Program of Psychology of nursing care 2011-2012 INTRODUCTION As Peplau says, one of the functions and basic objectives of teaching in nursing is to contribute to develop the personality of the patient as well as the nursing collective. And it is important to begin this development in the nursing studies. Therefore, starting from this basic need of training, we have raised the subject considering two basic modules, one it describes the main aspects that involve human relationships, and the other it explains and put into practice the fundamentals of communication as a therapeutic tool. These are the two main subjects that we will carry out in our work as lecturers, with the objective to prepare the future nursing professional from a holistic perspective of nursing care. Code 100405 Subject Psychology of nursing care Course 2011-12 C1, S1 Language Catalan Credits 6 Credits ECTS 6 Hours of study Faculty Nursing Department Nursing Qualification Nursing Typology Obligatory Previous requirements - None Requirements - None Data of the Coordinator, lecturer or lecturers LECTURER Ramon Colell Brunet Telephone number 2453 E-mail ramon.colell@infermeria.udl.cat Office s localization 1.14 Query s schedule To fix LECTURER Eva Figuera Collada Telephone number 2453 E-mail eva.figuera@infermeria.udl.cat Office s localization 1.14 Query s schedule To fix TRANSVERSE OBJECTIVE: 1. - Understand the interactive behaviour of the person depending on the Psycho-social and cultural context. 2. - Establish an effective communication in the health and/or disease context. SPECIFIC OBJECTIVES:
1. - Identify the etiologic of human relationships and identify the actions to tackle into a given situation both in the context of health and disease. 2. - Know the fundamentals of the Aid s Relationship and its application in hospitals and the social field. 3. - Know the involvement of psychosocial aspects in the development and evolution of psychosomatic illness 4. - Know and identify the psychosocial factors that occur in a gender violence context. 5. - Know the main aspects of the palliative care 6. - Know the dynamics of teamwork. CONTENTS: Subject matter I: psychosocial aspects of personality Lesson I: Introduction to transactional analyse. Lesson 2: The structure of ME Lesson 3: Transactions Lesson 4: The existential position Lesson 5: Psychological games Lesson 6: Structuring time Lesson 7: Messages and drivers Lesson 8: The script of life Lesson 9: Psychological caresses Subject matter II: psychosocial factors of psychosomatic illness Lesson I: Psychological factors and their relation with immune system Lesson 2: Psychological factors and psychosomatic illness Lesson 3: Types of psychosomatic illness Lesson 4: Treatment of the psychosomatic illness Subject matter III: Basis of group interaction Lesson 1: Introduction to group phenomenon Lesson 2: Individual and group Lesson 3: Leadership Lesson 4: Levels in the dynamics of a working group Lesson 4: The group action in healthcare area Subject matter IV: Identification and application of psychosocial aspects in cares Lesson 1: Disease and hospitalization Lesson 2: Psychosocial aspects on surgical patients Lesson 3: Psychosocial aspects on oncology patients Lesson 4: Psychosocial aspects on terminally patients Lesson 5: Psychosocial aspects at the end of the patient s life Subject matter V: psychosocial aspects of human relations Lesson 1: Basic attitudes that favour the human relations Lesson 2: Interpersonal relationships in nursing Lesson 3: The communication: techniques that favour the human relations Lesson 4: Verbal communication versus corporal communication Lesson 5: The communication as a therapeutic tool: the help relationship
