Universitat Internacional de Catalunya
Caregiving from Birth to Adolescence
Other languages of instruction: Catalan, English
Teaching staff
Contact via e-mail with teachers.
Cristina Naqui cristinaqui@uic.es
Ramón Mir rmir@uic.es
Introduction
The subject of Care from the Beginning of Life to Adolescence is based on the identification of the stages and care in maternity to facilitate the adaptation of the woman and the newborn to the new demands and prevent complications. It involves knowing the stages, manifestations and care of the newborn, the child and the adolescent derived from the most frequent health problems, and applying the nursing care process and the appropriate procedures; selecting interventions for the healthy and sick child, as well as those derived from the diagnosis and treatment; educating parents and legal guardians about health, as well as the children themselves throughout all the stages of their development, and knowing the primary, secondary and tertiary prevention interventions for childhood in adolescence, as well as health programs (the healthy child program, the health education program at school, etc.). Great importance is given to safety in care, highlighting the calculation of doses and the administration of drugs.
Pre-course requirements
- Having completed first and second year.
- Having knowledge of gynecological and pediatric anatomy and physiology, and pharmacology.
- Mathematical calculations: Calculations of doses, concentrations (%), change of units (mg, gr, ml etc.), conversion factors, rules of 3.
Rules governing the course:
- Attendance and participation
- Exams and evaluable activities
- Integrity and honesty in the student's work (for example, plagiarism)
- Reference to key elements of the institutional calendar
Objectives
General objectives:
- To develop cognitive, psychomotor and relationship abilities that enable them to provide adequate nursing cures, promoting autonomy and maintaining health, preventing disease and fostering patient welfare, family and community skills.
- To know the most common illnesses that affect women during the reproductive stage and children from birth to adolescence.
- To take on board the specific knowledge of health and disease based on a holistic concept of the individual.
Competences/Learning outcomes of the degree programme
- 10. B - Protecting the health and welfare of individuals or groups by ensuring their safety.
- 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
- 15. B - Work with the team of professionals as a basic unit in which uni or multidisciplinary and interdisciplinary professionals and other staff of health care are organized.
- 16. G - Know the health information systems.
- 1. G - Ability to provide technical and professional health care appropriate to the health needs of the people they treat, with full technical and scientific autonomy, according to current and available scientific knowledge and to the quality standards and safety requirements set forth in the applicable legal standards and code of ethics.
- 2. E - Plan and provide nursing care for individuals or groups, taking health outcomes into account and their impact, through guidelines for clinical practice and care, which describe the four processes by which a health problem is diagnosed or treated.
- 3. E - Know and apply the theoretical and methodological foundations and principals of nursing.
- 4. B - Understand the interactive behavior of the person according to their gender, group or community, within their social and multicultural context.
- 5. G - Design systems of care programed for people or groups, assessing their impact and making necessary modifications.
- 6. E - Base nursing care on scientific evidence and available resources.
- 7. B - Understand people without prejudice, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, ensuring their right to privacy through confidentiality and professional secrecy.
- 8. B - Promote and respect the right of participation, information, autonomy and informed consent in decision-making of people treated, according to the way they live their health - disease process..
- 9. E - Promote healthy lifestyles, self-care, as well as the maintenance of therapeutic and preventive behaviors.
Learning outcomes of the subject
At the end of the course “Caregiving from Birth to Adolescence”, you will be able to:
- Describe the characteristics of the different stages of the female reproductive cycle.
- Recognise the needs and changes that may occur at different stages of the female reproductive cycle.
- Plan, implement and evaluate comprehensive nursing care at each stage of the female reproductive cycle.
- Describe the process of motherhood, identifying the needs of women in the normal course of pregnancy, childbirth, and the changes that may occur.
- Know the characteristics of the newborn and interpret the newborn assessment systems.
- Know the characteristics of physical and psychomotor development of the healthy child.
- Know the benefits of breastfeeding and acquire the knowledge necessary to know how to help mothers during breastfeeding and to answer their questions.
- Learn the basics of healthy child care in food, screening and disease prevention.
- Learn to assess and assist children with a disease.
- Learn the basics of nursing care in relation to the age and condition of each child.
- Know and practice the main procedures in paediatric nursing.
- Know the preventive immunisations, screening methods and chemoprophylaxis in children.
