Degree in Nursing*.

Objectives

Psychology provides nursing professionals with the keys to understanding human behaviour and its influence on the health-illness process, thereby facilitating more comprehensive and person-centred care. This module provides students with the essential psychological knowledge for their clinical practice, with the following objectives:

• To understand basic psychological processes (learning, memory, perception, emotion, motivation, personality)

• To acquire knowledge of developmental psychology

• To understand the defining characteristics of the main psychopathological disorders

• To understand the basic principles of social behaviour

• To understand psychological intervention techniques

Prerequisites

No prerequisites have been set.

Competencies

RC23.- Establish effective communication with patients, families, social groups and colleagues, and promote health education.

RODS.— To develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Learning outcomes

RK9.— To understand and identify the psychological and physical problems arising from gender-based violence, in order to equip students with the skills for the prevention, early detection, care and rehabilitation of victims of this form of violence.

RS3.— To identify people’s psychosocial responses to different health situations (in particular, illness and suffering), selecting the appropriate actions to provide support in such situations.

RS4.— To use strategies and skills that enable effective communication with patients, families and social groups, as well as the expression of their concerns and interests.

Description of the content

• Study of psychological functions, their disturbances and their development throughout the life cycle

• In-depth study of communication, both at an interpersonal level and within large and small groups

• Establishing the foundations of the therapeutic relationship and exploring the various psychosocial intervention techniques that are useful in the health sciences

• Psychological problems arising from gender-based violence. Strategies for prevention, early detection and care

Training activities

P1. Lectures: Presentation of key content on psychological functions, communication, the therapeutic relationship, psychosocial intervention and gender-based violence, providing the foundations for their application within the field of Health Sciences. 40 hours (40 face-to-face).

P2. Interactive classes: Practical application of the content through case studies, group dynamics and simulated scenarios, promoting effective communication, teamwork, the therapeutic relationship, and the identification and management of situations involving gender-based violence. 20 hours (20 face-to-face).

P5. Independent study, case or problem-solving, and literature reviews: Self-directed learning activities to consolidate knowledge and develop analytical thinking and the ability to apply psychosocial intervention strategies. 81 hours (0 face-to-face).

P6. Tutorials: Guidance and monitoring of learning, clarification of queries and support in applying the course content and resolving case studies. 5 hours (5 face-to-face).

P7. Knowledge assessments: Assessment of knowledge acquisition and its application to situations relating to communication, psychosocial responses, intervention and gender-based violence. 4 hours (4 face-to-face).

Total: 150 hours (69 face-to-face / 81 distance learning)

Addendum

TEACHING METHODOLOGY

- Lecture.

The lecturer acts as the primary conveyor of content and serves as an intermediary between knowledge and the students. This includes both presentations by the lecturers on the fundamental theoretical aspects necessary for understanding the subject matter and the students’ reflective and investigative participation.

- Case study method.

An intensive and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme aimed at resolving real-world complex situations or problems

using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing work from their own perspective.

- Simulation environments.

These enable students to tackle complex situations in a way that would be very difficult or even impossible in reality. Digital environments allow students to learn through virtualisation and to apply various key skills required for real-life performance.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Delgado Losada, ML.

Fundamentals of Psychology for Social and Health Sciences

1st ed. Panamericana. 2015.

ISBN: 9788491104650

2.- Díaz, D., Latorre J.M., Leal C.M. & Saldivia S.

Psychology for Nursing and Health Sciences

Elsevier. 2023.

ISBN: 8413821819

Prerequisites

No prior knowledge is required.

Skills

RC2.- To establish an empathetic and respectful relationship with the patient and their family, in accordance with the individual’s circumstances, health problem and stage of development.

RC16.- Be capable, within the field of nursing, of providing technical and professional healthcare that is appropriate to the health needs of the people they care for, in accordance with the current state of scientific knowledge and the standards of quality and safety established in the applicable legal and ethical regulations.