Lesson 6: The assertive communication Lesson 7: Involvement of the communication in gender mistreatment Lesson 8: The addictions and their involvement in human relationships METHODOLOGY From a methodological view, the course has two different blogs. Classes will be developed through masterly lessons in a 50% with the aim of teaching the main contents of the course and the remaining 50% will be done through teamwork. Taking into account that at the present, the number of students enrolled in the first year of the nursing degree is about 100; six groups of 15-16 students divided into 3 subgroups of 5 students will be formed. In other words, the theoretical contents proposed in the thematic units will be worked each week in 3 subgroups of 5 to 6 students. Depending on the features of the theory to be developed in a practical level, different methodologies will be used, among others, written exercises that will help to make a personal reflection on the contents to develop, dynamics and role play to depict real situations of relationship between patients and future professional nurse and creativity in developing the theoretical concepts will be promoted. On the other hand, more time to share all the subgroups work will be needed. SUBJECT S EVALUATION There are three ways to assess the subject: Attendance to the teamwork: 20%. As attendance is not compulsory, but it has great educational value, teamwork is promoted due to it begins to be common working on a professional team, so it is necessary that students participate in the dynamic theory - practice which will take place. It is a must to attend at least to 7 seminars. Students who only attend to 6 or less lessons won t have the average of the final mark. In addition, 0.25 points will be deducted for each day that they do not participate in the teamwork. The way to overcome this absence will be by making a written test of the subject s contents. The test will consist on 20questions of short answers related to the contents displayed on the subject. The absence will be only proved if a student has to participate in an event that represents the School of Nursing or if he/she is hospitalized for an illness in the hospital. It is a must to take a minimum mark of 5 to make the average with the other tests of the subject. The 40% of the final mark comes from the execution of an audiovisual. This part of the assessment aims to integrate all the theoretical contents that students have worked throughout the course. We propose to conduct a video representing real or
imagined situations by applying the contents developed during the course. This video will be done in group. That means the mark will be the same for all the members. Over the course will explain how this will have to carry out evaluation forms. A minimum mark of 5 is required to make the average with the other tests of the subject. The remaining 40% of the note corresponds to a written test which will consist on short answer questions related to the theory. A minimum mark of 5 is required to make the average with the other tests of the subject. A score of 5 is needed to pass the subject. In case to failure the average of the three tests, a final written exam will be done on the subject s contents. BASIC BIBLIOGRAPHY: Although during the course some readings will be recommended from the subjects taught, a list of basic readings for this course is given below. A.T. / TERMINALLY ILL Colell R, Fontanals A. Las relaciones humanas en Enfermería. Lleida: PPU; 1993. Colell R. Enfermería y cuidados paliativos. Lleida: PPU; 2008. Colell R, Limonero J, Otero, M. D. Actitudes y emociones en estudiantes de Enfermería ante la muerte y la enfermedad terminal. Investigación en Salud 2003; 2: 104-112. Colell R. Relación entre la inteligencia emocional y la motivación para trabajar en cuidados paliativos en estudiantes de Enfermería. Med Pal 2006; 13(4):186-191. Barbero J, Bayés R, Gómez M, Torrubia P. Sufrimiento al final de la vida. Med Pal 2007; 14 (2):93-99. Utor L. Capacitación de Enfermería en cuidados paliativos. Med Pal 2007; 14 (2):100-103 Kübler-Ross E. Sobre la muerte y los moribundos. Barcelona: Debolsillo; 2003. Massó F. Análisis Transaccional I. Madrid: CCS; 2007. Kertész R. Análisis Transaccional Integrado. Buenos Aires: Ippem; 1994. Opi JM, Beltrán MI. La dieta del P.A.N. Barcelona: Amat Editorial; 2005. p. 39-40. Harris T. A. Yo estoy bien, Tú estás bien. Barcelona: Grijalbo; 1993. Berne E. Qué dice Ud. después de decir HOLA? Barcelona: Grijalbo; 1997. p.19. Casto M. Quién es este paciente? Pamplona: Fondo de Publicaciones del Gobierno de Navarra; 1990. Berne, E. Juegos en que participamos. Barcelona: RBA; 2007. Spitz R. El primer año de vida del niño. Madrid: Aguilar; 1990.
