Master’s Degree in Adult A&E for Nursing Professionals

Learning outcomes

Knowledge:

RK3 To have a thorough understanding of the pathophysiology of burns, their severity and classification, the immediate action to be taken in each case, and the existing protocols regarding the transfer of these patients.

RK8 To provide training in taking as comprehensive a medical history as possible in urgent and emergency situations.

RK11 Gain an in-depth understanding of the fundamentals of urgent and emergency healthcare

RK12 Acquire advanced training in the functioning of the main A&E departments: protocols, resources and procedures.

Skill:

RS5 To provide training in all the techniques and procedures covered in the basic practical workshops for emergency and urgent care.

RS6 To provide training in the most appropriate course of action in each urgent and emergency situation, as well as the correct sequence of activities.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS8 To develop the skills required to carry out the procedures indicated in urgent situations, as well as to apply up-to-date methodology.

RS9 To apply current recommendations for the immediate treatment of cardiopulmonary arrest, as well as to perform advanced cardiopulmonary resuscitation manoeuvres in adults and children to improve post-arrest recovery.

RS11 Specialise in techniques for carrying out emergency treatments in different clinical situations.

Competence:

RC4 Acquire advanced training in patient care in critical and emergency situations, with the aim of improving specific competencies in the professional field.

Description of the course content

To develop the knowledge, skills and competences in adult emergency care for nursing professionals through supervised clinical practice in hospitals with specialised units, enabling them to acquire the practical skills specific to the field of emergency nursing.

Training activities

Placement (Face-to-face): 122 hours

Individual and group tutorials (synchronous): 8 hours

Independent study: 45 hours

Assessment system and criteria

SE4.- Report from the external academic placement tutor: 40%

SE5. Report by the academic supervisor of the external academic placement: 30%

SE6. – Competency-based assessment of the external academic placement: 30%

Learning outcomes

Knowledge:

RK3 To have a thorough understanding of the pathophysiology of burns, their severity and classification, the immediate action to be taken in each case, and the existing protocols regarding the transfer of these patients.

RK8 To provide training in taking as comprehensive a medical history as possible in urgent and emergency situations.

RK9 To provide training in the management of urgent and emergency situations and disasters, as well as an understanding of the ten principles of out-of-hospital emergency care.

RK11 To gain a deeper understanding of the fundamentals of urgent and emergency healthcare

RK12 To acquire advanced training in the operation of the main A&E departments: protocols, resources and procedures.

Skills:

RS5 To provide training in the performance of all techniques and procedures covered in the basic practical workshops for emergency and urgent care.

RS6 To provide training in the most appropriate course of action in each emergency and urgent care situation, as well as the correct sequence of activities.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS8 To develop the skills required to carry out the procedures indicated in urgent situations, as well as to apply up-to-date methodology.

RS9 To apply current recommendations for the immediate treatment of cardiorespiratory arrest, as well as to perform advanced cardiorespiratory resuscitation manoeuvres in adults and children to improve post-arrest recovery.

RS11 Specialise in techniques for carrying out emergency treatments in different clinical situations.

Competence:

RC4 Acquire advanced training in patient care in critical and emergency situations, with the aim of improving specific competencies in the professional field.

Description of course content

To develop the knowledge, skills and competences relating to adult emergency care for nursing professionals, through supervised clinical practice in specialised units, enabling them to acquire practical skills specific to the out-of-hospital setting and to ensure continuity of care within the emergency department.

Training activities

Placement (face-to-face): 84 hours

Individual and group tutorials (synchronous): 6 hours

Independent study: 35 hours

Assessment system and criteria

SE4.- Report from the external academic placement tutor: 40%

SE5. Report by the academic supervisor of the external academic placement: 30%

SE6. – Assessment of the external academic placement report: 30%

Learning outcomes

Knowledge:

RK11 To gain an in-depth understanding of the fundamentals of urgent and emergency healthcare

Competence:

RC5 Ability to summarise, in a written assignment, one of the conditions encountered in clinical practice by conducting a comprehensive literature review on the chosen topic and integrating this knowledge by presenting case studies that support the technique or procedure performed and, consequently, justify the proposed treatment, as well as presenting this in scientific language in accordance with the proposed writing guidelines.

RC8 The ability to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best outcome for the patient.