RC17.- To plan and deliver person-centred, family-centred or group-centred nursing care, focused on health outcomes and assessing its impact, using clinical and care practice guidelines that describe the processes by which a health problem is diagnosed, treated or managed.

RC18.—Base nursing interventions on scientific evidence and available resources.

RC19.— Develop an effective approach to leadership and decision-making skills in healthcare.

RC23.— Establish effective communication with patients, families, social groups and colleagues, and promote health education.

RODS.—Develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere.

Learning outcomes

RK3.— Understand the use and indications of medical devices related to nursing care.

RK7.— To understand pathophysiological processes and their manifestations, as well as the risk factors that determine states of health and illness at different stages of the life cycle.

RK24.— To understand and apply the theoretical and methodological foundations and principles of nursing.

RK25.- To understand how an individual’s behaviour interacts with their gender, group or community, within their social and multicultural context.

RK26.— To understand people without prejudice, taking into account their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, and guaranteeing the right to privacy through confidentiality and professional secrecy.

RS4.— Use strategies and skills that enable effective communication with patients, families and social groups, as well as the expression of their concerns and interests.

RS18.— Design care systems tailored to individuals, families or groups, assessing their impact and making appropriate adjustments.

RS19.—Establish evaluation mechanisms, taking into account scientific, technical and quality aspects.

RS20.—To provide nursing care based on comprehensive healthcare, which involves multi-professional cooperation, the integration of processes and continuity of care.

Description of the content

1. Nursing and care.

2. Basic human needs

3. The Nursing Care Process

4. First stage: Nursing assessment

5. Stage Two: Nursing Diagnosis

6. Stage Three: Care Planning

7. Fourth and fifth stages: Implementation and evaluation

8. Semiological foundations of patient assessment

9. Clinical interview

10. Physical examination

11. Vital signs

12. Collection of biological samples

13. Perception patterns – Health management

14. Cognitive–Perceptual Pattern

15. Nutritional and metabolic pattern

16. Elimination pattern

17. Activity – Exercise pattern

Training activities

P1. Lectures: Presentations covering the theoretical content of the module, including the fundamentals of nursing care, the Nursing Care Process, assessment and physical examination, Gordon’s functional patterns, diagnosis, care planning, implementation and evaluation, as well as the patient’s main basic needs. 20 hours (20 face-to-face).

P2. Interactive classes: Practical and participatory activities focused on the analysis and resolution of cases and problems relating to nursing assessment, Gordon’s functional patterns, basic needs and the care process. These will include mini-clinical cases, a review of practical scenarios, and analysis of situations relating to hygiene, mobility, elimination, nutrition, medication, vital signs, oxygenation and thermoregulation, as well as activities involving reflection, presentation and discussion. 20 hours (20 face-to-face).

P3. Workshop and/or laboratory activities: Practical and simulation-based activities aimed at developing skills and competencies in basic nursing procedures, such as patient hygiene, hospital bed care, mobilisation and transfer, vital signs, administration of medication, hand hygiene, aseptic techniques, sample collection, wound care, dressings, blood sampling, capillary blood glucose testing, oxygen therapy, and hot and cold therapies. 20 hours (20 face-to-face).

P5. Independent study: Individual or group activities involving reading, reviewing and analysing teaching materials, bibliography, articles and protocols related to the course content. This includes solving clinical cases relating to assessment, basic needs and the nursing process, as well as activities involving critical analysis, comparing sources and applying knowledge to real or hypothetical situations. 81 hours (0 face-to-face).

P6. Tutoring: Sessions, by prior appointment, to address queries and monitor the student’s learning progress. 5 hours (5 face-to-face).

P7. Knowledge assessments: Assessment of the course’s theoretical and practical content. 4 hours (4 face-to-face).

Total: 150 hours (69 face-to-face / 81 distance learning).

