Pediatric, Adolescent and Women's Health Nursing
Code: 106112Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Nursing | OB | 3 |
Contact lecturer
- Name :
- Purificación Escobar Garcia
- Email :
- purificacion.escobar@uab.cat
Teaching staff
- Montserrat Martínez Muñoz
- Pablo Rodríguez Coll
- Mireia Solé Fernàndez
Group languages
You can consult this information at the end of the document.
Prerequisites
They are not required, although it would be useful to revise the basics of female and paediatric anatomy and physiology.
It would also be a good idea to revise the basic methodological concepts of nursing.
Objectives
The subject is programmed in the third year of the Degree in Nursing and is part of the group of subjects of
compulsory training. It therefore constitutes part of the scientific basis necessary for graduate training
nurse.
GENERAL OBJECTIVES
Its general objectives are the study of the child from the moment of conception to adolescence and study
of women's sexual and reproductive health. Emphasizing the development of the person throughout the
life cycle and in the knowledge of the main nursing tools that collaborate in the improvement of the practice
nurse in primary health care and specialized care.
SPECIFIC OBJECTIVES
Identify the changes that occur in women during childbirth and postpartum pregnancy.
CRITERION
: You must relate at least 80% of them at this stage of the life cycle.
Relate the stage of development in which the child is with how to meet their needs
basic from birth to adolescence.
CRITERION: It must be based on how and why they are satisfied
in this way throughout these stages.
Analyze the health situation of women in the different stages of the life cycle, following a nursing model.
CRITERION: identifying the main problems, describing the etiology, and the symptoms and signs for each
of them.
Plan the process of caring for the people cared for, following one of the models of human needs.
CRITERION: You must apply the stages of the care process.
Select the most appropriate care plans that allow you to intervene on the stress of the child and the family in front of you
illness and hospitalization. CRITERION: It must be based on evidence because the months are considered
suitable.
Analyze the interventions proposed in the care plan. CRITERION: You must justify your membership with the
selected care model.
Select the most appropriate interventions to address the health problems that women present throughout
the different stagesof the life cycle. CRITERION: Must justify with evidence the nursing interventions in
each of them.
Analyze care, on the stress of the child and the family in the face of illness and hospitalization. CRITERIA: Ha
to identify and justify with evidence the actions that guarantee the stabilization of the situation and the prevention
of complications.
Learning outcomes
- CM14 (Apply nursing interventions in healthcare and social settings to establish a therapeutic relationship with people in the neonatal period, childhood and adolescence, and their families.) Apply nursing interventions in healthcare and social settings to establish a therapeutic relationship with people in the neonatal period, childhood and adolescence, and their families.
- CM18 (Applying nursing care to women in healthcare and social settings at each stage of the reproductive cycle.) Applying nursing care to women in healthcare and social settings at each stage of the reproductive cycle.
- KM22 (Identify the characteristics of the different stages of childhood and adolescence and the factors that condition their growth and development.) Identify the characteristics of the different stages of childhood and adolescence and the factors that condition their growth and development.
- KM23 (Describe the specifics of care in the neonatal period.) Describe the specifics of care in the neonatal period.
- KM24 (Describe diseases and health problems in the neonatal period, childhood and adolescence, as well as their most frequent causes and clinical manifestations.) Describe diseases and health problems in the neonatal period, childhood and adolescence, as well as their most frequent causes and clinical manifestations.
- KM25 (Identify complications derived from health problems, pathologies, diagnostic tests and treatments applied to people in the neonatal period, childhood and adolescence.) Identify complications derived from health problems, pathologies, diagnostic tests and treatments applied to people in the neonatal period, childhood and adolescence.
- KM28 (Identify the sexual and reproductive health needs of individuals, their families or the community.) Identify the sexual and reproductive health needs of individuals, their families or the community.
- KM29 (Describe the changes and alterations that occur in women at different stages of the reproductive cycle and during perimenopause and menopause.) Describe the changes and alterations that occur in women at different stages of the reproductive cycle and during perimenopause and menopause.
- SM20 (Analyse the data collected in the assessment of the person in the neonatal period, childhood and adolescence with diseases or health problems to identify their care needs.) Analyse the data collected in the assessment of the person in the neonatal period, childhood and adolescence with diseases or health problems to identify their care needs.
- SM21 (Plan nursing interventions to promote, maintain or restore health during the neonatal period, childhood, and adolescence.) Plan nursing interventions to promote, maintain or restore health during the neonatal period, childhood, and adolescence.