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.

Description of the content

The content of the Master’s Thesis will be based on the development of an original project agreed upon with the Master’s Thesis Supervisor. This work must be original, not merely bibliographical in nature, designed so that the time invested by the student corresponds to the ECTS credits, and distinct from any other work the student may have previously undertaken that has already been academically assessed (Academically Supervised Projects, Reports, etc.). The thesis submitted must be defended before a university examination board in accordance with the assessment criteria outlined, and shall consist of a comprehensive project of a scientific and/or professional nature.

This project must demonstrate that the student has acquired the general and specific competences described in the general overview of this document. The minimum content to be covered in this project is as follows:

Introduction

Materials and methods

Results

Conclusions 

Bibliography

Appendices

Composition of the Master’s Thesis Assessment Panel:

The panels for the assessment of Master’s Theses (TFM) consist of three members and one substitute:

- Chair of the Panel.

- Secretary.

- Member.

The substitute lecturer steps in in the event of the unscheduled absence of any member of the panel.

All panel members are academic staff from the relevant subject area. The composition of each panel must ensure that, under no circumstances, do panel members assess students whom they have supervised during the academic year.

The number of Examination Boards is determined by the number of students defending their Master’s Thesis in each examination session.

Training activities

Lecture (asynchronous): 2 hours

Seminars (synchronous): 5 hours

Individual and group tutorials (synchronous): 8 hours

Independent study: 133 hours

Oral presentation (synchronous): 2 hours

Assessment system and criteria

SE7.- Assessment of the Master’s Thesis: 80%

SE8.- Defence and presentation of the Master’s Thesis before the assessment panel: 20%

COMMENTS:

The overall mark will take into account, at a minimum, the scientific and technical quality of the Master’s Thesis submitted, and the quality of the material provided.

The assessment of the thesis will include aspects such as:

Achievement of the objectives initially set

The student’s level of autonomy

The student’s commitment to the Master’s Thesis

Deductive reasoning

Initiative and creativity

Research skills

Technical ability

Clarity of written expression

Prerequisites

Hold a diploma or degree in nursing

Learning outcomes

Knowledge:

RK2 To gain an in-depth understanding of the biomechanics of injuries in patients with multiple trauma and to be trained in appropriate interventions.

RK3 To master the pathophysiology of burns, their severity and classification, the immediate action required in each case, and the existing protocols regarding the transfer of these patients.

RK4 Gain an in-depth understanding of the causes, symptoms, treatment and care of the most common gastrointestinal emergencies.

RK8 To provide training in taking as comprehensive a clinical history as possible in urgent and emergency situations.

RK9 To provide training on the understanding of emergencies, urgent conditions and disasters, as well as familiarity with the ten principles of out-of-hospital emergency care.

RK10 To master the pharmacology of frequently used drugs and their routes of administration in urgent and emergency situations.

RK11 To gain a deeper understanding of the fundamentals of urgent and emergency healthcare

Skill:

RS2 To master the care and treatment of the neurological emergencies studied and to provide training in the management of these patients.

RS3 Acquire advanced training in the general symptoms associated with the majority of substances causing poisoning and the required emergency response.

RS5 Gain proficiency in performing all the techniques and procedures covered in the basic practical workshops for emergency and urgent care.

RS6 To provide training in the most appropriate course of action in each emergency situation, as well as the correct sequence of activities.

RS7 Optimise resources with a view to providing patients with high-quality, scientifically based care to improve survival rates.

RS8 To develop the skills required to carry out the procedures indicated in emergency situations, as well as to apply up-to-date methodology.

RS10 To be competent in the application of various advanced techniques to achieve optimal results.

RS11 To specialise in techniques for carrying out urgent treatments in different clinical situations.

Competence:

RC1 To provide training in advanced professional intervention for patients in critical and emergency situations.

RC4 To acquire advanced training in patient care in critical and emergency situations, with the aim of improving specific competencies in the professional field.

RC8 Be able to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

Course content

Three modules:

Module 1: Multiple trauma and neurological emergencies. Altered states of consciousness.

Anatomical and physiological review.

Neurological examination.

Traumatic brain injury.

Strokes.

Seizures/status epilepticus.

Coma.

Headaches.

Central nervous system infections.

