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What are you looking for?
Teaching languages
- Catalan
- Spanish
Skills
Basic skills
CB4_That students can convey information, ideas, problems and solutions to an audience, both specialized and non-specialized
CB5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CB2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study
CB1_That students have demonstrated knowledge and understanding of an area of study that is based on general education, and is usually found at a level that, while supported by advanced textbooks. Also includes some aspects that involve knowledge from the forefront of their field of study
CB3_That students have the ability to gather or interpret relevant data (usually within their area of study), to make judgments that include reflection on relevant social, scientific or ethical issues
Specific skills
CE11_Identify, integrate and relate the concept of health and care, from a historical perspective, to understand the evolution of nursing care
CE12_Understand, from an ontological and epistemological perspective, the evolution of the central concepts that make up the discipline of nursing, as well as the most relevant theoretical models, applying the scientific methodology in the process of caring and developing the corresponding care plans
CE14_Know and apply the principles that underpin comprehensive nursing care
General competencies
CG3_Know and apply the foundations and theoretical and methodological principles of nursing
Transversal competences
CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions
Description
Historical and philosophical evolution of care is a compulsory subject that takes place during the first term of the first year and links with the subject Methodology of nursing care in the third term.
In this subject the student will acquire the first-year skills necessary to understand the progression of the nursing profession up to the present day by contextualizing it within society, identifying the key concepts that define us as a profession epistemologically and ontologically. In this way, the student will acquire the scientific bases that will be used for the further development of Nursing methodology as a scientific and professional tool.
The course includes the study of the historical bases of care and the philosophical basis of nursing. The historical analysis of the concept of care allows the student to understand the current role of the nursing professional within the health team and how it contributes differently to people's health through the application of care. professional. A care developed in its own conceptual framework, favored by the understanding of the nuclear phenomena of the discipline and the importance of nursing conceptual models as a philosophical basis.
Contents
The contents studied in this subject include these areas of knowledge:
Block 1: Historical evolution of care
Unit 1: Domestic stage of care
Prehistory
Ancient civilizations
Classic World
Unit 2: Vocational stage of care
Christianity
Middle Ages
Modern world
Unit 3: Technical stage of care
My Contemporaries
The reform of nursing in the nineteenth century
The twentieth century
Spanish nursing in the technical stage of care
Unit 4: Professional stage of care
Millennium change
Professionalization of nursing
Nursing training
Block 2: Philosophical evolution of care.
Unit 5: Philosophy, metaparadigm, theories, nursing models.
Virginia Henderson
Marjory Gordon
Other nursing models and theories
Unit 6: Critical thinking, clinical reasoning and clinical judgment in nursing. Nursing care process
Block 3: Research, teaching and the historical future of the profession.
Evaluation system
The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 4 - Basic Nursing Sciences:
|
Evaluation system |
Minimum weighting |
Maximum weighting |
|
|
SE1. Exam |
Present in several = 20% |
Present in several = 60% |
|
|
SE2. Individual works |
5% |
Present in several = 40% |
|
|
SE3. Teamwork |
5% |
Present in several = 40% |
|
|
SE4. Classroom participation |
5% |
Present in several = 40% |
|
|
SE5. Seminars |
5% |
Present in several = 30% |
|
|
SE7. Practical test |
Present in several = 20% |
Present in several = 50% |
|
|
SE8. Individual follow-up |
5% |
Present in several = 20% |
|
A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.
The total or partial copy in any of the learning activities means a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.
According to UPF regulations, students who have the option of retrieving the subject are those who have obtained a “suspended” grade, which are the only ones that can be modified in the recovery process.
The evaluation system and recovery period are detailed in the Learning Plan available in the virtual classroom at the beginning of the subject.
REFERENCES
Nightingale, F. Notes on Nursing. What is and what is not. 1st edition. Barcelona.Masson; 1990
Conesa J. History of nursing a historical analysis of nursing care. Madrid: McGraw - Hill; 1995.
Government of Catalonia. WHITE PAPER of the Health Professions of Catalonia. Barcelona: Generalitat de Catalunya, Department of Health and Social Security; 2003.
Henderson V. The Nature of Nursing. Reflections 25 years later, 1ª ed. Madrid: Interamericana-McGraw-Hill; 1994.
Raile Alligood, M. Models and theories in nursing. 9ª.ed.Barcelona: Elsevier, 2018.
Martín M. History of nursing: historical evolution of nursing care. 3rd edition. Barcelona: Elsevier Health Science; 2017
Siles, J. History of nursing. Alicante: Aguaclara; 1999.
Potter, P. Fundamentals of Nursing. Madrid: Mosby / Doyma; 1996.
MF necklace. Promote life. Madrid: Inter-American McGrawHill; 1993.
Official College of Nurses of Barcelona. (2023, March) Let's preserve the memory. https://preservemlamemoria.coib.cat/
Rodriguez FE. Framework Statute of the Statutory Staff of the Health Services. Law on the Regulation of the Health Professions. Seville: Ed. MAD .; 2003.
Donahue MP. History of Nursing. Missouri: Doyma, 1985.
García C, Martínez, M. Historia de la enfermería. Historical Evolution of Nursing Care. Madrid: Humanities and Health Sciences; 2001.
Ducke, D. Florence Nightingale [film]. United Kingdom; 1985.
Adam E. Where the infirmary is going. Madrid: Interamericana; 1982.
Kérouac S, Pepin J, Ducharme F, Duquette A, Major F. Nursing thought. Barcelona: Masson; 1996.
Mª del Carmen Sellán Soto. The profession went inside. Elements for a history of contemporary Spanish Nursing. 2010. FUDEN.
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