- Know how to relate to a family group by providing health education and correctly indicating the appropriate individual preventive actions.
- Know the objectives and priorities to develop preventive actions.
- Identify prevailing health problems in the community and preventive activities.
- Identify at-risk groups.
- Acquire the necessary knowledge to provide quality health education.
Apply knowledge in prevention, developing health education and health promotion at school programmes.
Syllabus
- Female anatomy and physiology. Obstetric and Gynaecological terminology. Health care programme for women. Biological
- Obstetric and gynecological terminology
- Health care program for women
- Violence against women
- Menopause and climacteric
- Human reproduction
- The *physiopathology of reproduction
- Follow-up of normal and complicated pregnancy, delivery and puerperium
- The history in the gynecological consultation during pregnancy
- Nursing care during eutocic delivery
- Nursing care during dystocic delivery
- Nursing care during gestational emergencies, during delivery and the most common postpartum
- Health education in the preoperative, *perioperative and postoperative period of *cesarean section
- Fetal death
Contents *pediatrics
- The newborn
- Breastfeeding
- Epidemiological chain
- Gammaglobulins
- Nursing care for the most frequent neonatal pathologies
- Nursing care for the most frequent pediatric pathologies (diseases respiratory, urinary and digestive tract, pediatric communicable diseases, heart diseases, etc.)
- Calculation of pediatric medication
- Nursing care for pediatric surgical interventions.
Teaching and learning activities
In person
The Curas from the Beginning of Life to Adolescence (*CIVA) subject develops a teaching/learning method through content and tasks that are developed in the classroom and outside the classroom, individually and in groups, with the intention of supervising and evaluating the students' continued and participatory learning.
The reason for this mixed modality is to combine the presentation and explanation of all the topics by the teacher with the possibility for the students to delve deeper into the topics thanks to methodologies that help them internalize and make the content their own.
In order to develop this method, tutoring hours are contemplated within the calendar of face-to-face sessions, and tasks and monitoring are also offered outside of class hours (according to publication in the content calendar and always prior agreement between teacher and student).
To develop this subject, institutional support is available through the *Moodle platform, teacher tutoring in class and appropriate physical spaces and classrooms.
Methodology, training activities and relation to the ECTS load
The course will be developed through theoretical and practical sessions (master classes, classroom discussions, exercises, laboratory material) and guided and autonomous virtual learning (exercises, cases, forums...).
In this subject, each ECTS is equivalent to 10 hours of classroom classes. The content of the master classes will consist of the development of the main topics and concepts of the subject, which are detailed in the syllabus. As for the practical classes, the methodology of cases and exercises will be used, from the community and clinical perspective, through cooperative and individual work, in which work between equals will be encouraged, and the student will be accompanied in the learning process, guiding, advising and counseling him.
The classroom hours corresponding to the 7 *ECTS are distributed, approximately, as follows:
36.5 hours of master classes with guided activities
33.5 hours of cooperative, autonomous and guided work, with the support of the *Moodle platform.
In autonomous and cooperative work, the student will learn to solve problems independently with the material offered to him and the information he receives in the classroom classes, in addition to the tutoring of the teaching staff.
Apart from these classroom hours, the different teaching methodologies make it necessary for the student to spend time outside the classroom preparing tasks and delving into theoretical and practical topics (58% for the master class and 42% for autonomous and cooperative participation).
Evaluation systems and criteria
In person
Continuous assessment with a mixed method (different assessment systems) based on different activities, which are described below:
ACTIVITY 1. CLASS ATTENDANCE
The student is expected to spend two hours on each critical reading.
ACTIVITY 2. QUESTIONNAIRE ON PREVIOUS KNOWLEDGE OF THE MOODLE (Q)
Online questionnaire on knowledge already acquired on the subject in the previous course (pathology subjects) and which must be kept up to date to properly follow the topics. The expected student time is 15 to 20 minutes. It includes both gynecology and pediatrics topics acquired in previous courses.
Attendance in classes will account for 10% of the total grade.
ACTIVITY 3. CRITICAL READING (LC)
The student is expected to spend two hours on each critical reading.
ACTIVITY 4. WATCHING THE FILM
The student is expected to spend two hours watching the film (30 minutes) and answering the corresponding questionnaire.