Patients with multiple trauma. Introduction.

Causes of multiple trauma and the biomechanics of accidents.

Care and management of patients with multiple trauma.

Management of different conditions.

Module 2: Emergency cases caused by external agents. Burns and poisonings.

Introduction to burns.

Burns. Classification.

Assessment of the burn patient.

Pathophysiology of burns.

Immediate care for burns.

Treatment of burns.

Long-term care for burns. Prevention of long-term complications.

Special types of burns.

Introduction to poisoning.

Assessment of poisoning.

Emergency care for poisoning.

Specific cases of poisoning.

Food poisoning.

Anaphylactic shock.

Module 3: Gastrointestinal emergencies.

Introduction.

Acute diarrhoea.

Gastrointestinal haemorrhage.

Acute abdominal pain.

Urgent biliary conditions.

Proctological emergencies.

Simulations. Internal placements in nursing practice laboratories:

Conducting ‘MEGACODES’ (on-site role-playing of urgent and emergency situations) with the active participation of students. These practical sessions are structured according to the course content.

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 7 hours

E-learning (asynchronous): 35 hours

Individual/group tutorials (synchronous): 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

In-house work placements (face-to-face): 15 hours

Assessment system and criteria

The assessment criteria for this module consist of:

SE1.- Assessment of practical activities: 40%

SE2. – Final knowledge assessments: 60%

1. Assessment of reports on various practical case studies, involving the submission of a final assignment set for completion at the end of the module, applying the knowledge acquired in the different subjects. (20%).

2. Portfolio (20%). Submission and assessment of one case study per subject in which students describe the case and specify the recognition, diagnosis and treatment of the urgent and/or emergency situation. (10%). Face-to-face assessment of the practical situations carried out during the in-house placements (10%)

3. In-person written examination (60%) which comprehensively assesses the skills acquired by the student.

* In the case of a supplementary examination, the final assessment will take the form of a face-to-face examination at the Villanueva de la Cañada campus. The final mark will be based 100 per cent on the examination mark.

Addendum

Castejón de la Encina, M.ª E. (2019). Clinical Safety in Pre-hospital Emergency Services. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20160043735

Martínez González, M. Á. (2023). Public Health Concepts and Preventive Strategies. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20210029758

Sweet, V. (2021). Sheehy. Emergency Nursing. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20190048418

National Association of Emergency Medical Technicians. (2024). PHTLS: Pre-hospital Trauma Life Support (10th ed.). ISBN 9781284272314.

Bibliography

Basic:

1. Dueñas Laita, A

Acute poisonings in emergency medicine and critical care

: Masson. 2002.

ISBN: 8445808001

2.- Gulias, A.

Manual of Medical Therapy and Emergency Procedures

7th ed. McGraw-Hill, 2016.

ISBN: 9786071513007

3. Gutiérrez Vázquez, Isauro Ramón

Emergency Medicine

Editorial Médica Panamericana. 2007.

ISBN: 9789687988788

4. Herndon, David N.

Comprehensive Management of Burns

: Elsevier Masson. 2009.

ISBN: 9788445819388

5. Jiménez Murillo, Luis

Emergency and Urgent Care Medicine. :

Elsevier, 2014.

ISBN: 9788490221495

6. Jims

Clinical Examination in Neurology

: Jims. 2007.

ISBN: 8495062127

7.- Moya Mir, Manuel S.

Quick Guide to Emergency Care

: Editorial Médica Panamericana. 2009.

ISBN: 9788498351873

8. Ottolino Lavarte, Pablo Rafael

Comprehensive Management of the Multiple Trauma Patient

: Editorial Médica Panamericana. 2008.

ISBN: 9789806908185

9. Raya Moles, José Alberto

Comprehensive emergency care for multiple trauma

: Formación Alcalá. 2003.

ISBN: 8495658658

10. Suñer, R

Treatise on Neurological Nursing:

Madrid [etc.]: Elsevier, 2013. 2013.

ISBN: 9788490226032

11.- Zarranz, Juan J.

Neurology /

Elsevier,. 2018.

ISBN: 9788491130710

Prerequisites

Hold a diploma or degree in nursing

Learning outcomes

Knowledge:

RK1 Be able to quickly identify potential critical/urgent endocrine and metabolic conditions and carry out the appropriate interventions.

