpg/guidelines/risk-assessment-and-prevention-pressure-ulcers.
(5) Bases conceptuals i model d’atenció per a les persones fràgils, amb cronicitat complexa (PCC) o avançada (MACA). Scientia. 2020; http://scientiasalut.gencat.cat/handle/11351/7007
(6) Blay Pueyo C, Burdoy ; Joaquín E; Limón Ramírez E. Abordaje del paciente con cronicidad compleja / autores: Carles Blay Pueyo, Emili Burdoy i Joaquín, Esther Limón Ramírez. Barcelona: Sociedad Española de Medicina de Familia y Comunitaria; 2017
(7) Carey RM, Muntner P, Bosworth HB, Whelton PK. Prevention and Control of Hypertension: JACC Health Promotion Series. J Am Coll Cardiol. 2018 Sep 11;72(11):1278-1293. doi: 10.1016/j.jacc.2018.07.008. PMID: 30190007; PMCID: PMC6481176.
(8) Catalunya G de. Pla de salut de Catalunya 2021-2025. Dep Salut. 2021;1–192. http://lbe.uab.es/vm/sp/materiales/bloque-2/pla-salut/00portades.pdf
(9) Danet A, Prieto MA, Gamboa E, De Renata García L, March JC. La formación entre iguales para pacientes con diabetes mellitus 2. Una evaluación cuantitativa y cualitativa en el País Vasco y Andalucía. Atención Primaria. 2015; 45 (8): 507-517. Disponible en: https://www.elsevier.es/es- revista-atencion-primaria-27-articulo-la-formacion-entre-iguales-pacientes- S0212656715003790
(10) García-Fernández, FP; Soldevilla-Ágreda, JJ; Pancorbo-Hidalgo, PL; Verdú Soriano, J; López- Casanova, P; Rodríguez-Palma, M; Segovia Gómez, T. Manejo Local de Úlceras y Heridas. Serie Documentos Técnicos GNEAUPP no III. Grupo Nacional para el Estudio y Asesoramiento en Úlceras por Presión y Heridas Crónicas. Logroño. 2018.
(11) García-Fernández, FP; Soldevilla-Ágreda, JJ; Pancorbo-Hidalgo, PL; Verdú Soriano, J; López- Casanova, P; Rodríguez-Palma, M; Torra i Bou, JE. Clasificación-categorización de las lesiones cutáneas relacionadas con la dependencia. Serie Documentos Técnicos GNEAUPP no II. 3a Edición. Grupo Nacional para el Estudio y Asesoramiento en Úlceras por Presión y Heridas Crónicas. Logroño. 2021.
(12) Guía terapéutica en atención primaria: basada en la selección razonada de medicamentos / Sociedad Española de Medicina de Familia y Comunitaria. 7a edición. Barcelona: SEMFYC; 2019
(13) Jang I. A Systematic Review on Mobile Health Applications' Education Program for Patients Taking Oral Anticoagulants. Int J Environ Res Public Health. 2021 Aug 24;18(17):8902. doi: 10.3390/ijerph18178902. PMID: 34501492; PMCID: PMC8430962.
(14) Juvé Udina ME. La terminología ATIC. Eje diagnóstico. NAAXPOT S.L.U, editor. 2016.
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(16) Martín Zurro A, Jodar i Solà G. Atención familiar y salud comunitaria: conceptos y materiales para docentes y estudiantes / editores: Amando Martín Zurro, Gloria Jodar Solà. 2a edición. Barcelona: Elsevier; 2018.
(17) Moreno E, Ochoa de Retana Garcia L, Muñiz García I, Martinez Esteve R, Sancho Varela FJ. Proceso de co-creación e implantación de un programa de autocuidados entre iguales online en Euskadi. International Journal of Integrated Care. 2019;19(4):1-8. Disponible en: https://www.ijic.org/articles/abstract/10.5334/ijic.s3192/
(18) Organización Mundial de la Salud. Nuevos métodos de educación sanitaria en Atención Primaria de Salud. Ginebra.
(19) Organización Panamericà de Salud. Manual. Guía sobre la evaluación y los esquemas de atención centrados en la persona en la atención primaria de salud. 2020;1–96.
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(21) Romero Collado, A; Verdú Soriano, J; Homs Romero E. Antimicrobianos en heridas crónicas. Serie de Documentos Técnicos GNEAUPP No VIII. 2a Edición. Grupo Nacional para el Estudio y Asesoramiento en Úlceras por Presión y Heridas Crónicas. Logroño. 2021.
(22) Świątoniowska N, Sarzyńska K, Szymańska-Chabowska A, Jankowska-Polańska B. The role of education in type 2 diabetes treatment. Diabetes Res Clin Pract. 2019 May; 151:237-246. doi: 10.1016/j.diabres.2019.04.004. Epub 2019 May 4. PMID: 31063855.
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