- SM22 (Design health promotion and education strategies targeted at parents or the main caregivers of people in the neonatal period, childhood and adolescence.) Design health promotion and education strategies targeted at parents or the main caregivers of people in the neonatal period, childhood and adolescence.
- SM23 (Apply techniques and procedures related to nursing care to people in the neonatal period, childhood and adolescence with diseases or health problems, based on the available scientific evidence.) Apply techniques and procedures related to nursing care to people in the neonatal period, childhood and adolescence with diseases or health problems, based on the available scientific evidence.
- SM26 (Design strategies to promote sexual and reproductive health targeted at individuals, their families or the community.) Design strategies to promote sexual and reproductive health targeted at individuals, their families or the community.
Contents
MAIN CONTENT
In this module, we will examine the main issues relating to health and illness in childhood, adolescence, and among women throughout the life course, from a biopsychosocial perspective.
Specific content:
Childhood. Overview. Health promotion and maintenance in children’s growth and development. Characteristics of the different stages of childhood; factors determining normal growth and development patterns. The most common health problems in childhood and identification of their symptoms. Nursing care for children and their families in special situations. The nursing care process for assessing a child’s well-being, both in health (monitoring the growth and development of healthy children) and in illness (monitoring unwell children).
Adolescence: care and support for adolescents. Risky behaviours in adolescence. The most common health problems in adolescence. Sexual health. Teenage pregnancy.
Women: health and illness. Care for women at different stages of life. The most common health problems in women. Characteristics of women at different stages of the reproductive cycle. Pregnancy and the postnatal period. Women and the menopause
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Theory | 30 | 1.2 | CM14, CM18, KM25, KM28, KM29, SM20, SM21, SM23 |
| Seminars | 19.5 | 0.78 | CM14, CM18, KM22, KM23, KM24, KM25, KM28, KM29, SM20, SM21, SM22, SM23, SM26 |
| personal study | 90.5 | 3.62 | KM22, KM23, KM24, KM25, KM28, KM29 |
Attendance and active participation in the seminars, and assessment through practical case studies and problem-solving.
The methodology used in the seminars will be case-based study (2); this will take the form of tutored, face-to-face classroom sessions to analyse a problem situation that will guide the learning process. Through this problem-based scenario, students acquire the skills to tackle problems, prioritise and seek information, make decisions and evaluate their own work, as well as gaining the skills to carry out their work outside the classroom.
Work will be carried out in small groups of 5–6 students, but students play an active role as each one will be responsible for their own learning process. The teacher’s role is that of a facilitator and guide for the students throughout this process.
On the first day, a scenario or problem devised by the teaching staff will be presented, and supervised work will take place in the seminar session to resolve it. Students will also undertake independent work, without direct supervision, outside the classroom, on a topic or scenario of their own choosing.
The group must draw up a list of the questions that have arisen during the analysis of the situation. Next, using this list of questions, they must prioritise the research according to its relevance to the learning outcomes.
The aim is to draw up a work plan, identify possible sources of information and, using this evidence, resolve the situation from a nursing perspective.
The group discusses individual research strategies and the sources consulted in order to critically evaluate the information gathered (the reliability of the sources, the research methods used, the statistical methods applied, etc.). The planned work plan is discussed, with all group members having the opportunity to explain what they have learnt. Through this group discussion, students are developing the ability to critically evaluate and refine their prior knowledge, whilst also honing their capacity to critically assess their reasoning regarding the problem. As a result of the discussion, the information gathering and the proposal of a possible nursing solution or intervention, they must integrate their knowledge and abstract the principles and concepts that can be applied to other similar situations.
At the end of the seminars, students will be able to answer the following questions: What new insights have been gained by working on the problem? How does this learning relate to the learning objectives? What new principles or concepts have been discussed? Which ones have they learnt? Of what they have learnt, what will help them understand different problems or situations in the future? Which areas of learning were identified but not addressed? They will then submit their answers via the self-assessment.
Theory: Lectures
Prior to the seminars, theory sessions will be held in the form of lectures on topics related to the case studies.
Agreed tutorial sessions may be added to discuss assignments, with the aim of clarifying any doubts and explaining the concepts that students find most difficult.