RK8 Be able to compile as comprehensive a medical history as possible in urgent and emergency situations.

RK9 Be able to demonstrate knowledge of urgent and emergency situations and disasters, as well as the ten principles of out-of-hospital emergency care.

RK10 To have a thorough understanding of commonly used pharmacology and its routes of administration in urgent and emergency situations.

RK11 To gain a deeper understanding of the fundamentals of urgent and emergency healthcare

RK14 Assess the clinical condition of a patient with a febrile syndrome.

Skill:

RS1 To provide training in the use of early defibrillation devices on patients who have suffered a cardiorespiratory arrest. RS7 To optimise resources by striving to provide patients with high-quality, evidence-based advanced clinical care to improve survival rates.

RS5 To provide training in the performance of all techniques and procedures covered in the basic practical workshops for emergency and urgent care.

RS6 To provide training in the most appropriate course of action in each emergency and urgent care situation, as well as the correct sequence of activities.

RS8 To develop the skills required to carry out the procedures indicated in emergency situations, as well as to apply up-to-date methodology.

RS9 To apply current guidelines for the immediate management of cardiopulmonary arrest, as well as to perform advanced cardiopulmonary resuscitation manoeuvres in adults and children to improve post-arrest recovery.

RS10 Be competent in the application of various advanced techniques to achieve optimal outcomes.

RS11 Specialise in techniques for carrying out emergency treatments in different clinical situations.

RS14 Identify patients at risk of death due to an active infectious process.

Competence:

RC1 To provide training in advanced professional intervention for patients in critical and emergency situations.

RC4 To acquire advanced training in patient care in critical and emergency situations, with a view to improving specific skills within the professional field.

RC6 To develop the ability to assess acute vascular conditions and determine the necessary treatment and care.

RC7 Be able to rapidly identify potential critical/urgent respiratory situations and provide training in appropriate interventions.

RC8 To be able to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

Description of the content

Module 1: Cardiovascular Emergencies.

Anatomical and physiological overview of the cardiovascular system.

Anatomy of the cardiovascular system.

Physiology of the cardiovascular system.

Cardiac arrest. Latest guidelines.

Basic life support.

Advanced life support.

Cardiological emergencies.

Chest pain.

Arrhythmias in A&E.

Acute coronary syndrome.

Heart failure.

Pericardial disease.

Vascular emergencies.

Hypertensive emergencies and crises.

Thromboembolic disease.

Acute arterial ischaemia of the extremities.

Module 2: Respiratory and endocrine-metabolic emergencies.

Respiratory emergencies.

Anatomical and physiological review.

Respiratory emergencies.

Acute respiratory failure (ARF).

Airway management devices.

Alternative airway management devices.

Endocrinological and metabolic emergencies.

Disorders of the thyroid and parathyroid glands.

Adrenal glands.

Pancreas.

Acute fluid and electrolyte imbalances.

Module 3: Infectious processes and febrile syndrome​

Pathophysiology of the infectious process.

The immune system and the local inflammatory response.

Systemic response. Sepsis and septic shock.

Time-dependent pathology. SEPSIS code.

Assessment of patients with suspected infection.​

Initiation of treatment and care planning.​

Fever in cancer patients.

Simulations. Internal practical sessions in nursing practice laboratories:

Conducting ‘MEGACODES’ (on-site role-play simulations of urgent and emergency situations) with the active participation of students. These practical cases are structured according to the course content.

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 7 hours

E-learning (asynchronous): 35 hours

Individual/group tutorials: 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

In-house work placements (face-to-face): 15 hours

Assessment system and criteria

Regular assessment period:

SE1.- Assessment of practical activities: 40%

SE2. Final knowledge assessments: 60%

1. Assessment of reports on various practical case studies set for resolution, applying the knowledge acquired in the different modules (20 per cent).

2. Portfolio (20 per cent). Assessment of a literature review of the latest recommendations from the main official bodies in the field of urgent and emergency care on the topics covered in the module (10 per cent). Face-to-face assessment of practical scenarios carried out during the in-house placements (10 per cent).

3. In-person written examination comprehensively covering the skills acquired by the student (60%).

Extraordinary examination session

In the supplementary assessment period, the mark obtained in the examination corresponding to that assessment period will be used as the sole assessment criterion.

