Universitat Internacional de Catalunya
Nursing Labs III
Other languages of instruction: Spanish
Teaching staff
The attention to student will be by appointment by email.
Faculty of nursing simulation lab's 3rd year.
Nursing Simulation Laboratory Coordinator:
- Cristina Alfonso Arias , PhD
Subject holder:
- Cristina Alfonso Arias, PhDc, MsN
Subject specialists:
- Jordi Castillo, PhD: Similació Interdisciplinar
- Marc Sendrós, MsN: PICC catheter placement
- Patricia Martinez, MsN, PhD: Chronic Care
- Silvia Pilar, MsN: Intensive Care Unit
- Neus Calpe, PhD, MsN: Intensive Care Unit
- Carmen Moreno, MsN, RN: Intensive Care Unit
- Conchi Vicario, MsN, RN: Intensive Care Unit
- Pilar Moreno, MsN: Intensive Care Unit
- Miguel Santana, MsN, RN: Intensive Care Unit
- Lara Navas, MsN, RN: Intensive Care Unit
- Gemma Robleda, PhD: Intensive Care Unit
- Cristina Alfonso PhD, MsN: Intensive Care Unit
Introduction
The nursing simulation lab, is an educational space that recreates real situations of nursing care. It is a tool that enhances learning the different techniques that all nursing students must acquire before contact with the patient and specifically with the activity of the nurse in the hospital field. The simulation lab is a space that demonstrates the health care procedures where students can develop their abilities to "know how to be", "know what to do" and "know how to act" in a health care context (especially hospitals) .
From the first course, students learn clinical nursing skills in the lab, in an environment free from the many existing stressors in the hospital world. Subsequently, the student must put these skills into practice directly with people. This practice should serve to apply knowledge, skills and attitudes from a holistic perspective of care for people.
During the third course students should acquire advanced skills and start implementing a specialized attention to the patient's care (acute situation, critical condition, surgery ...)
Pre-course requirements
To enhance learning in the nursing simulation lab, students should meet the following requirements:
- Attendance to all lab simulation classes
- Willingness to learn
- Prior reading of class notes of the simulation labs
- Motivation to perform the procedures
- Autonomous training to acquire the minimum skills necessary in order to go to clinical practice
- Use of the white coat in the simulation lab
- Suitable clothing should be worn in the simulation labs (comfortable clothing, cleanliness, no heels, no nail polish and short, hair up and not wear jewelry)
Objectives
Students:
- Act taking into account the inherent ethical issues in the care of the patient when performing intermediate procedures
- Demonstrate dexterity in performing advanced procedures
- Complete advanced care procedures independently and applying the basic criteria learned
- Learn to relate the information on the patient to the appropriate advanced procedures
- Demonstrate reflective thoughts before starting, completing, and finishing advanced procedures.
- Use sustainable resources in the advanced procedures to be performed (quantity, rejection, selective and recycling, if applicable)
Competences/Learning outcomes of the degree programme
- 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
- 13. G - Know the principles of health-care funding and use resources appropriately.
- 19. B - Ability to make decisions based on critical thinking and reflective practice.
- 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.
- 22. G - Use and management of information and research
- 23. B - Ability to analyze and synthesize.
- 24. G - Ability to work autonomously.
- 25. E - Knowledge of the field of study
- 26. G - Ability to generate knowledge from practice.
- 3. E - Know and apply the theoretical and methodological foundations and principals of nursing.
- 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.
Learning outcomes of the subject
Students:
- Act taking into account the inherent ethical issues in the care of the person in the advanced care procedures
- Demonstrate dexterity in performing advanced procedures
- Question the advanced care procedures before starting and finishing
- Argue the relationships between advanced care procedures and the protocol followed based on the clinical case which is presented by scientific research and knowledge that the student has acquired
- Specify intermediate care procedures relying on scientific-technical language.
- Apply the basic performance criteria for advanced care procedures independently and adapting them to different contexts
- Use sustainable resources in the advanced procedures to be performed (quantity, rejection, selective and recycling, if applicable)
Syllabus
Nursing Care of the Critical Patient:
1. Introduction to UCI boxing
2. Neurological Assessment
3. Hemodynamic Assessment: Arterial catheter, Central venous catheter: Central Venous Pressure (CVP), Swan Ganz: Pulmonary Artery Pressure (PAP), Pulmonary Capillary Pressure (PCP) Cardiac Output (CO). Device calibration. Monitor recordings
4. Respiratory Assessment: Respiratory Modalities. Nursing care of the intubated patient: Aspiration of secretions, Oral Hygiene, Management and assessment of the respirator screens.