Assessment system and criteria

SE1. Practical activities (20%–40%)

SE2. Final knowledge assessments (60%–80%)

Addendum

TEACHING METHODOLOGY

- Lecture.

The teaching staff act as the primary conveyors of content and serve as intermediaries between knowledge and the students. This includes both presentations by the lecturer on the fundamental theoretical aspects necessary for understanding the subject matter and the students’ reflective and investigative participation.

- Case study method.

An intensive and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme that seeks to resolve real, complex situations or problems using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing a piece of work from their own perspective.

- Challenge-based learning.

- Simulation environments.

These enable students to tackle complex situations in a way that would be very difficult or even impossible in reality. Digital environments allow students to learn through virtualisation and to apply various key skills within them that are essential for real-life performance.

- Experiential learning.

Experiential learning arises from reflection on previous experiences. This active learning can occur through reflection on a past event or through a task carried out following a pre-planned activity. ‘Learning by doing’ encompasses knowledge and skills acquired through tasks, games and situations experienced both inside and outside the classroom.

- Workshop-based learning and instrumental skills.

Focused on the acquisition of instrumental and practical skills relating to a specific topic, guided at all times by the teaching staff.

- Collaborative learning.

Work in small teams of pupils with the aim of learning to collaborate to resolve, from the different perspectives of the team members, the questions and problems identified on the basis of the cases, situations, problems, projects or challenges presented.

Prerequisites

No prior knowledge is required.

Learning outcomes

RK1. – To understand and identify the structure and function of the human body.

RK2.- To understand the molecular and physiological bases of cells and tissues.

RK7.- To understand pathophysiological processes and their manifestations, as well as the risk factors that determine states of health and disease at different stages of the life cycle.

Course content

1. Introduction to Biology

o Basic concepts of biology.

o The cell: structure and function.

o Types of cells: prokaryotes and eukaryotes.

2. Cell and Tissue Biology

o Cell membranes and transport.

o Cell communication.

o Tissues: classification and function.

3. Genetics and Molecular Biology

o DNA, RNA and protein synthesis.

o Mendel’s laws and classical genetics.

o Human genetics and genetic disorders.

4. Microbiology

o Classification of microorganisms.

o Bacteria, viruses, fungi and parasites.

o Mechanisms of pathogenicity and immune defence.

o Diagnostic methods

Teaching activities

P1. Lectures: Presentation of the fundamentals of cell and tissue biology, genetics and molecular biology, microbiology and their relationship to the structure, function and pathophysiology of the organism. 30 hours (30 face-to-face).

P2. Interactive classes: Analysis and discussion of content through participatory activities on cell structure and function, tissues, genetics, microorganisms, mechanisms of pathogenicity and the immune response. 15 hours (15 face-to-face).

P3. Workshop and/or laboratory activities: Practical activities to identify cellular and tissue structures, analyse biological processes and apply basic techniques related to microbiology, genetics and diagnostic methods. 15 hours (15 face-to-face).

P5. Independent study, case studies or problem-solving, literature searches: Study and consolidation of course content; solving case studies relating to cellular abnormalities, genetic disorders, infections and pathophysiological processes; and searching for scientific information. 81 hours (0 contact hours).

P6. Tutoring: Guidance and monitoring of learning, clarification of queries and support in understanding and applying theoretical and practical content. 5 hours (5 face-to-face).

P7. Knowledge assessments: Assessment of knowledge regarding the structure and function of the human body, cellular and molecular bases, tissues, genetics, microbiology and pathophysiological processes. 4 hours (0 face-to-face).

Assessment system and criteria

SE1. Practical activities (20%–40%)

SE2. Final knowledge assessments (60%–80%)

Addendum

TEACHING METHODOLOGY:

- Lecture.

The lecturer acts as the primary conveyor of content and serves as an intermediary between knowledge and the students. This includes both presentations by the lecturer on the fundamental theoretical aspects necessary for understanding the subject matter and the students’ reflective and investigative participation.

