Universitat Internacional de Catalunya
Nursing Simulation Labs I
Other languages of instruction: Spanish
Teaching staff
Attention to students will be by appointment by email.
Mireia Llauradó, PhD, MsN mllaurados@uic.es
Laia Wennberg, PhD, MsN lwennberg@uic.es
Laura Brichs, MsN lmasnou@uic.es
Leandra Martin, PhD, MsN lmartind@uic.es
Marina Perpiñán, RN marinaperpi@uic.es
Encarna Rodríguez, PhD MsN erodriguez@uic.es
Estel Curado, RN, MsN estelcurado@uic.es
Laura Tortosa, RN, MsN lauratortosatrancho3@uic.es
Carla Tarrega, RN, MsN ctarrega@uic.es
Sonia Castro, RN, MsN scasoll@uic.es
Anna Fuertes, MsN anna_90@uic.es
Patricia Martínez, PhD, MsN ptari15@uic.esIntroduction
The (LBS) Nursing Simulation Lab is an educational space that recreates real-life situations of care nurses. It is a tool that enhances the learning techniques that all nursing students must acquire before coming in contact with the patient and in particular reinforces the activity of the nurse in the hospital field. The Simulation Lab is a space that allows nurses to develop the necessary skills to "know how to be and do" as a nurse in a health context (especially hospital-wise).
From the first course, the nursing student will learn the clinical skills in the Simulation Lab in an environment free of the multiple stressors that are in the hospital world. Subsequently, the student must implement these skills directly with people. This practice should serve to apply knowledge, skills and attitudes from a holistic care perspective to people.
During the first course students must acquire the basic skills for basic care for people as well as learn how to protect the patients and themselves from the threats posed by hostile environments.
Pre-course requirements
To enhance learning in the Nursing Simulation Lab (LBS), students should comply with the following terms:
- Attendance to all classes of the LBS.
- Willingness to learn.
- Prior reading of the notes of the LBS.
- Self-training to acquire the required minimum ability for practices.
- Motivation to perform the procedures.
- Use of the white coat in LBS.
- Suitable dress in the LBS (comfortable clothes, neatness, no heels, no nail polish, short nails, hair tied up, and no jewelry)
Objectives
- Nurses will act taking into account ethical aspects inherent in the care of the person and in the basic care procedures
- Displayed skill in the performance of basic care procedures.
- Performing basic care procedures autonomously using the elementary criteria of development.
- Learning to relate the information about the patient and the basic care procedures and applying them appropriately.
- Using the resources according to the maintenance criteria in the basic procedures of performance (quantity, selective rejection and recycling if necessary)
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.
- 12. B - Know and observe the ethical code of conduct of Spanish nursing, understanding the ethical implications of health in a changing global context.
- 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.
- 21. B - Oral and written communication.
- 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.
- 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 will begin to be able to attend to the basic medical attention needs of health.
- Students will be able to assess all people equally, without prejudices when considering their physical aspects
- Students will be able to initiate effective communication through the Nursing Simulation Laboratory
- Students will be able to initiate decision-making through critical thinking and reflective practice
- Students will be able to perform basic nursing procedures in an autonomous way
Syllabus
0. Patient safety
1. Standard measurements and assessment of the person:
1.1 Hygiene and asepsis measures.
1.2 Standard protection and isolation measures
1.3 Physical examination
1.4 Taking constants
2. Basic CPR (Cardiopulmonary Resuscitation):
2.1 Adult CPR
2.2 DEA
3. Comfort measures:
3.1 Ergonomics: fundamental principles to move inanimate weights and to move in the hospital space. Realization of an unoccupied bed
3.2 Realization of an occupied and unoccupied bed
3.3 Complete hygiene of the patient (complete and by anatomical areas), care of the mouth, eyes, hair and care of pressure areas. Placement of rectal tube and enemas. Placement of diaper and collector in adults.
3.4 Comfort measures: care of the bedridden patient. Use of the wedge and the bottle. Postural changes. postmortem care
4. Preparation and administration of medication:
4.1 Patient safety in medication administration
4.2 Management and handling of medication and nursing responsibility
4.3 Preparation and administration of medication by different routes of administration: oral, topical, ophthalmological, otic, by nasogastric tube
4.4 Preparation and administration of parenteral medication: intradermal, subcutaneous, intramuscular and intravenous
5. Procedures:
5.1. Sample collection: glycosuria, ketonuria, urine sediment and urine culture by independent patient and patient with bladder catheterization, sputum, smear and stool culture.
5.2. Clinical laboratory samples: blood extraction and distribution in analytical tubes. Blood transfusion: crossmatch and blood group check.
