Nursing Degree

Register of Universities, Centres and Degress (RUCT)

Acces the annual verification report

Mode

On-site

Centre in charge:

Faculty of Health Sciences of Manresa

Director

Carme Valiente Ballesteros

Duration

4 years

Timetable

Morning and afternoon

Number of new admissions

150

ECTS Credits

240

Cost of crèdit

98,80€

Full cost of the first year

5.928€

Languages

Catalan, Spanish, English

Pre-registration dates

EEES Degree
Pre-registration code: 91043
Cut off mark (2022-2023): 8,367

Certification

Graduate degree in Nursing from the University of Vic-Central University of Catalonia.

First Year

Second Year

Third Year

Fourth Year

Basic competences

CB1 - Students should have demonstrated that they possess and understand knowledge in a specific field of study, on the basis of general secondary education and at a level that includes mainly knowledge drawn from advanced textbooks, but also some cutting-edge knowledge in their field of study.

CB2 - Students should know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the construction and defence of arguments and the resolution of problems within their area of study.

CB3 - Students should have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical topics.

CB4 - Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.

CB5 - Students must have developed the necessary learning skills to undertake further studies with a high level of autonomy.

General Competences

G1 – To address the public's health needs and the challenges of the professional nursing community itself by means of innovative and dynamic attitudes.

G2 – To demonstrate commitment to the profession and its values, to improve medical practice and seek excellence in the care of individuals, families and the community.

G3 – To interact with other people with empathy, demonstrating interpersonal skills in their relationships.

Transversal Competences

T1 – To act with a critical spirit by reflecting on knowledge in all its dimensions, showing intellectual, cultural and scientific concern and commitment to rigour and quality in professional demands

T2 – To project the values of entrepreneurship and innovation in the exercise of their personal academic and professional pathway through contact with different realities of nursing practice and with a clear motivation towards professional development.

T3 – To interact in global and international contexts to identify needs and new realities that allow knowledge to be transferred to current or emerging areas of professional development, with the capacity to adapt and self-direct in professional and research processes.

T4 – To show ability for professional practice in multidisciplinary and complex environments, in coordination with networking teams, either in face-to-face or virtual meetings, through the use of information and communication technologies.

T5 – To exercise active citizenship and individual responsibility with commitment to values which are democratic, sustainable and of universal design according to practices based on learning, service and social inclusion.

T6 – To use different forms of communication, both oral, written or audio-visual, in their own language and in foreign languages, with a high degree of correctness in the use, form and content.

T7 - To become the main actor of the training process itself in view of personal and professional improvement and the acquisition of comprehensive skills which allow the student to learn and coexist in a context of linguistic diversity, with diverse social, cultural and economic realities.

Specific Competences

E1 – To provide appropriate professional care concerning people's health needs based on treatment and care derived from scientific evidence and available resources, in compliance with legal and ethical requirements for safety and quality

E2 – To design healthcare systems aimed at improving the health of individuals, families or groups. To assess their impact and establish appropriate changes through dialogue with care receivers and significant others in their context, and the use of appropriate tools and reflective practice.

E3 – To apply the theoretical and methodological foundations and principles of Nursing.

E4 – To interact with people attended to at each phase of their life stage, according to their gender, group or community, within their social and multicultural context, respectingtheir opinions, beliefs, values, privacy and respecting confidentiality and professional secrecy.

E5 – To foster and respect the right of participation, information, autonomy and informed consent in the decision-making process of the people attended to, in accordance with the way in which they are personally experiencing their medical issue.

E6 – To design and promote actions and procedures for risk prevention and health promotion that have an impact on factors affecting health (lifestyles, social and community networks, work environment, etc.), based on the implementation and maintenance of preventive and therapeutic behaviour.

E7 – To protect the health and well-being of the individuals or groups attended to, guaranteeing their safety at all times.

E8 – To establish an adequate therapeutic relationship with the patients attended to and their immediate family.

E9 – To act professionally according to the values inherent in the profession itself and explicit in the Nursing Code of Ethics.

E10 – To be familiar with the health system framework and its financial model as well as health information systems.

E11 – To design and apply evaluation systems in healthcare practice, considering scientific and technical aspects and relationship aspects involved in quality.

E12 – To work in an interdisciplinary team within an integrated care approach to ensure the correct continuity of care for individuals.

E13 – To develop and apply strategies of comfort and control of symptoms that contribute to provide palliative care to end-of-life patients and support for their significant others.