5. Frequent medications in the ICU and Resolution of dosage calculation exercises
6. Nursing Chart: Nursing Record
7. Interdisciplinary Activity: Care of critically ill patients in interdisciplinary work (this 5-hour practice is carried out jointly with medical students)
8. Chronic Cure Workshop
9. PICC line placement workshop
Teaching and learning activities
In person
The methodology followed in the nursing simulation laboratories is a teaching-learning methodology based on reflective thinking practice and participation. To do so, there are no more than 10 or 11 students in lab simulation groups. The sequence of the teaching activity has been organized according to the following structure:
- Presentation of Unit
- Exploration of previous knowledge
- Presentation and discussion of the case
- Theoretical contribution - practice
- Practical training
- Independent practice
- Practice reflection
Classes are conducted according to the following activities:
- Discussion
- Oral presentation
- Case analysis
- Video or DVD work
- Modeling metacognitive
- Role-Playing
- Problem solving
- Clinical Records
The classes are always 1 hour and 50 min. long.
Apart from the stipulated classes, in a pre-established calendar, the student can attend autonomous learning in the facilities of the Simulation Laboratories. These sessions, which are without teacher supervision, have their own regulations that must be respected. In case of not doing so, the student will be penalized for future sessions.
Evaluation systems and criteria
In person
Class attendance: is mandatory and the student must have attended at least 88% of the classes. Therefore, the student can only have 2 UNJUSTIFIED absences during the entire course. From the 3rd fault, each will subtract 0.5 points from the continuous evaluation. The group of repeaters will have to exceed 80% attendance in classes. they can miss 2 classes throughout the course. The penalty will be the same as for the other groups.
Each student must attend classes in the group that has been assigned and group changes will not be accepted. There will be no possibility to recover the lost class. If there is a justified reason (death of a relative up to the 2nd degree of consanguinity, hospitalization of a relative up to the 2nd degree of consanguinity or hospitalization of the student) The student will have to contact the teacher to inform him. Only in these cases will the teachers of the subject assess the possibility of recovering the class and it will not be a punishable fault of non-attendance.
Class attendance regulations:
- The student must come with the white coat on, hair tied back, no watch, jewelry on hands and wrists, short nails and comfortable shoes. In case of non-compliance with the regulations, the teacher can expel the student from the class and it will count as an unexcused absence.
- If the student arrives late (after 8:15 a.m.), the teacher may decide not to let the student in and it will count as an unexcused absence.
- The class ends at 9:45am. If the student has to leave 30 minutes earlier (or earlier) for some personal reason, this fraction will be counted as an unexcused absence, representing ¼ of an absence for each.
- Attendance at the Interdisciplinary practice and the clinical simulation is mandatory and in the event of not attending, the maximum grade to be obtained in the entirety of the subject will be a 5.
The evaluation of the subject consists of two parts:
Continuous assessment (40%): Consists of different activities that will be carried out throughout the course, intermediate assessment tests and attendance at classes.
Final exam (60%): final exam in OSCE format where the student must demonstrate that they have acquired the skills (skills, knowledge and attitudes) worked on throughout the course. different real situations are presented for the student to solve individually in a healthcare context. In this test, there will be different criteria that the student must meet in order to pass it, especially related to patient safety and subject results.
Prerequisites: Aspects of the procedures that are key concepts of the subject and that are related to patient safety and/or that affect patient morbidity. The pre-defined criteria must be passed in order to pass the exam in a defined minimum of exam scenarios (administration and preparation of medication, allergies, dose calculation, management of central pathways)
Critical items: items that can affect the morbidity and mortality of patients or that are very important concepts of the subject, but with less relevance than the conditioning ones. The student must pass 70% of the items categorized in this category.
Minor items: items that affect patient safety but do not affect patient morbidity and mortality. The student must pass 65% of the items categorized in this category.
