The course will be developed using the Problem-Based Learning (PBL) methodology. PBL is a methodological strategy aimed at providing students with a meaningful and long-lasting learning experience. This methodology seeks to empower students by promoting the construction of their own learning process and moving away from traditional teaching methodologies mainly based on lectures.

PBL starts from the presentation of an open-ended situation to students. This situation may correspond to a real or simulated clinical case. In small groups of 12–15 students, the situation is analysed through the formulation of possible hypotheses, the generation of questions and the identification of learning needs that will guide students towards understanding the phenomenon under study and, consequently, towards knowledge construction.

It should be emphasised that the final objective is not only the resolution of the case or the initial situation presented, but rather the process of searching for and analysing information in order to verify the formulated hypothesis/es. The focus is placed on the learning process rather than on the final outcome. Ultimately, this approach aims to develop students’ skills in analysis, synthesis, argumentation and problem-solving, as well as communication and teamwork competencies.

Throughout the course, five problem situations will be addressed. Each situation will be developed through three mandatory face-to-face sessions of 3 hours each, scheduled within the teaching timetable. The structure of the three sessions will be as follows:

Session 1 (3 hours)

Introduction of the case

Presentation of the clinical case by the tutor*.

Step 1. Analysis of the situation (50 minutes)

• Brainstorming based on previous knowledge.
• Identification of the aspects students need to learn in relation to the case, as well as the objectives and competencies to be achieved in the course.
• Formulation of an initial hypothesis.

Step 2. Development of the work plan (50 minutes)

• Analysis, prioritisation and organisation of the ideas generated.
• Development of a work plan to be submitted to the tutor.
• Organisation of tasks, definition of objectives and selection of information sources.

Session 2 (3 hours)

Development and discussion of the case

Step 1. Discussion (2 hours)

• Sharing of the information collected by the group.
• Critical discussion of the contents addressed, comparing the information sources used and relating the acquired knowledge to the problem situation presented.

Step 2. Verification of the hypothesis/es (30 minutes)

• Review of the initial hypothesis based on the information collected and comparison with the evidence identified during the search process.
• Evaluation of the work plan developed and the learning process followed by the group.
• Joint reflection on the achievement of the proposed objectives, the difficulties identified, the strategies used and the aspects to improve in future learning processes.

Session 3 (3 hours)

Step 1. Evaluation (50 minutes)

Individual and group analysis of the problem situation addressed. A synthesis of the learning achieved and the objectives reached will be carried out.

A self-assessment, peer assessment and overall evaluation of the work performed will be conducted, including an evaluation of the tutor’s role.

Step 2. Introduction of the new case (50 minutes)

Presentation of the new clinical case.

*The tutor’s role is to answer questions and guide the group throughout the learning process. Their interventions will be limited and punctual, encouraging student autonomy and the development of clinical reasoning.

A working template will be provided through the Virtual Campus (Moodle) to help students structure the learning process, both at group and individual levels. This tool aims to support reflection, planning and monitoring of the learning process.

Individual tutorials

Students may arrange individual tutorials with the teaching staff through the Virtual Campus. This space will allow specific needs to be addressed, questions to be resolved and the learning process to be monitored.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

The in-person guided sessions, based on the Problem-Based Learning (PBL) methodology, will be subject to continuous and formative assessment, representing a total of 55% of the final course grade.

The assessment will consider the learning process developed throughout the cases addressed, evaluating problem-solving skills, clinical reasoning, application of acquired knowledge, active participation in seminars, collaborative work and students’ involvement in the learning process.

Within this assessment, two integrative assessment activities will be carried out:

• First assessment: will take place after the completion of the second PBL case and will represent 25% of the final course grade.
• Second assessment: will take place at the end of the fifth PBL case and will represent 30% of the final course grade.

The sum of both activities will represent 55% of the final course grade.

Attendance at all face-to-face sessions is mandatory, as the PBL methodology requires active student participation in the learning process, group discussion and the shared construction of knowledge.

Attendance Conditions

Attendance at the in-person sessions conducted using the PBL methodology is mandatory, given that active student participation, group discussion, collaborative work, and the shared construction of knowledge are part of the learning process and the assessment of the course.

Justified absences:

Duly justified absences may be considered compatible with continuous assessment, provided that the maximum limit of two absences during the development of the PBL cases is not exceeded. Students must inform the teaching staff, preferably in advance whenever possible, and provide the corresponding justification.

Justified absences shall be considered those resulting from duly accredited situations, such as health reasons, exceptional personal circumstances, official requirements, or other circumstances assessed by the teaching staff responsible for the course.

Unjustified absences:

Unjustified absences will result in a penalty in the grade for the PBL component. Each unjustified absence will result in a reduction of 0.5 points from the final grade of the PBL component.

Students who exceed the limit of two absences (justified or unjustified) will not be able to be assessed through this continuous assessment system and will have to follow the procedure established for the course resit.

Students with more than two absences will not be assessed through this activity and will not be allowed to sit the final exam.

All absences must be duly justified. Students must inform the teaching staff, preferably in advance, by email and provide the corresponding supporting documentation.

Written assessment (30%)

This will consist of a final objective test including the contents covered throughout the course. The test will represent 30% of the final course grade and will take place on the date established in the Faculty’s official examination calendar.

Failure to complete the test will result in a grade of 0 points for this assessment component.

In order to calculate the final average with the remaining assessment components, students must obtain a minimum grade of 4.5/10 in this test.

Reflective report submission (10%)

Students will prepare an analysis and reflection report based on the case addressed in the final session through the role-playing methodology, representing 10% of the final course grade.

The aim of this activity is to integrate the knowledge acquired throughout the course, applying nursing clinical reasoning and a comprehensive approach to older people.

Failure to submit the report within the established deadline will result in a grade of 0 for this assessment activity.

Detection of plagiarism will result in the automatic failure of the course without the possibility of reassessment.

Minimum grade: Students must obtain at least 5/10 in this activity in order to calculate the final average.

Self-assessment (5%)

This activity will account for 5% of the final grade for the subject. For the self-assessment to be taken into account in the final grade, the score awarded by the student may not differ by more than 1 point from the final grade obtained in the subject.

If the difference is greater than 1 point, an individual tutorial will be held with the student to analyse the self-assessment criteria, the justification for the grade awarded, and the reflection process carried out. If, after this review, the self-assessment is not considered sufficiently justified and aligned with the established criteria, this activity will not be included in the final grade.

Criteria for passing the course

To pass the course through continuous assessment, students must meet all the following requirements:

• Adequate attendance and participation in the proposed activities.
• Minimum grade of 4.5/10 in the written test.
• Minimum grade of 5/10 in the PBL activities and in the reflective report.
• Achieve a weighted average equal to or higher than 5/10.
• The self-assessment grade will be weighted according to the level of achievement of the criteria established for this activity.
• The final grade will be the result of the weighted average of all assessment components.