- Case study method.

An intensive and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme aimed at resolving real-world complex situations or problems

using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing work from their own perspective.

- Collaborative learning.

Work in small teams of students with the aim of learning to collaborate to resolve, from the different perspectives of the team members, the questions and problems identified on the basis of the cases, situations, problems, projects or challenges presented.

Prerequisites

No prior knowledge is required.

Learning outcomes

RK1. – To understand and identify the structure and function of the human body.

RK2.- To understand the molecular and physiological bases of cells and tissues.

RK3.- To understand the use and indications of medical devices related to nursing care.

Course content

1. Basic anatomical concepts. Anthropometric measurements.

2. Elements of basic histology.

3. Anatomical planes. Terminology.

4. Elements of basic arthrology.

5. Anatomy of the musculoskeletal system.

6. Anatomy of the nervous system.

7. Anatomy of the cardiovascular system.

8. Anatomy of the respiratory system.

9. Anatomy of the urogenital system.

10. Anatomy of the Blood and Immunology.

11. Anatomy of the Endocrine System.

12. Anatomy of the Digestive System.

Teaching activities

P1. Lectures: Presentation of the fundamental concepts of anatomy, histology and the organisation of the main systems and apparatuses of the human body, including their structure and function. 30 hours (30 face-to-face).

P2. Interactive classes: Participatory activities to identify and relate anatomical structures, planes, terminology, joints and body systems, promoting the integration of knowledge. 20 hours (20 face-to-face).

P3. Workshop and/or laboratory activities: Practical identification of anatomical structures and tissues using models, images and anatomical resources, as well as the application of anthropometric measurements and the recognition of healthcare products related to nursing care. 10 hours (10 face-to-face).

P5. Independent study, case studies or problem-solving, literature searches: Study and consolidation of course content, solving cases related to anatomy and bodily function, and searching for information on healthcare products used in nursing care. 81 hours (0 face-to-face).

P6. Tutorials: Guidance and monitoring of learning, clarification of queries and support in understanding and integrating anatomical, histological and functional content. 5 hours (5 face-to-face).

P7. Knowledge assessments: Assessment of knowledge regarding the structure and function of the human body, the basic elements of histology, and the identification and use of healthcare products related to nursing care. 4 hours (4 face-to-face).

Total: 150 hours (69 face-to-face / 81 distance learning)

Assessment system and criteria

AS1. Practical activities (20%–40%)

SE2. Final knowledge assessments (60%–80%)

Addendum

TEACHING METHODOLOGY

The teaching staff act as the primary conveyors of content and serve as intermediaries between knowledge and the students. This includes both lectures delivered by the lecturer on the fundamental theoretical aspects necessary for understanding the subject matter, and the students’ reflective and investigative participation.

- Case study method.

An in-depth and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme that seeks to resolve real, complex situations or problems using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing a piece of work from their own perspective.

- Simulation environments.

These enable students to tackle complex situations in a way that would be very difficult or even impossible in reality. Digital environments allow students to learn through virtualisation and to apply various key skills required for real-life performance.

- Experiential learning.

Experiential learning arises from reflection on previous experiences. This active learning can occur through reflection on a past event or through a task carried out following a pre-planned activity. ‘Learning by doing’ encompasses knowledge and skills acquired through tasks, games and situations experienced both inside and outside the classroom.

Objectives

- To identify, integrate and relate the concepts of health and care from a historical perspective, in order to understand the evolution of nursing care.

- To understand and apply the theoretical and methodological foundations and principles of nursing.

- To understand how an individual’s behaviour interacts with their gender, group or community, within their social and multicultural context.

- To base nursing interventions on scientific evidence and available resources.

Prerequisites

No prior knowledge is required.

Learning outcomes

RK10.- Identify, integrate and relate the concepts of health and care from a historical perspective, in order to understand the evolution of nursing care.