5.3. Insertion of peripheral venous catheters
Teaching and learning activities
In person
Methodology and training activities
The methodology followed in the nursing laboratory simulations (LBS) is a teaching-learning methodology based on reflective thinking, practice and participation. To do so, there are no more than 10 or 11 people in LBS groups. The sequence of the teaching activity has been organized according to the following structure:
- Exploration of knowledge
- Presentation and discussion of the case - Theoretical-practical contribution
- Practice management
- Independent practice
- Practice reflection
Classes are conducted according to the following activities:
- Discussion
- Oral presentation
- Case analysis
- Video
- Metacognitive modeling
- Role- Playing
- Resolution of problems
- Clinical records
Classes are always 1 hour and 50 minutes.
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. If not respected, the student will be penalized for future sessions.
Evaluation systems and criteria
In person
Class attendance: it is compulsory and the student must have attended at least 88% of the classes. Therefore, the student can only have 2 UNEXCUSED absences throughout the course. From the 3rd fault, each one will subtract 0.5 points in the continuous evaluation. The group of repeaters must exceed 80% attendance at classes, being able to miss 2 classes throughout the course. The penalty will be the same as for the rest of the groups.
Each student must attend classes in the assigned group and group changes will not be accepted. There will be no possibility of recovering the lost class. Only if there is a justified cause, the student should contact the teacher to report the situation and be able to look for alternatives, but they will never be able to make up the class. The following will only be accepted as justified cause: hospitalization of the student or death of a first-degree relative.
Class attendance regulations:
- The student must come with a white coat on, hair tied back, no watch, no jewelry on hands and wrists, short nails and comfortable shoes. In case of not complying with the regulations, the teacher can expel the student from class and will count as an unjustified absence.
- In case the student arrives late (from 12:15 p.m.), the teacher can decide not to let the student in and will count as an unjustified absence.
- Class ends at 2:00 p.m. If the student must leave earlier for some personal reason, minutes will be summed up and will be converted to non justified absences.
The evaluation of the subject consists of two parts:
The continuous evaluation is worth 40% and the final exam is worth 60%.
- Continuous evaluation (40%): It consists of different activities that will be carried out throughout the course, intermediate evaluation 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 proposed for the student to solve individually in a health 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 course results.
- Conditioning factors: Aspects of the procedures that are key concepts of the subject and that are related to patient safety and/or that affect patient morbidity. Predefined criteria must be met in order to pass the exam in a defined minimum of exam scenarios (eg: hand hygiene, patient identification, dose calculation)
- 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 determining factors. 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. In case of having the continuous evaluation suspended, it can only be recovered through the final test and the maximum grade to be chosen will be 5.
If you have not taken any of the midterm exams for the semester, you can only make up through the final exam and you must obtain a 7 in the final exam to pass the subject.
The CPR module is totally compulsory and must be attended on a Saturday from 8 a.m. to 2 p.m. and on a day of the 2nd semester that will be established soon. Not completing this module will imply obtaining a maximum of 5 in the subject. People who prove they have a current CPR+DEA certification (made in the last 3 years) are exempt from taking the four-hour training. But they will be summoned by email to carry out an intervention throughout the month of October and one day of the 2nd semester. Non-participation will imply obtaining a maximum of 5 in the subject as in the rest of the class.
In the event that an alumni talks to another during the OSCE, is hit by copying in any exam or with the mobile / digital devices on top, it will mean the expulsion of the exam and having failed the entire exam.
The review of the exam will be on a day set by the teacher and only one call will be made in the morning and afternoon in case of being in practice. The day will be communicated by the teacher in advance and students must request to attend by email. If you do not attend, you lose the right to review.
For the 2nd, 4th and 6th call:
• A maximum of 3 practical stations can be recovered to be able to take a “partial” 2nd call exam. In the event that the student only has to recover part of the exam, the grade that will be left if he or she passes this partiality will be the grade from the first call. In order to pass the exam, you must pass all the partialities (thematic) that you take. Otherwise, you must repeat the subject.
• In the event that being suspended and having to recover a pass, if you wish to opt for a higher grade, you must recover the entire exam, making the prior request by e-mail on the established date. Applications after the set date will not be accepted.
• Only the final exam will be recovered. In case of having the continuous evaluation suspended, it can only be recovered through the final test and the maximum grade to be chosen will be 5.
• If you have missed any of the midterm exams during the semester, you can only make it up through the final exam, with a maximum grade of 5 for the course.
Before enrolling again in the subject, you will have to check the compatibility with the rest of the subjects.
Honors registrations will not be granted in 2nd call.
For the following calls, if they are granted, the same criteria will be applied. That is, the 3rd and 5th will be like the 1st and the 4th and 6th will be like the 2nd.
Honor Matrix Assignment Procedure (MH)
- The criterion for assigning Honorary Enrolments (MH) is based on the Excellent (9.0).
- 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.
- 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)
- To register an NP in the student's file, it must not have been submitted to any of the evaluation tests throughout the assignment.
- 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
- 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
- Prieto Valtueña JM. La clínica y el laboratorio. Edición 20a. Masson. 2004.
- 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 09/04/2025 08:00h
- E1 10/04/2025 08:00h
- E2 11/07/2025 08:00h