Telephone number 2467 Office s localization 2.10 Query s schedule To fix

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1 PROGRAM of Integrated Work I. Year The subject will be worked in groups and it will integrate the contents and competences that the student is working during the first course, in order to improve on learning and assimilating knowledge. Creativity will be also promoted by useful techniques of work, to teach or make exhibition of communications and public presentations. Data of the subject: Code Subject Integrated Work I Year C1.S2 Language Catalan and Spanish Credits 6 Credits ECTS 6 Hours of study 150 Faculty Nursing Department Nursing Qualification Nursing Typology Obligatory Requirements to study the subject Previous requirements - None Requirements - None Data of the Coordinator, lecturer or lecturers: LECTURER Miguel Angel Escobar Bravo Telephone number Miguel.escobar@infermeria.udl.cat Office s localization 2.10 Query s schedule To fix Other recommendations, description of the content if necessary. Develop communication skills, work in groups and integrated knowledge for the training of nursing students, based on the application of criteria for communication and education as an appropriate way. COMPETENCES TO WORK In the framework of Bologna Declaration and the EEES, the establishment of the ECTS system involve that the teacher have to take into account the competences that will be worked in the subject and/or matter. It is important to enhance that these competences should be in the framework of the graduate curriculum, and to distinguish between the transverse proficiencies (for example, work in groups, communication skills, etc.) and the specific ones for the scope of work that forms the student.

2 It is important to know that competences aren t achieved entirely when taking the subject, but the development of the course contributes to acquire them. A possibility is to establish a difference between the competences that will be worked out: Transverse proficiencies Use strategies and skills that enable an effective communication with patients, families and social groups as well as facilitating the expression of their concerns and interests. Use strategies and skills that enable effective communication with patients, families and social groups as well as facilitating the expression of their concerns and interests. Work with the professional team as a basic unit in which interdisciplinary professionals and other staff of healthcare attendance are structured. Be able to give technical and professional health care in the nursing field, suitable to the health needs of people, according to the development state of scientific knowledge of each moment and with the quality and safety levels established in applicable legal and deontological rules. Plan and provide nursing cares integrated, aimed at individuals, families or groups, oriented to health results and assess its impact through clinical practices and care guides. Design teaching material for health as video, slideshows Specific proficiencies Establish an effective communication with patients, families, social groups and workmates, promoting education for health. Use strategies and skills that enable an effective communication with patients, families and social groups as well as those that facilitates the expression of their worries and interests. Understand the interactive behaviour of the person based on gender, group or community, within their social and multicultural context. Work with the professional team as a basic unit in which interdisciplinary professionals and other staff of healthcare attendance are structured. Educate and facilitate the welfare of community members, when their lives are affected by health problems, suffering, illness, disability or death. Have a cooperative attitude with the different team members. Know and be able to work in group and apply management techniques of groups.

3 OBJECTIVES and CONTENTS The learning objectives are the specific knowledge, skills and attitudes that students should develop and acquire as a result of their participation in the teaching - learning process that is planned. It is important not to provide an excessive list of objectives (establish the most general objectives without falling into an excessive concretion), but without forgetting that they are the guideline set of evaluation criteria. Examples: - The objectives always start with a verb in infinitive. - Expose them with clear language. - Connect the objectives with tasks to carry out and with the evaluation criteria. - Clarify the concepts. Subject/ matter s learning objectives A. Relate the assimilated concepts in other subjects and give examples throughout practical cases. B. Develop self-learning abilities throughout teamwork and interpretation of cases. C. Internalize self-control techniques of emotions and anxiety. D. Work tools to make oral and written expositions (audiovisuals). E. Educational media design (video, diptychs, presentations in power-point). F. Promote the professional development through the integration of the different subjects. The contents to be discussed throughout the course are related with the preestablished objectives. In this section, it is necessary to specify the thematic section that forms the subject and that will be worked throughout it. One way to do this is in modules and units. Thematic unit I. General concepts Work in group Basic communication Speak in public Control of anxieties and emotions Interpersonal relationships Thematic unit II. Integral nursing cares Critical methodology when taking decisions Management of cares: nursing assessment and data collection.

4 Thematic unit III. Integrated learning Self-managing of learning, as the students will be responsible of their own learning process. The group will choose a case which incorporates the knowledge and objectives integrated from the different subjects. Promote professional development through the integration from the different subjects and through the three courses that Integrated Work lasts. Written presentation of communications. Knowledge about the integrated subjects (Psychology of nursing cares; Biostatistics, Anatomy and Human Physiology; Scientific Philosophy; Biochemistry, Pharmacology and Nutrition; Physiopathology and Theorical basis of nursing cares). METHODOLOGY Methodological decisions represent the section where students should know what he/she has to do to learn. The centrepiece of this section is the teaching-learning activities. These can be classified according to different criteria. The following table presents a classification according to whether the activity is classroom attendance or non-attendance (outside the class). Attendance activities (at class) Lecturer s exposition Student s exposition: individually or in group Guest lecturer s exposition Discussions (seminars, discussion groups, etc.) Work in groups Simulations (role playing) Exam Non-attendance activities (outside the class) Directed Autonomous Supervised project Readings Case studies Personal study: Participation in online preparation forums Exams, organization of Oriented readings notes and/or material Tutorials: attendance or Search of information online Free tutorials: Works individually or in individually or in group group Sightseeing + The subject consists of two parts: A first part where knowledge about working in group and communication through expositions in conference will be taught by experts, group dynamics, student s expositions A second part where training communicative skills, oral expression, control of emotions and working in group will be carried out, using as basic techniques the role playing in a group dynamic and the interpretation of a health situation (clinic case). Techniques to make audio-visual presentations, speak in public, video editing will be worked.