RK11.- Understand, from an ontological and epistemological perspective, the evolution of the core concepts that shape the discipline of nursing, as well as the most relevant theoretical models, applying the scientific method to the care process and developing the corresponding care plans.

RK24.— Understand and apply the theoretical and methodological foundations and principles of nursing.

Course description

1. Introduction to the health humanities and the history of care.

2. Historical and historiographical conceptualisation: methodology and the study of historical sources.

3. Human evolution. Health and illness in prehistoric societies: nomadism and sedentary lifestyles: the origins of care.

4. The culture of care in the earliest civilisations of the Ancient World: Mesopotamia and Egypt.

5. The art of care in Classical Antiquity: Greece and Rome.

6. The Middle Ages and the institutionalisation of care: the development of hospitals. A theocentric view of health: epidemics as divine punishment. The two empires in which classical knowledge survived: the Islamic and Byzantine empires.

8. The Scientific Revolution and its influence on care. The discovery of human anatomy. Care in the Modern Age. Protestant Europe and its impact on care. The Counter-Reformation and the Golden Age of Nursing: the first nursing treatises.

9. Health policy in the Age of Enlightenment: The Enlightenment and care.

10. Nursing in the contemporary era. Florence Nightingale: St Thomas’s School.

11. The professionalisation of nursing in Spain. Foundation of the School of St Elizabeth of Hungary.

12. The institutionalisation of nursing in Spain: Access to university and the emergence of nursing specialisms.

13. The scientific approach to nursing: Nursing science

14. Nursing paradigms: Concepts of the nursing metaparadigm: person, environment, health and nursing.

15. Schools of nursing thought and theoretical models of nursing.

16. Comprehensive framework for the development of nursing diagnoses (NANDA), patient outcomes (NOC) and nursing interventions (NIC).

Training activities

P1. Lectures: Presentation of the historical, conceptual and epistemological foundations of nursing, covering the evolution of care, the professionalisation of the discipline, paradigms and theoretical models, and the nursing process. 40 hours (40 face-to-face).

P2. Interactive classes: Analysis and discussion of historical sources, key events and nursing models, linking the evolution of the concept of health and care with the development of the discipline and nursing practice. 20 hours (20 face-to-face).

P5. Independent study, case or problem-solving, and literature reviews: Study and consolidation of course content, analysis of care cases and situations, and research into scientific evidence on nursing models and theories, as well as on the application of the nursing process and the NANDA, NOC and NIC taxonomies. 81 hours (0 face-to-face).

P6. Tutoring: Guidance and monitoring of learning, clarification of queries and support in integrating the historical, theoretical and methodological foundations of nursing and their application to the care process. 5 hours (5 face-to-face).

P7. Knowledge assessments: Assessment of knowledge regarding the historical development of care, the theoretical and methodological foundations of nursing, nursing paradigms and models, and the care planning process. 4 hours (4 face-to-face).

Total: 150 hours (69 face-to-face / 81 distance learning).

Assessment system and criteria

AS1.- Practical activities (30%)

SE2. Final knowledge assessments (70%)

REGULAR

SE2. Theoretical exam (70%)

The mid-term self-assessment test will not exempt students from the module.

The exam will consist of multiple-choice questions with four answer options, of which only one will be correct. Incorrect answers will be penalised by deducting one third (33.33 per cent) of the mark for that question.

SE1. Practical Activities – Seminars (30%)

Solving case studies during seminars.

A minimum attendance of 70 per cent of lectures and 70 per cent of seminars is required to maintain continuous assessment. Only two types of absence are not counted: those covered by an approved exemption, in accordance with its terms and duration, and those due to illness supported by documentary evidence, provided the Programme Coordinator issues a favourable report (REA, Art. 3.2.b.ii). Absences for other reasons (death of a family member, public duty, work without authorisation, sporting competition or an examination for another module) must be reported to the Programme Director for assessment. Until a decision has been made, the absence will continue to count as a missed session.

