Universitat Internacional de Catalunya

Relations in Therapeutic Aid

Relations in Therapeutic Aid
3
9325
4
First semester
op
Module MINORS (Choose one minor)
Elective
Main language of instruction: Catalan

Teaching staff


Mrs. ESTARELLAS PARDO, Juana Ana - joana.estarellas@uic.es

Make an appointment.

Introduction

Exercising our profession, Nursing, is not only data collection, care planning and implementation of interventions, but also is crucial to the focus on a helping relationship with patients, relatives and even with classmates . A helping relationship is needed to create a favorable atmosphere of emotional expression. This makes it easier to provide information and to offer the necessary conditions for the progress of the patient and to solve the problems that she or he faces. It is essential to establish an atmosphere of trust, acceptance, respect and understanding. This relationship raises the patients' ability to care for themselves. A helping relationship is based on self-knowledge, developing communication strategies and integrating certain skills that will be developed during the course. These skills will provide you with the ability to support the patient and their families in the face of health troubles, proximity to death, and other possible situations that cause anxiety, uncertainty, sadness and other emotional disturbances.

Pre-course requirements

  • Not required
The Department of Nursing in the Faculty of Medicine and Health Sciences has agreed that it is compulsory for all students taking a Bachelor's degree in Nursing, when participating in online classes, to turn on their camera and remain visible to lecturers and professors at all times.

 If there are students in self-isolation due to the COVID-19 health and safety measures, who cannot physically attend class at the University like their peers, teaching staff will carry out online teaching during this isolation period only so that the student(s) in question can attend their classes online. The rest of the students will have to attend their classes in person in the classroom.

Objectives

  1. Highlighting the importance of the nurse - patient - family relationship.
  2. Training in managing our own emotional reactions and those that arise in the relationship with patients, family and coworkers.
  3. Developing strategies for self-knowledge.
  4. Providing action strategies: skills, attitudes and aptitudes to establish a helping relationship.
  5. Getting to know verbal and nonverbal ways of communication to establish a proper relationship.
  6. Helping nursing professionals to understand and differentiate normal and pathological grief processes, so they can support people who suffer a loss.
  7. Learning how to relate to people who are suffering, helping to provide maximum comfort, supporting the patient and family and lessen their discomfort  

Competences/Learning outcomes of the degree programme

  • 11. E - Establish effective communication with patients, families, social groups and partners and promote health education.
  • 18. E - Ability to lead nursing care in any area of professional practice.
  • 19. B - Ability to make decisions based on critical thinking and reflective practice.
  • 23. B - Ability to analyze and synthesize.
  • 25. E - Knowledge of the field of study
  • 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.

Syllabus

Unit 1 HELPING RELATIONSHIP. BASIC PRINCIPLES OF THIS MODEL

  • 1.1 Helped person, kind of relationship and helping person.
  • 1.2 Nursing and its characteristics. Objective. Knowledge, skills and attitudes. Limits of intervention. Objectives of the helping relationship. Processes of the relationship: person-problem-context. Phases of the helping relationship. Tasks of each stage of the relationship.
  •        1.3 Knowledge required for the helping relationship. Knowledge about the role of a relationship. Use of personal resources.

Unit 2 ABILITIES: VERBAL AND NON VERBAL COMMUNICATION CONCEPTS

  • 2.1 Verbal communication: -Techniques: repetition, rephrasing, elucidation, synthesis, questions, feedback, etc.-Attitudes: empathic understanding, respect, authenticity, specificity, immediacy, confrontation.
  • 2.2 Non verbal Communication: Effects of the environment. Personal space. Physical appearance. Movements and postures. Kinesics. Facial expressions and visual behaviour. Development of non-verbal skills.

Unit 3 EMOTIONAL REACTIONS TO ILLNESS AND HOSPITALIZATION

  • 3.1 Psychological responses to stressful situations. Anxiety and mechanisms to overcome it. How to intervene in emotional reactions.

Unit 4 THE DYING PROCESS

  • 4.1 Mourning. Attachment, loss and grief scars. Normal and abnormal reactions in mourning.

Teaching and learning activities

In person



Each lesson will last 2 hours. The theoretical content of the subject and practical exercises will be combined during classes. The exercises will consist of 'role-playing' activities, critical analysis of audiovisual exercises and discussions related to the theoretical content of the programme.
The final assessment of the student will be done through a multiple-choice exam and a case resolution tests.

Evaluation systems and criteria

In person



The evaluation will be continuous. Attendance and participation will be valued. There will be a final paper and a final exam. The final mark is calculated as follows:

  • The final exam will be worth 85% of the mark.
  • Class participation and attendance will be worth 15% of the mark.

Honors will not be awarded in the first resit.

Honor Matrix Assignment Procedure (MH)

  1. The criterion for assigning Honorary Enrolments (MH) is based on the Excellent (9.0).
  2. The assignment is solely for the teacher and does not have to give it, even if the student has obtained a mark above 9.0.
  3. In case the teacher decides to award MH, he will not take into account the numerical mark and the highest, but will evaluate other factors. The HM might not match the highest numeric score.

Procedure for Non-presented Assignment (NP)

  1. To register an NP in the student's file, it must not have been submitted to any of the evaluation tests throughout the assignment.
  2. If a student has submitted to one of the evaluation tests, the corresponding percentages in the teaching guide will be applied, with a 0 in those not presented.

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

  • Cuidados de enfermería. Un proceso centrado en las necesidades de la persona. Riopelle L., Grondin L., Phaneuf M. Interamericana - McGraw-Hill. Madrid. 1993.
  • La relación de ayuda en cuidados de enfermería. Una perspectiva holística y humanista. Chalifour J. SG Editores S.A.
  • Enfermería como profesión. Filosofía, principios y objetivos. King M. Editorial Limusa.
  • La muerte íntima. Hennezel M. Plaza & Janes. Barcelona. 1996.
  • Psicología del comportamiento interpersonal. Argile M. Alianza Universidad.
  • Autoestima: investigación, teoría y práctica. MruK C. Desclée De Brouwer.
  • La asertividad: expresión de una sana autoestima. Castanyer O. Desclée De Brouwer. Bilbao. 1996.
  • El tratamiento del duelo: asesoramiento psicológico y terapia. Worden J. Paidós. Barcelona. 1997.
  • La comunicación no verbal. El cuerpo y el entorno. Knapp M. Paidós. Barcelona. 1995.
  • El apoyo emocional en hemofilia. Arranz P., Bayés R. Pentacrom. Madrid. 1996.
  • Técnicas de autocontrol emocional. Davis M., Robins E., McKay M. Martinez Roca.

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 20/11/2024 10:00h
  • E2 27/06/2025 08:00h
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