5 The methodology applied is participative and oriented to go in depth in the student s own experience from a reflexive perspective and constructive criticism. The theorical concepts presentation with their practical application is combined at classes. Practical activities are also programmed in small groups to facilitate and reinforce conceptual, procedural and attitudinal learning which will take place at class in a big group, synchronizing them with the theorical section described above in contents. The methodology will be in sessions to discuss in small group, participative dynamics and works in group about a health situation where students should interpret and film in video. Readings, articles and today news to reinforce the student s critical and participative learning process will be discussed, if convenient: Conferences in a big group (15 %) Workshop and work in groups (85%) Table to fill: Session (date) 12-14/02/ /02/2013 Methodology Activity HCW HNCW** Observation Presentation of the subject and the groups Dynamics of group work 26-28/02/2013 Lecture Video editing 5-7/03/2013 Dynamics of group work 12-14/03/2013 Public speaking 19-21/03/2013 Conference Public speaking 2-4/04/ /04/2013 Public speaking Public speaking 16-18/04/ /04/ /04/ /05/ /05/ /05/ /04/2013 Student s holiday. Make another day up.

6 21-23/05/ /05/2013 Clinic cases presentation and discussion Evaluation of the subject You can add the as many group sessions as you need. **HCW: Hours of Classroom Work. HNCW: Hours of non Classroom Work Evaluation: The subject s evaluation will be continued within a dynamic of group and taking into account an assessment by the tutor and by a holistic integration. The pondered evaluation of the subject belongs to: A. Presentation of a written work about an individual exposition (represents the 30%). The outline work, the writing, the presentation, the critical capacity and the bibliography will be assessed, but not the student s oral exposition, which it will be worked with the rest of classmates of the group and the tutor, but it won t be the aim s evaluation. B. The attendance and participation in class will be assessed with a 30% (participation in discussions, participation in the dynamics, attendance at conferences and seminars...) Each group will get an agreement to evaluate this part, but the subject s coordination recommend that the students attend classes in a 80% in order to overcome this part of the subject C. The practice (filmed representation + written work) represents a 40%. The achievement of objectives when filming will be assessed, and they should be specified both in the scenes filmed as in the written work. The subject s evaluation will be continued and will take into account the achievement of the subject s objectives. One of the learning situations will be the clinic case, which it will be assessed through the approach of the case presented in group in a creative way (filmed representation, which incorporates the objectives of the proposed integration) and in which they will integrate the assigned abilities of each matter. To get the proportion of the three sections and get the final mark, students must pass with a minimum of 5 from each section and separately. Due to there is no exam, if a student does not fulfil the minimum requirements of the assessment, this will be considered failed and must repeat the entire subject.

7 BIBLIOGRAPHY AND RESOURCES In this section, we consider those materials should be used to develop the subject. The student has to use them to consult, increase or substantiate the contents. The sources may have different types of support: Borrel i Carrio F. Entrevista Clínica. Manual de estrategias prácticas. semfyc Ediciones. Barcelona Cibanal Juan L. Técnicas de comunicación y relación de ayuda en Ciencias de la Salud, Elservier. Madrid Cibanal Juan L. et al. La relación de ayuda es vivificante, no quema. Cultura de los cuidados; 2001: 5 (10): Cléries Xavier. La comunicación: Una competencia esencial para los profesionales de la salud. Elservier. Barcelona García A. et al. Factores personales en la relación terapéutica. Revista de la asociación española de neuropsiquiatría 2005; 25 (96): García M. et al. Reflexiones en torno a la relación terapéutica. Índex Enferm (Gran) 2004; 47: Hurtado S. Enfermería y la relación de ayuda. Excelencia enfermera Oliverira M. et al. Un ensayo sobre la comunicación en los cuidados de enfermería utilizando los sentidos. Enfermería global 2006; 8: 1. Ruiz Moral R. Relación Clínica: Guía para aprender, enseñar e investigar semfyc Ediciones. Barcelona, Tazón P, García-Campayo J, Aseguinolaza L. Relación y comunicación en Enfermería. DAE. Madrid Saez S, Marquès F, Colell R. Educació para la salud. Técnicas para el trabajo con grupos pequeños. Milenio. Lleida 2006.