The Syllabus envisages taking 81 compulsory ECTS of a supervised clinical internship. An internship credit is considered to be the equivalent of 30 hours, which means a total of 2,430 hours, in accordance with Directive 2005/36 / EC of the European Parliament and the Council of 7th September 2005, regarding the recognition of professional qualifications.

The practicum of the Degree in Nursing takes place in accordance with the general regulations that regulate the internships of undergraduate university students, currently by Royal Decree 592/2014, of July 11, which regulates the external academic practicums of university students. The regulations of the University of Vic-Central University of Catalonia,

Internships are a fundamental element in the training of students since they allow the integration of theoretical knowledge with practical skills and attitudes. In this way, they facilitate the student’s acquisition of the competences which are included in the Degree in Nursing.

Taking part in a practicum allows the student to learn in direct contact with individuals, families and /or communities who have health needs, while allowing them to achieve professional competences in different areas of the health system, within multidisciplinary teams together with nurses who adopt different roles and responsibilities.

The 81 credits of the practicum are organised into 7 different subjects, planned from the first year of the degree with the objective that the student can develop and integrate the Professional Competences in a continuous and progressive manner. The profile of each practicum is related to the contents of the different subjects that are taught in each year and considers the knowledge, skills and attitudes that the student will integrate as their training progresses.

Internship Centres

The Faculty of Healthcare Sciences of Manresa works with a range of collaborating institutions that allow Nursing degree students to conduct the internships corresponding to the degree in their entirety. The list of placements is updated and made public at the beginning of each academic year. The student makes the application for their practicum through the internship module of the SIGMA program. This same program assigns the practicum based on the average grade of the student's academic record and their preferences.

The internships of the 1st/2nd and 3rd years are carried out in their entirety in the centres with which the university has an agreement.

In the 4th year, students can individually request to carry out the internships of any of the practicums in another institution that may be of interest to their professional future. Once the Coordination of the Practicum has certified that the centre meets the necessary requirements and concurs with the objectives of the subject, the relevant agreement is formalised individually.

The number of credits corresponding to the Practicums increases as the university course advances:

• 1st year - Practicum I (6 ECTS)
• 2nd year - Practicum II (9 ECTS) / Practicum III (9 ECTS)
• 3rd year - Practicum IV (12 ECTS) / Practicum V (12 ECTS)
• 4th year - Practicum VI (15 ECTS) / Practicum VII (18 ECTS

List of collaborating centres:

*Individualment i de manera individualitzada a 4t curs

The UVic-UCC UManresa campus, in line with its internationalisation programme, fosters and maintains international affiliations with higher education institutions around the world. The Manresa International Relations Office works to disseminate, energise and strengthen relations with these institutions by promoting academic initiatives with a dual focus. One group which is targeted are students so that they can improve their knowledge of the profession in other countries and enhance their employability at the end of their studies. The other group towards whom this programme is directed are teachers and administrative staff at UManresa in order to create the dynamics for intercultural exchanges of information, research, teaching and collaboration in specific thematic areas that impact the quality of university education.

UManresa offers its users a variety of exchange options which are grouped into the following categories:

• Student Mobility

• Teaching and administrative staff mobility

Student Mobility

Through specific agreements for different studies, students from UManresa can benefit from the advantages of an academic exchange through various programmes. All are bilateral and involve receiving foreign students or students from other autonomous communities under the same conditions.

Erasmus+ Study Programme

A European-wide programme which currently mobilises more than 4 million students from European Union institutions through the establishment of bilateral agreements. The main objective of the Erasmus+ programme is to improve the qualifications and employability of participants, while modernising the education, training and work of young Europeans.

More information Programa Erasmus+ estudis

SICUE Programme

An exchange programme among Spanish university students. This allows some of the studies to be done at another state university with the guarantee of academic recognition. It aims to make it easier for students to learn about the reality of their chosen profession in other regions and communities in the country.

More information Programa SICUE

Individual Programme

This programme covers exchanges in European countries not covered by the Erasmus programme or those on other continents. Currently, UManresa has its own agreements.

More information Programa propi

Erasmus+ work placements

Erasmus+ mobility for work placements is a sojourn of training in an institution from another country participating in the Erasmus programme, which is aimed at enabling students to acquire specific skills and improve their understanding of the socio-economic environment of the host country, while gaining work experience and improving their communicative and linguistic skills.

More information Erasmus+ pràctiques

Teaching and administrative staff mobility

This includes teaching exchanges as well as research and coordination stays, encompassed within the Rethinking Education strategy. Thishas a clear mission of internationalisation with the aim of improving the training and educational skills of teachers and workers in higher education institutions.