Individual tutorials: Specific tutorials may be arranged by contacting the lecturer in advance by email and/or via the Virtual Campus.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| case resolution | 25% | 6 | 0.24 | CM14, CM18, KM22, KM23, KM24, KM25, KM28, KM29, SM20, SM21, SM22, SM23, SM26 |
| self-assessment | 25% | 2 | 0.08 | CM14, CM18, KM22, KM23, KM24, KM25, KM28, KM29, SM20, SM21, SM22, SM23, SM26 |
| Examen | 50% | 2 | 0.08 | CM14, CM18, KM22, KM23, KM24, KM25, KM28, KM29, SM20, SM21, SM22, SM23, SM26 |
This course allows the use of artificial intelligence (AI) technologies exclusively in support tasks such as bibliographic or information research, text correction, translations or any other tasks that may be considered. Students must indicate specifically which parts of their work have been generated with this technology, which tools they have used and include a critical reflection on how these have influenced the process and result of their work. The non-transparency of the use of AI in assessable activities will be considered a lack of academic honesty and may lead to partial or total penalisation in the mark for the activity.
1- The assessment will consist of a multiple-choice exam, which will account for 50% of the course’s overall mark
2- Classwork in seminars and assessment paper: 25%
3- Oral defense of works (25%) at the end of the work of situations.The following dimensions are evaluated:
ContentsQuestion asked (complexity). Bibliographic search (keywords, sources of information). BackgroundBackground (problem definition, epidemiology, associated factors, current state of the subject). Justification of the subject(clear and coherent argumentation to answer the question). Presentation of evidence (level of evidence).Applicability and usefulness in practice. Bibliography (bibliographical references)
Presentation methodologyExposition and language (order, vocabulary). Audiovisual material design (coherent, clear, creative). Time (adjusted toindicated time). Non-verbal language (posture, movements, eye contact). The student will deliver oncomputer support.
OBTAINING THE FINAL QUALIFICATIONThe requirement for obtaining the final mark is to have presented to all the evaluative parts and to haven obtained a score of 5.
It will be considered non-evaluable, when the student has missed 25% of the sessions.
According to agreement 4.4 of Governing Council 11/17/2010 of the evaluation regulations, the grades will be:
Excellent (EX) From 9.0 to 10. The student has achieved the assessed competencies and carries them out byautonomously making their justifications with evidence.Notable (N) From 7.0 to 8.9. The student has achieved the assessed competencies and carries them out ofautonomously with some evidence.Approved (AP). From 5.0 to 6.9. The student can achieve the competencies assessed with supervision.Suspension (SS). From 0 to 4.9. The student has not achieved the assessed competencies.Not Evaluated (NA) The student has not completed the scheduled activities in order to achieve thecompetencies. The student has the right to review the assessment tests. For this purpose, the date will be specified on campus virtual.
The assessment of special and particular situations will be assessed by an evaluation committee. Students who have not passedthe subject / module by means of the continuous evaluation will be able to present to a final examination or a proof end of recovery,
provided that they have been submitted to all scheduled assessments.
Bibliography
Given that one of the general competencies that the student is intended to acquire is to developstrategies for autonomous learning (CG2) the bibliography is not specified.
In solving problems, the student must become competent in the search for information and critical reading of it. In thefirst session students, depending on the work plan proposed, find out what the information funds aresuitable for your work plan, they confront findings and evidence. Depending on this shared work they reason the suitability, or not, of thesame.These are the fundamental reasons why it is not considered appropriate for teachers to present onespecific bibliography list. However, general consultation forums are presented:
Societat Espanyola de Ginecologia i Obstetrícia (SEGO). www.sego.es
Associació Espanyola de Ginecologia i Obstetrícia. www.aego.es
Societat Catalana de Ginecologia i Obstetrícia. www.sego.es/organizacion
Associació Catalana de Llevadores www.llevadores.cat. www.federacio-matrones.org.
Societat Catalana de Pediatria. www.scpediatria.cat
Societat Espanyola de Neonatologia. https://www.seneo.es/Sociedad
http://salutpublica.gencat.cat/web/.content/minisite/aspcat/promocio_salut/embaras_part_puerperi/protocol_seguiment_embaras/protocol-
http://canalsalut.gencat.cat/web/.content/_A-Z/E/embaras_part_i_postpart/documents/arxius/guia_per_a_embarassades.pdf
https://www.idescat.cat/pub/?id=inddt&n=918
http://ics.gencat.cat/ca/assistencia/cures-infermeres/atencio-primaria/adolescencia/
Software
No specific software is required
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 301 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 301 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 302 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 303 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 304 | Catalan | first semester | afternoon |
| (TE) Theory | 501 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 501 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 502 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 503 | Catalan | first semester | morning-mixed |
| (TE) Theory | 601 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 621 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 622 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 623 | Catalan/Spanish | first semester | morning-mixed |