| Study programme competencies |
| Code | Study programme competences |
| A28 | Promover a participación das persoas, familia e grupos no seu proceso de saúde-enfermidade. |
| A29 | Identificar os factores relacionados coa saúde e os problemas do entorno, para atender as persoas en situacións de saúde e enfermidade como integrantes dunha comunidade. |
| A30 | Identificar e analizar a influencia de factores internos e externos no nivel de saúde de individuos e grupos. |
| A38 | Seleccionar as intervencións encamiñadas a tratar ou previr os problemas derivados das desviacións de saúde. |
| A56 | Coñecer a lexislación aplicable e o código ético e deontolóxico da enfermaría española, inspirado no código europeo de ética e deontoloxía de enfermaría. |
| B5 | Traballar de forma colaborativa nun equipo interdisciplinar. |
| B6 | Comportarse con ética e responsabilidade social como cidadán e como profesional. |
| B7 | Comunicarse de maneira efectiva en un entorno de traballo. |
| B9 | Capacidade de aplicar os coñecementos na práctica. |
| B10 | Capacidade para adaptarse ás situacións novas. |
| B12 | Capacidade para organizar e planificar. |
| B20 | Sensibilidade cara a temas medioambientais. |
| B21 | Implicación na calidade e busca/procura da excelencia. |
| C1 | Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| C10 | CB2.- Que os estudantes saiban aplicar os seus coñecementos a seu traballo ou vocación de unha forma profesional y posúan as competencias que solen demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área de estudo. |
| C13 | CB5.- Que os estudantes desenvolveran aquelas habilidades de aprendizaxe necesarias para emprender estudos posteriores con un alto grao de autonomía |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Describe the current legal regulations on occupational health and occupational risk prevention. | A29 A30 A38 A56 |
B6 B9 B12 B20 B21 |
C1 C7 C13 |
| Differentiate the health risks derived from work. | A28 A29 A30 A38 A56 |
B5 B7 B10 B12 |
C1 C6 C13 |
| Identify and apply the evaluation systems and measures for the prevention of health risks in the workplace. | A28 A29 A30 A38 A56 |
B5 B6 B7 B10 B12 B20 |
C6 C10 C13 |
| Contents |
| Topic | Sub-topic |
| Unit 1. General concepts of occupational health. Conceptual framework of occupational nursing | 1.1. General concepts of work and health 1.2. Legal regulations on occupational health and environmental management 1.3. Conceptual and legislative framework of the occupational nursing specialty |
| Unit 2:Area of prevention. Occupational risk prevention techniques | 2.1. Safety at work 2.2. Industrial hygiene 2.3. Ergonomics and psychosociology applied to prevention |
| Unit 3. Health promotion in the workplace. Health surveillance | 3.1. Modalities of organization of occupational health 3.2. Occupational health promotion 3.3. Health examinations and health surveillance protocols 3.4. vaccinations |
| Unit 4: Health alterations and pathologies of occupational origin | 4.1. Accidents at work. 4.2. Incapacity for work and disability. 4.3. 4.2. Occupational diseases |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A30 A38 A56 B5 B6 B12 B21 C6 | 4 | 20 | 24 |
| Supervised projects | A28 A29 A30 A38 A56 B5 B6 B7 B10 B12 B20 C1 C6 C7 C13 | 4 | 20 | 24 |
| Mixed objective/subjective test | A29 A30 A38 A56 C1 C10 | 2 | 20 | 22 |
| Case study | A28 A29 A30 A38 A56 B5 B6 B9 B12 B20 C1 C6 C7 | 8 | 20 | 28 |
| Guest lecture / keynote speech | A28 A29 A30 A38 A56 B5 B10 B20 C1 C6 C7 C13 | 22 | 28 | 50 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Document analysis | Methodological technique involving the use of audiovisual and/or bibliographic documents (fragments of documentary reports or films, current news, graphic panels, photographs, biographies, articles, legislative texts, etc.) relevant to the topic with activities specifically designed for the analysis of the same. It can be used as a general introduction to a topic, as a case study application tool, for the explanation of processes that cannot be directly observed, for the presentation of complex situations or as a synthesis of theoretical or practical contents. |
| Supervised projects | Methodology designed to promote autonomous learning of students, under the guidance of the teacher and in various scenarios (academic and professional). It is mainly concerned with learning "how to do things". It is an option based on students taking responsibility for their own learning. This teaching system is based on two basic elements: students' autonomous learning and the monitoring of that learning by the teacher-tutor. The monitoring will be done via email, the Moodle platform and the Teams platform, the student's demand and respecting the schedules of small groups. |
| Mixed objective/subjective test | It integrates single-answer multiple-choice or short-answer type questions. |
| Case study | Methodology where the subject is faced with the description of a specific health situation that poses a problem to be understood, assessed and solved by a group of students, through a process of discussion. The student faces a specific problem (case), which describes a real situation in professional life, and must be able to analyze a series of facts, related to a particular field of knowledge or action, to reach a reasoned decision through a discussion. process in small working groups. |
| Guest lecture / keynote speech | Face-to-face oral presentation complemented with the use of audiovisual media and the introduction of some questions addressed to the students, with the aim of transmitting knowledge and facilitating learning. |
| Personalized attention |
|
|
| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A28 A29 A30 A38 A56 B5 B6 B7 B10 B12 B20 C1 C6 C7 C13 | The completion of the supervised work will be mandatory. The evaluation of the work includes the evaluation of specific and transversal competences. You will get a minimum of 0 and a maximum of 10. It will account for 30% of the final grade. In relation to the supervised work, the following will be assessed: - The adequacy of the rules of elaboration according to the type of work presented. - The adequate methodology of the work submitted. - The depth of the content of the subject studied. - The mastery of the tools or applications used in the elaboration of the subject. - The use of complementary and current documentary sources. - The presentation and clarity in the writing of the work. |
30 |
| Mixed objective/subjective test | A29 A30 A38 A56 C1 C10 | There will be a written test on the official date of the exam of the course. The tests will consist of short questions and multiple choice questions, related to theoretical contents, readings, case studies and directed work. A minimum of 0 and a maximum of 10 will be given. In order to pass the exam, the cut-off point will be 70% of correct answers. This test will represent 50% of the final grade. |
50 |
| Case study | A28 A29 A30 A38 A56 B5 B6 B9 B12 B20 C1 C6 C7 | The progress, interest and skills of the students during the classes will be evaluated. The completion of the required work throughout the course will be evaluated. The acquisition of specific and transversal competences will be evaluated. It will represent 20% of the final grade. | 20 |
| Assessment comments | |||
|
To pass the course it is necessary to pass all the evaluable parts of the course. Each of the arts is considered passed when it reaches half of its appraisal value. HONOR GRADUATE: Students whose average exceeds 9.5 will be eligible for the honor grade. The professor of the course may consider additional criteria in the results obtained by students in any of the training activities scheduled in the teaching guide. UNDERGRADUATE DEGREE: The criteria will be governed by those established in the "Rules for evaluation, review and complaint of the degrees of the undergraduate and master's degrees of the UDC". ADVANCED OPPORTUNITY: The criteria will be governed by those established in the "Norms for the evaluation, revision and claim of the qualifications of the UDC undergraduate and master's degree studies". PARTIAL ENROLMENT: The evaluation criteria will be the same as in the ordinary enrollment and the group work will be adapted to be carried out individually by the student. SECOND CHANCE: It will be governed by the same criteria as the first. If the student has not completed or passed the assignments, he/she will have to submit the assignment(s) before contacting the teacher. |
|||
| Sources of information |
| Basic |
Consellería de Sanidad (2015). DECRETO 38/2015, de 26 de febrero, de residuos sanitarios de Galicia.. Santiago de Compostela: DOG
Vidal Lacosta V. (2019). El estrés laboral Análisis y prevención. Zaragoza Prensas de la Universidad de Zaragoza
Lousada Arochena JF, et al. (2018). La protección de la salud laboral de las personas trabajadoras especialmente sensibles a determinados riesgos. Albacete: Bomarzo
Jefatura del Estado (1995). Ley 31/1995, de 8 de noviembre, de prevención de Riesgos Laborales. . Madrid: BOE
Ministerio de Trabajo (1959). Orden de 21 de noviembre de 1959 por la que se aprueba el Reglamento de los Servicios Médicos de Empresa.. Madrid: BOE
Ministerio de Sanidad y Política Social (2009). Orden SAS/1348/2009, de 6 de mayo, por la que se aprueba y publica el programa formativo de la especialidad de Enfermería del Trabajo. Madrid: BOE
Ministerio de Trabajo y Asuntos Sociales (1997). Real Decreto 39/1997, de 17 de enero, por el que se aprueba el Reglamento de los Servicios de Prevención. Madrid: BOE
Ruiz Frutos C, et al. (2013). Salud laboral: conceptos y técnicas para la prevención de riesgos laborales . Barcelona: Elsevier Masson
Guixà Mora J. (2017). Técnicas generales de análisis, evaluación y control de riesgo : seguridad y salud laboral. Barcelona: Universitat Politecnica de Catalunya, Iniciativa Digital Politècnica, 2017
Monereo Pérez JL, et al. (2012). Tratado de salud laboral . Cizur Menor: Aranzadi |
|
|
|
| Complementary | |
|
|
| Recommendations | ||||||
| Subjects that it is recommended to have taken before | ||||||
|
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus | ||||
|
| Other comments | |
|
This subject takes into account the recommendations of ENVIRONMENTAL SUSTAINABILITY, PEOPLE AND GENDER EQUALITY: - The delivery of two documentary works to be done in this subject, will be done through the virtual campus, in digital format without the need to print them. In the case that the delivery is of two works, it will be on paper: - No plastics will be used, - Double-sided printing will be done, - Recycled paper will be used, - Draft printing will be avoided. - In the realization of two supervised works, or plagiarism and the use of non-original material, including that obtained through the Internet, without express indication of its origin and, where appropriate, or with the authorization of its author, may be considered cause for failing the activity. - Ethical principles related to the values of sustainability in personal and professional behavior will be taken into account. - Taking into account the different regulations applicable to university teaching, the gender perspective will be taken into account in this course, ensuring the non-use of sexist language in the classroom, in the documents developed in the course and in the clinical activities carried out with the students. - Work will be done on the identification and modification of sexist prejudices and attitudes within the classroom or not in the clinical context, influencing the environment to modify them and promote values of respect and equality. - Pay special attention to the detection of situations of gender discrimination and propose actions and measures to correct them. - Facilitate the full integration of students who, for physical, sensory, mental or sociocultural reasons, experience difficulties for optimal, equal and beneficial access to university life. |