More information Mobilitat de PDI i PAS

Mobility scholarships and grants

There is a wide range of financial aid and grants for students who meet the requirements set by the chosen program. In most cases these requirements include accreditation of their language level. The various aid is designed to contribute to offsetting some of the expenses involved in conducting studies in other countries.

Exchange coordinators of each of area of studies disseminate the different opportunities available to students for each call for applications and in some cases financial aid is managed directly from the l’Oficina de Relacions Internacionals.

Objectives and profile of the degree in Nursing studies

The Degree in Nursing trains general nurses with scientific and humane preparation and with a capacity for critical and creative reasoning, with the aim of caring for individuals, families and communities defending their health and well-being. The core competences focus on developing strategies for fostering health and preventing illnesses, as well as providing care which contributes to the restoration of health, rehabilitation, helping people to alleviate their suffering and accompanying them in the process of dying.

Relational and social competences form one of the fundamental pillars to allow the graduate to form part of the various health systems, multidisciplinary and multicultural environments in which they will conduct their professional career, with the capacity to be an agent of change that contributes continuously to the improvement of global health and professional development, seeking excellence and autonomy of the profession.

The Nursing graduate will be qualified for the exercise of the nursing profession by being able to conduct the following activities:

• Direct care: provision and management of nursing care aimed at families and/or communities in primary health care services, hospitals, clinical centres or social and health services, specialised care centres and services, medical insurance companies, business services, community and cooperation programmes etc.
• Teaching and research in university departments, in the training of professional degrees, in lifelong education, health education programmes, professional organisations and user associations, among others.
• Participation in technical organs for the design, coordination and evaluation of health programmes aimed at the general population.

It also allows access to public, semi-funded or private services:

• Hospitals
• Primary care and community health centres
• Social and health centres and nursing homes
• Mental health centres
• Drug addiction care and monitoring centres
• Prisons
• Educational and teaching centres
• Work centres (Occupational Health)
• Sports, recreational and spa centres
• Rehabilitation centres
• Municipal and regional institutions in the area of public health
• NGOs
• Medical insurance companies
• Self-employed

1. Introduction

The Final Project of the Degree is a fourth-year assignment aimed at integrating learning acquired throughout the degree. It consists of the production and defence before a panel of a project incorporating the areas of interest of each of the studies that are taught at the Manresa Campus of the UVic-UCC. During the process, students will be guided by a tutor who will advise them on how to achieve the goals set in each case.

2. Requirements for registration

According to the academic rules of UVic-UCC Degree Studies, "to be able to formalise the TFG registration, the student must have enrolled in all required subjects for the degree or have 210 approved ECTS, including those of first and second subjects." Students can register for the TFG only once, unlike the rest of the degree subjects.

3. Topic Selection

Each area of study selects those topics it considers to be of interest. Students then propose projects included in this subject matter. In addition, and as an exception, work on other subjects is contemplated in the proposal of the students themselves, although it will have to be studied and approved.

4. Coordinators and tutor assignment

To track and ensure the quality of the final project of the degree, there are three key figures. On the one hand, there is the coordinator, who monitors the assignment and validates the chosen topic, coordinates tutors and panels, supervises the assessments, and, if applicable, manages agreements with centres or companies. Additionally, they can provide some sessions in groups.

On the other hand, the tutor is responsible for guiding students assigned throughout the process of producing the final project of the degree and evaluating it, according to the percentage defined by each curriculum. During the process, the tutor will also have to fulfil the task of writing follow-up reports on the state of development of the final project. Lastly, the tutor will be part of the panel which will assess the final project. The tutor is responsible for producing the final report.

Finally, the figure of the reviewer, who accompanies the tutor in the TFG evaluation and monitoring process at specific times determined by each type of study, will be part of the panel, along with the tutor. Their aim is to advise and accompany the evaluation process at its critical times to the tutor, supporting the tutor in monitoring the TFG.

5. Tutorial and Assessment Process

The final project of the degree is a guided project which considers both the work supervised and directed by the tutor and, above all, the student's individual work. Throughout its development there are different moments of tutor/revisor/coordinator/student interaction. There is a number of mandatory face-to-face tutorials set up in which the tutor will return the student's work with relevant comments so that progress in the development of their project can be made. Moreover, this will all be documented through the completion of the follow-up forms.

At the same time, the end of degree project will be evaluated throughout the various established moments along with the punctual support of the reviewer. At the end of the process, the tutor fulfils the authorisation form in which the student is authorised or denied submission of the final project of the degree. This authorisation will also be endorsed with the agreement of the reviewer who has accompanied the TFG monitoring and evaluation process.