Levin P. Berne E. (1972). Les jeux que jouent les infirmières. American Journal of Nursing, 1972; 483-487. Stewart I, Joines V. AT hoy. Una nueva introducción al Análisis Transaccional. Madrid: CCS; 2007. p. 125-143. THE PSYCHOSOMATIC DISEASE Dethlefsen, T. y Dahlke, R. (1996). La enfermedad como camino. Barcelona: Plaza & Janés. Chiozza, L. (1994). Por qué enfermamos?. Madrid: Alianza Editorial. González, J.L. (1996). Medicina psicosomática. Canarias: ICEPSS. Luban-Plozza, B.; Pöldinger, W.; Kröger, F. y Laederach-Hofmann, K. (1997). El enfermo psicosomático en la práctica. Barcelona: Herder. Reiz, M. (1994). Lo que tu cuerpo quiere decir. Barcelona: Obelisco. HELP RELATIONSHIP Bermejo, J.C. (1998). Relación de ayuda y enfermería. Santander. Sal Térrea. Brusco, A. (1998). Humanización de la asistencia al enfermo. Santander: Sal Térrea. Cibanal, L., Arce, M.C. y Carballal, M.C. (2003) Técnicas de comunicación y Relación de Ayuda en Ciencias de la Salud. Madrid: Elsevier Colell, R. y Fontanals, A. (1993). Las relaciones humanas en Enfermería. Lleida: PPU. Tazón, P., García, J. y Aseguinolaza, L. (2000). Relación y comunicación. Madrid: DAE. CANCER Bayés, R. (1995). Psicología oncológica. Barcelona: Martínez Roca. Cousins, N. (1991).Principios de autocuración. La biología de la esperanza. Barcelona: Urano. Creighton J, Matthews-Simonton S, Simonton OC. (1998). Recuperar la salud. Una apuesta por la vida. Madrid: Libros del Comienzo. Spiegel D. Can psychotherapy prolong cancer survival. Psychosomatics 1990; 31(4):361-366. Fanning, P. (1992). Visualización, autocuración i bienestar. Barcelona: Robinbook. Frouchtmann M S. (2009). Mi cáncer y yo. Barcelona: Plataforma Hay, L. L. (1989). Usted puede sanar su vida. Barcelona: Urano Matthews-Simonton, S. (1989).Familia contra enfermedad. Madrid: Raíces.
Passidomo, A. (1994). Autocuración. Barcelona: Robinbook. Pausch, R. y Zaslow, J. (2008). La última lección. Grijalbo: Barcelona. Siegel, B. S. (1995). Amor, medicina milagrosa. Madrid: Espasa Calpe. Siegel, B. S. (1990). Paz, amor y autocuración. Barcelona: Urano. Simonton, O, C.; Simonton, S. y Creighton, J. (1988). Recuperar la salud. Madrid: Raíces. Spiegel D. Can psychotherapy prolong cancer survival. Psychosomatics 1990; 31(4):361-366. MOURNING Díaz, I. (2004). I ara, on es? Com ajudar els nens i els adolescents a entendre la mort. Barcelona: Viena Edicions. James, J. W. y Friedman R. (2003). Manual para superar pérdidas emocionales. Madrid: Los Libros del Comienzo. Neimeyer, R. (2002). Aprender de la pérdida. Madrid: Paidós Pangrazzi,A. (1993). La pérdida de un ser querido. Madrid: Ediciones Paulinas ADDICTION AND GENDER MISTREATMENT Beattie,M.(1996). El lenguaje del adiós.méxico: Promexa. Beattie, M. (2005). Libérate de la codependencia. Málaga: Sirio. Braiker, B. Harriet (2003). La enfermedad de complacer a los demás. Madrid:Edaf Etxebarria, L.(2005). Ya no sufro por amor. Madrid: Martínez Roca. Mellody, P.; Wells, A. y Keith, J. (1994). La codependencia. Barcelona: Paidos. Mellody, P. Wells, A. y Keith, J.(2006).La adicción al amor. Barcelona: Obelisco. Norwood, R. (1999). Las mujeres que aman demasiado. Buenos Aires: Vergara.