The final mark will be calculated as the weighted sum of the SE1 and SE2 components. To calculate this sum, a minimum score of 5 out of 10 must be obtained in SE2 and 5 out of 10 in SE1. To pass, the weighted final mark, truncated to one decimal place, must be 5.0 out of 10 or higher.

To check that the minimum requirement for SE1 has been met, the average mark for all the clinical cases covered in the seminars will first be truncated to one decimal place, without rounding. The resulting average must be 5.0 out of 10 or higher. For example, an average of 4.98 will be truncated to 4.9 and will not meet the minimum requirement. No minimum mark is required for each individual clinical case. A seminar not attended counts as 0.

If SE2 is below 5.0, the module is failed in the ordinary examination session.

If the continuous assessment is failed or the practical component is not passed (SE1 below 5), SE1 will not be counted towards the mark and the module can only be passed by sitting the theoretical examination, which requires a minimum of 7.2 (0.70 × 7.2 = 5.04), and retains the weighting published in the course handbook.

Students who miss a seminar and have been granted an exemption or have a justified absence must complete the assignment and submit it within the deadlines set by the course tutor.

In both the ordinary and supplementary examination sessions, the final mark will be truncated to one decimal place, with any subsequent decimal places removed without rounding.

SUPPLEMENTARY EXAM

The examination will consist of two parts, and each student will sit the relevant part (or both):

Theoretical part (SE2, 70 per cent): a multiple-choice test, under the same conditions as the ordinary examination session.

Practical part (SE1, 30%): solving practical case studies, equivalent to the ordinary examination session.

The mark is the weighted sum of the components (SE1 and SE2). To combine both components, students must achieve a minimum score of 5 out of 10 in the SE2 section and 5 out of 10 in SE1.

The mark for the part passed in the standard assessment period (SE2 with 5.0 or above; SE1 with 5.0 or above) will be retained, even if the student failed the continuous assessment or did not sit the standard exam. In such cases, the SE1 activities completed by the student will be taken into account. Students sit only the part they have not passed, unless they submit a written waiver of the mark for a part they have passed; if they waive it, the new mark replaces the previous one, even if it is lower. The same minimum requirements and the same formula apply as in the ordinary assessment.

To pass, the final weighted mark, rounded to one decimal place, must be 5.0 out of 10 or higher.

Students who did not complete any activities or sit the exam during the standard examination period must complete both parts.

Addendum

TEACHING METHODOLOGY

- Lecture.

The teaching staff act as the primary conveyors of the content and serve as intermediaries between the subject matter and the students. This includes both presentations by the lecturer on the fundamental theoretical aspects necessary for understanding the subject, and the students’ reflective and investigative participation.

- Case study method.

An intensive and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme that seeks to resolve real, complex situations or problems using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing a piece of work from their own perspective.

- Simulation environments.

These enable students to tackle complex situations in a way that would be very difficult or even impossible in reality. Digital environments allow students to learn through virtualisation and to apply various key skills within them that are essential for real-life performance.

Objectives

This module introduces the fundamental concepts of Biostatistics and Information and Communication Technologies (ICTs) as applied to the Health Sciences, equipping students with the necessary tools for the management, analysis and interpretation of health data. An understanding of these concepts is essential for grounding nursing practice in scientific evidence and for operating with confidence in today’s digital healthcare environment. The objectives to be achieved are:

1. To understand the fundamentals of biostatistics and the role of ICTs in today’s healthcare environment.

2. To acquire the necessary skills for the management and handling of databases and sources of healthcare information.

3. To apply descriptive and inferential statistical techniques to the analysis of data in the field of nursing.

4. To use IT tools and statistical software for data processing and analysis.

5. To recognise the importance of information technology in clinical practice and in evidence-based decision-making.

Prerequisites

Basic knowledge of mathematics and computing.