The assessment and the corresponding weights at each moment of the final degree project will be specified in the teaching guide of each study.

The final version of the final project of the degree must be submitted in digital format.

6. Panel Composition and Function

The student will have to submit and defend the final project of the degree before a panel of three people: a chair, a secretary and a member. One of them will be the tutor of the project and the other two will be experts in the field and/or methodology, who will have developed their role as reviewers of the same project.

Prior to the day of the presentation of the final project, each member of the panel will have to send the final project coordinator a brief report on the work they have assessed.

The panel will reach a consensus grade. If a consensus is not reached, the average of each of the individual mark awarded by each member will be applied.

Each student will have a maximum time of 15 minutes to present their project, plus 10 additional minutes to address questions, if necessary. Once the student has presented the project, the members of the panel will be able to ask questions, make suggestions or ask for any clarification they consider appropriate. The student will then have to leave the classroom so that the panel can deliberate and assess the presentation according to the criteria set, and then produce the corresponding minutes.

The presentation can be made in Catalan, Spanish or English and can be accompanied by audio-visual media, if considered appropriate.

7. Support Documents

There is a specific document for the final project of each degree (Teaching Guide to the Final project of the degree) where details and the calendar are specified for each case. The rules on the presentation of projects of the Bages University Foundation is a general document which specifies the formal characteristics which the written document must have.

8. Computer applications

The follow-up and assessment of the final project of the degree will be done using the Virtual Classroom of Final Project of the Degree (of each area of studies). This site contains the general documentation for developing the final project and is the site which stipulates the different deliveries and the final delivery of the document. This classroom is accessible to different tutors, reviewers and the TFG coordinator.

In the qualifications management section of the programme, the coordinator will set the weights of the assessment of the TFG. The different tutors will communicate to them the marks of their tutorials and will be responsible for publishing them / making them public at the agreed time.

Premis als millors TFG - Premis Talent

SGIQ (Internal Quality Assurance System)

The internal quality assurance system (SGIQ) is a key element in the validation of official university degrees and in the functioning of UVic-UCC teaching centres. In addition, it is one of the requirements set out in the different rules governing these teachings.

On the one hand, since 2007, for the introduction of new certification of a bachelor's, master's and doctoral degrees, Royal Decrees 1393/2007 and 99/2011 require that they count on an introduced SGIQ. In the case of the Uvic-UCC the design was evaluated at the verification stage of the system in 2008. On the other hand, since 2015, Royal Decree 420/2015 establishes the institutional accreditation in which the introduced SGIQ of certification is the central axis of this recognition.

For this reason, the UVic-UCC teaching centres confirm that their actions ensure the achievement of the objectives associated with teaching of the degrees they offer, fulfilling their quality policy through their own formally established and publicly available SGIQs.

• SGIQ UVic-UCC mark
• Map of processes
• Processes and Procedures

Satisfaction of groups of interest

• Satisfaction of group of interest

Internal indicators

Quality of formative programme (Standard 1)

• Access Enrolment

• Matrícula total

Adequacy of teaching staff in formative programme (Standard 4)

• Hores d’impartició de docència a l’aula – HIDA  (Subestàndard 4.1)
• Enquestes de satisfacció envers la docència rebuda (Subestàndard 4.2)

Satisfaction surveys towards instruction received (Estàndard 5)

• Mobilitat 2019-2020
• Mobilitat 2020-2021

Quality of the results of educational programmes (Standard 6)

• Rendiments acadèmics
• Qualificacions d'assignatures

External Indicators

Indicators of University Studies of Catalonia: EUC

Studies of Job Placement

To obtain further information on the job placement rates of the ADE degree, consult Job Placement Studies that the University of Bages Foundation has carried out.

Internal assessment reports

Follow-up reports and UManresa Improvement Plans

Year 16-17

• ISC Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 17-18

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 18-19

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 19-20

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 20-21

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

ISC Faculty of Social Sciences of Manresa

PMQ Faculty of Social Sciences of Manresa

ISC- Follow-up Report of the Centre

ISQ- Quality Follow-up Report of the Centre

PMQ- Quality Improvement Plan of the Centre

Self-reports of accreditation

Self-report 2021

External evaluation reports

Portal of evaluation reports of the Agency for Catalonian Universities Quality System

National Agency of Quality and Accreditation: ANECA

Dean of the Faculty of Healthcare Sciences of Manresa
Dra. Mireia Torralba Roselló
mtorralba@umanresa.cat

Head of Nursing Studies
Carme Valiente Ballesteros
cvaliente@umanresa.cat

Deputy direction of Nursing Studies
Dra. Ester Colillas Malet
ecolillas@umanresa.cat