In order to pass the subject, you must have a minimum of 5 out of 10 points in the final exam. If the continuous assessment is suspended, it can only be recovered through the final test. If you have not taken one of the partial tests, you can only make it up through the final test and you must get a 7 in the final exam to pass the subject.
If a student talks to another during the ECOE, is caught copying in any exam or with a mobile phone / digital devices on it, it will mean the expulsion of the exam and having suspended the whole of the examination
The examination review will be on a day fixed by the teacher. The day will be communicated by the teacher in advance and the students must request by email to attend. If you do not attend, you lose the right to review.
Partial recovery:
- The student who has not passed a part of the ECOE has the option to recover by presenting only a part of the exam. However, you will have to pass all partialities in order to pass the subject. There is the option to choose whether to present the entire ECOE or only partials, this must be agreed with the teaching staff. Only 3 practice stations can be recovered.
For the 2nd, 4th and 6th call:
If the student only has to retake a part of the exam, the grade that will be left if he/she passes this part will be the grade of the first exam.
If you are suspended and have to recover a partiality, if you want to opt for a higher grade, you will have to recover the entire exam, making the previous request by e-mail on the established date. Requests after the set date will not be accepted.
If the continuous assessment is suspended, it can only be recovered through the final test.
If you have not taken one of the partial tests of the semester, you can only make it up through the final test and the maximum grade that can be obtained is a 5.
Before enrolling in the subject again, the compatibility with the other subjects must be checked. Honor registrations will not be granted in the 2nd call.
For the following calls, if they are granted, the same criteria will be applied. In other words, the 3rd and 5th will be like the 1st and the 4th and 6th will be like the 2nd.
Procedure for the assignment of honors matriculation (MH)
The criterion for assigning Honors (MH) is based on the excellent (9.0).
The assignment is solely the teacher's and he is not obliged to give it, even if the student has obtained a grade above 9.0.
In case the teacher decides to award MH, he will not take into account the numerical grade and the highest, but other factors will be assessed. The MH does not have to correspond to the highest numerical score.
Procedure for the assignment of Not Presented (NP)
In order to record a NP in the student's file, the student must NOT have taken any of the assessment tests during the entire subject.
In the event that a student has taken one of the assessment tests, the corresponding percentages listed in the teaching guide will be applied, with a 0 for those to which they have not taken it
Procedure for plagiarism or academic fraud
Any assignment or activity (including exams) in which plagiarism, falsification or academic fraud is detected, will result in a failure of the activity and an academic sanction that will entail from the loss of enrolment rights in this subject, to the opening of a file process.
Bibliography and resources
- B. Kozier / G.Erb / K.Blais / J.M.Wikinson. Fundamentos de enfermeria, conceptos, procesos y práctica. Ed. McGraw-Hill. Interamericana.
- Carpenito L.J. Planes de cuidados y documentación en enfermería. Primera edición. Ed. McGraw-Hill Interamericana. 1994.
- J.Esteve / J.Mitjans. Enfermeria. Tecnicas clinicas. Ed. McGraw-Hill. Interamericana 2000.
- Jamieson M.J., Whyte L. A., y McCall J.M. Procedimientos de enfermería clínica. 5ª edición. Edit. Elservier. Barcelona 2007
- M.T.Luis. Diagnosticos enfermeros, un instrumento para la practica asistencial. Ed. Harcourt Brace 2004.
- Nanda. Diagnósticos de enfermeria, definiciones y clasificación. Ed. Hartcourt / Brace España 2000.
- Nanda. Diagnosticos enfermeros. Definiciones y clasificaciones. Ed. Mosby/Doyma, Madrid, 1995
- Ruiz Moreno J, Martín Delgado MªC y García-Penche Sánchez R. Procedimientos y técnicas de enfermería. Ed. Rol. 2009
- Smith S.F., Duell D.J., Martin B.C. Técnicas de enfermería clínica. 7ª edición. Edit. Pearson. Vizcaya 2009
- Zabalegui Adelaida, et al. Administración de medicamentos y cálculo de dosis. Edit. Masson. L’Hospitalet de Llobregat (Barcelona) 2005.
Evaluation period
- E1 18/06/2025 08:00h
- E1 19/06/2025 08:00h
- E2 15/07/2025 08:00h