Competencies

RC16.— To be capable, within the field of nursing, of providing technical and professional healthcare that is appropriate to the health needs of the people they care for, in accordance with the current state of scientific knowledge and the standards of quality and safety established in the applicable legal and ethical regulations.

RC18.— To base nursing interventions on scientific evidence and the resources available.

Learning outcomes

RK30.- To be familiar with healthcare information systems.

RS2.— Apply information and communication technologies and systems in healthcare.

RS19.— Establish evaluation mechanisms, taking into account scientific, technical and quality aspects.

Course content

1. Introduction to Biostatistics and ICTs.

2. Databases and Information Management.

3. Descriptive analysis of a dataset: frequency distributions and graphs.

4. Probability and Distributions.

5. Statistical inference.

6. Analysis of Categorical Data: Chi-squared tests and exact tests, analysis of contingency tables, relative risk and odds ratio.

7. Regression and Correlation: Pearson’s and Spearman’s correlation, linear and logistic regression, data modelling and prediction.

8. Use of Statistical Software.

9. Health Information Technology.

Training activities

P1. Lectures: Explanation of the theoretical foundations of biostatistics and information and communication technologies applied to healthcare (databases, descriptive analysis, probability, statistical inference, analysis of categorical data, regression and correlation, ICT in healthcare), supported by computer tools and audiovisual resources. 40 hours (40 face-to-face).

P2. Interactive classes: Solving exercises and applied problems based on the content covered in the lectures, using statistical software for the descriptive and inferential analysis of data sets, with active student participation and joint discussion of the results. 20 hours (20 face-to-face).

P5. Independent study: Study of theoretical and practical content, completion of additional exercises, independent use of statistical software and consultation of the recommended reading list. 81 hours (0 face-to-face).

P6. Tutoring: Sessions, by prior appointment, to address queries and monitor the student’s learning progress. 5 hours (5 face-to-face).

P7. Assessments: Assessment of the course’s theoretical and practical content. 4 hours (4 face-to-face).

Total: 150 hours (69 face-to-face / 81 distance learning)

Assessment system and criteria

SE1. Practical activities (30 per cent).

SE2. Final knowledge assessments (70%).

Practical activities account for 30 per cent of the final mark and are divided into two assessed seminars (20 per cent) and four theoretical multiple-choice tests (10 per cent).

Final knowledge assessments account for 70 per cent of the final mark, divided between a mid-term exam (10 per cent), which is a qualifying exam, and the standard final exam (60 per cent).

Passing the mid-term exam will allow students to be exempt from the corresponding module, meaning they will not be required to sit that part of the standard final exam. If they fail the mid-term exam, students must sit the standard final exam covering the entire course content.

Addendum

TEACHING METHODOLOGY

- Lecture.

The lecturer acts as the primary conveyor of content and serves as an intermediary between knowledge and the students. This includes both presentations by the lecturer on the fundamental theoretical aspects necessary for understanding the subject matter and the students’ reflective and investigative participation.

- Case study method.

An intensive and comprehensive analysis of a real or hypothetical, yet plausible, situation, with the aim of understanding it, interpreting it, resolving it, generating hypotheses, cross-checking data, reflecting on it, expanding knowledge, diagnosing it and, on occasions, practising possible alternative solutions. It enables the practical application of the theoretical knowledge acquired and a collective discussion of each situation.

- Problem-based learning.

Focused on carrying out a project or professional intervention programme aimed at resolving real-world complex situations or problems

using methodologies from the real working environment. Students apply the skills and knowledge they have acquired to carry out the project. It involves making decisions between different alternatives and producing work from their own perspective.

- Simulation environments.

These enable students to tackle complex situations in a way that would be very difficult or even impossible in reality. Digital environments allow students to learn through virtualisation and to apply various key skills required for real-life performance.

Timetable

Click on this link to view the detailed timetable in Excel