Nursing Practicum Coordination
Montserrat Suriñach Pérez
msurinach@umanresa.cat

Nursing Practicum Coordination support
Mireia Vilafranca Cartagena
mvilafranca@umanresa.cat

End-of-degree dissertation Coordination
Marina Mateu Capell
mmateu@umanresa.cat

Secretary's Office for Studies
Mercè Castro Colldeforns
mcastro@umanresa.cat

Classrooms

26 classrooms with different capacities for theoretical classes

• 10 small classrooms (capacity between 20 and 40 people)
• 8 medium-sized classrooms (capacity between 40 and 60 people)
• 8 large classrooms (capacity between 60 and 80 people)

1 computer room with a capacity for 40 people
1 assembly hall with a capacity for 200 people

All classrooms are equipped with a computer, a video projector, a screen, speakers and connection to the computer network and internet.

Study rooms

The Centre has 2 study rooms with 15 and 6 computers, respectively, with internet access. The rooms are equipped with tables and chairs that allow individual and group work.

Library

The Campus Library has a specific bone loan service for Nursing students.

Library of the university Campus of  Manresa [>]

Anatomical material

Different anatomical models: removable skulls, skeletons, spinal columns, detachable larynx, heart, different sized brains, eyes, jaws, auditory system.

University Clinic

The theoretical and practical classes are held at the University Clinic, with facilities specifically designed for the different studies of the degree. For Nursing, the facilities are as follows:

• Advanced simulation classroom: equipped to simulate an intensive care room (Hospital Bedhead Unit with Gas Outlets, hospital bed, resuscitation trolley and care trolley). It has a bed with a SimMan Simulator, monitors for simulation and an advanced video system that allows the recording of images and the subsequent debriefing. It has an adjoining observation space.
• Classroom for simulation: two beds, Megacode Kelly simulator, monitors for simulation and an advanced video system which allows the recording of images and the subsequent debriefing.
• Classroom for simulation: multipurpose to simulate a consultation, a home visit, etc. Different scenarios can be designed for clinical simulation. It has an advanced video system that allows the recording of images and the subsequent debriefing. It has an adjoining observation room for about 15-20 people.
• 3 classrooms with different hospital equipment: beds, patient trolleys, patient lifts, serum bags, care trolleys, ECG equipment, wheelchairs, simulators for basic adult care (2), paediatric (1) and neonates (1) SVB and SVA simulation methodology for both adult and paediatric use (the Little Anne, the Little Junior, Baby Anne, Resuscitation Annie, Little Junior QCPR, Megacode Baby, semi-automatic defibrillators) and other material for simulation: adult, paediatric and neonatal intubation systems, intravenous IV training arms, female and male urinary catheterisation simulators...

• All classrooms are equipped with a computer, a video projector, a screen, speakers and connection to the computer network and internet and it is possible to watch the activity taking place in the simulation classrooms.

• Surgical block equipped with a surgical lamp, anaesthesia column, surgery column, surgical table, filming equipment for close to and whole room shots. It has an advanced video system that allows the recording of images and the subsequent debriefing. It has a large adjoining observation room, for the direct observation of real or simulated surgical activity.

• Surgical block equipped with a surgical lamp, anaesthesia column, surgery column, surgical table, filming equipment for close to and whole room shots. It has an advanced video system that allows the recording of images and the subsequent debriefing. It has a large adjoining observation room, for the direct observation of real or simulated surgical activity.

• Car park

Online resources

The degree students can log on to the following:

• An intranet where all the documentation of interest of the degree can be accessed.
• A Moodle platform for all subjects of the degree, which can be accessed from the intranet.
• A communication forum which is used basically in the tutorial action plans and the practicum subjects. It is accessed from the intranet.

Nursing - 1st year

• 1st year timetable - Group 1
• 1st year timetable - Group 2
• 1st year timetable - Group 3
• Academic calendar - Group 1
• Academic calendar - Group 2
• Academic calendar - Group 3

Nursing – 2nd year

• 2nd year timetable - Group 1
• 2nd year timetable - Group 2
• 2nd year timetable - Group 3
• Academic calendar - Group 1
• Academic calendar - Group 2
• Academic calendar - Group 3

Nursing – 3rd year

• 3rd year timetable - Group 1
• 3rd year timetable - Group 2
• Academic calendar - Groups 1 and 2

Nursing – 4th year

• 4th year timetable - Group 1
• 4th year timetable - Group 2
• Academic calendar - Groups 1 and 2