ACTIVITY 7. EVALUATION OF PEDIATRIC MEDICATION CALCULATION (Pediatric calculation)
The medication calculation evaluation will be done with an exam in the classroom on the day specified in the planning calendar (Moodle). This test will consist of exercises that have already been practiced in the classroom and will have to be done independently (volume calculation, speed of infusions/ions, dose calculation, reconstitution and dissolution). The time to do it will be approximately one hour.
ACTIVITY 6. EVALUATION OF PEDIATRIC CONCEPTS BY MEANS OF A WRITTEN EXAM (Pediatric exam)
Multiple choice exam, with the option of a short question.
ACTIVITY 5. EVALUATION OF NURSING CURE CONCEPTS IN GYNECOLOGY AND OBSTETRICS BY MEANS OF A WRITTEN EXAM (Gynec-obs exam)
Multiple choice exam, with the option of a short question.
According to the different evaluation methodologies, the percentage value of each evaluation system is:
Written tests (activities 5, 6 and 7): 70%
Attendance (activity 1): 10%
Independent learning (activities 2, 3 and 4): 20%
EVALUATION OF THE FIRST CALL
The practical description of this evaluation is distributed and specified in the following tasks with their corresponding percentage of evaluation load:
Activity 1 (Attendance in the classroom) = 10%
Activity 2 (Questionnaire on prior knowledge) = 5%
Activity 3 (Critical reading 1) = 10%
Activity 4 (Movie viewing) = 5%
Activity 7 (Calculation of pediatric medication) = 20%
Activity 6 (Concepts of pediatrics) = 25%
Activity 5 (Gynecology and obstetrics concepts) = 25%
If activities 5, 6 and 7 (pediatric knowledge/calculation tests) are not passed with a 5 each, they will not be averaged with the rest of the activities and will have to be recovered by doing the activity corresponding to the second call.
The grade for the activities passed for the second call is maintained and the failed parts will have to be recovered according to the rules specified in the section “Evaluation of the second call”.
EVALUATION OF THE SECOND CALL
The activities that have been failed will have to be recovered (in the second call) according to the criteria and weighting established below:
If any of the activities 5, 6 and 7 have been failed (knowledge/calculation tests in pediatrics), they will have to be recovered in the following way:
Theoretical content exam according to the part that has been failed (part 6 and/or 7): knowledge of gynecology and pediatrics. In this part, the multiple choice exam will be taken for one part or both, depending on the activity that has to be recovered.
Pediatric calculation (part 5): calculation exam like the one in the first call.
The passing grade will be considered from 5 onwards. In the case of students who apply for the second call, the weighting will be the same as in the first call. In the case of people who have passed the activities of the continuous assessment, these will be averaged with a 5. And in the case of people who have not taken the continuous assessment, this will be averaged with a 0.
If the subject is not passed because activities 1, 2, 3 and 4 have been failed or not done, all of them can be repeated except 4, and a maximum grade of 5 will be obtained if they are done correctly (they will be done again on the dates of the 2nd call), and the open questionnaires last 1 week. It is the student's responsibility to know and keep in mind when these dates are.
TASKS CANNOT BE REPAID TO GET A HIGHER MARK IN THE SUBJECT.
Honors will not be awarded in the second call.
THIRD AND SUBSEQUENT CALLS (FIFTH AND SIXTH IF GRANTED)
In the case of third calls, the same evaluation criteria will be followed as in the first call and subsequent ones.
Before enrolling in new subjects, the student will have to check their compatibility and response
Bibliography and resources
The learning resources of this material are distributed and allocated in the course schedule:
- Master Class 58,5%
- Case Method 18,5%
- Exercises9,5%
- Coperative learning 13.5%
Evaluation period
- E1 05/12/2024 12:00h
- E2 01/07/2025 12:00h
Teaching and learning material
- Asociación Española Enfermería Pediátrica
- Asociación española de pediatria (protocolos)
- Cuidados Neonatales Individualizados y centrados en el desarrollo
- Enfermería en Cuidados Críticos y Neonatales
- European Society for Paediatric Gastroenterology, Hepatoogy and Nutrition
- Clinical guidelines
- Protocol
- Sociedad Española de Gastroenterología, Hepatología y Nutrición Pediátrica
- Sociedad española de pediatría extrahospitalaria y atención primaria