Addendum

Martínez González, M. Á. (2023). Concepts of public health and preventive strategies. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20210029758

Sweet, V. (2021). Sheehy. Emergency Nursing. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20190048418

Bibliography

Core:

1. Cabrera Bueno, Fernando

Electrocardiography:

Editorial Médica Panamericana. 2015.

ISBN: 9788498358889

2. Greenstein, Ben

Endocrinology:

Editorial Médica Panamericana. 2016.

ISBN: 9788479033941

3. Jiménez Murillo, Luis

Urgent and Emergency Medicine:

Elsevier, 2014.

ISBN: 9788490221495

4. Moya Mir, Manuel S.

Treatise on Emergency Medicine

: Oceano/Ergon. 2010.

ISBN: 978841514006

5. Rivas Jiménez, Miguel

Emergency Medicine Manual

: Editorial Médica Panamericana. 2010.

ISBN: 9788498352542

6. Rodríguez Duque, Juan Carlos

Respiratory Diseases

: Mediterráneo. 2011.

ISBN: 9789562203159

7. Ruesga Zamora, Eugenio Alejandro

Cardiology

: Manual Moderno. 2011.

ISBN: 9786074480641

8. West, John B.

Respiratory Physiology. :

Wolters Kluwer, 2012.

ISBN: 9788415419600

Prerequisites

Hold a diploma or degree in nursing.

Learning outcomes

Knowledge:

RK8 To train students to compile as comprehensive a medical history as possible in urgent and emergency situations.

RK9 To provide training in the understanding of urgent and emergency situations and disasters, as well as knowledge of the ten principles of out-of-hospital emergency care.

RK10 To master commonly used pharmacology and its routes of administration in urgent and emergency situations.

RK11 To gain an in-depth understanding of the fundamentals of urgent and emergency healthcare

RK12 To acquire advanced training in the functioning of the main A&E departments: protocols, resources and procedures.

Skills:

RS5 To provide training in the performance of all techniques and procedures covered in the basic practical workshops for emergency and urgent care.

RS6 To provide training in the most appropriate course of action in each urgent and emergency situation, as well as the correct sequence of activities.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS8 To develop the skills required to carry out the procedures indicated in urgent situations, as well as to apply up-to-date methodology.

RS10 To be competent in the application of various advanced techniques to achieve optimal results.

RS11 Specialise in the techniques required to carry out urgent treatments in different clinical situations.

Competence:

RC1 To provide training in advanced professional intervention for patients in critical and emergency situations.

RC4 To acquire advanced training in patient care in critical and emergency situations, with a view to improving specific professional competencies.

RC5 Ability to summarise, in a written assignment, one of the conditions encountered in clinical practice through a comprehensive literature review on the chosen topic and the integration of knowledge, presenting case studies that support the technique or procedure performed and thereby justify the proposed treatment, as well as presenting this in scientific language in accordance with the proposed writing guidelines.

Description of the content

Module 1: Definitions and structure in A&E.

1. Definitions: Urgent cases, emergencies and disasters:

a. Definition of an urgent condition.

b. Definition of an emergency.

c. Definition of a disaster.

d. Other definitions in A&E.

2. Medical history in the A&E department:

a. Medical history details.

3. Triage:

a. The MAT-SET system.

b. The MANCHESTER triage system.

4. A&E services:

a. Characteristics of the Emergency Medical Service (EMS).

b. Emergency Coordination Centre.

5. ‘Ten Commandments for out-of-hospital emergencies’:

a. Preparation.

b. Response.

c. Approach.

d. Primary assessment.

e. Life-saving support.

f. Extraction.

g. Secondary assessment.

h. Stabilisation.

i. Transport.

j. Transfer.

Module 2: Emergency Procedures and Pharmacology.

1. General assessment.

2. Haemodynamic assessment and invasive haemodynamic monitoring.

3. Nursing procedures.

3.1 Vascular access (central venous and arterial lines).

3.2 Special catheters.

3.3 Inhalation therapy.

3.4 Suctioning of secretions from the lower respiratory tract.

3.5 Punctures (thoracocentesis, specialised drainage, emergency paracentesis, etc.).

4. Specific procedures in A&E nursing.

4.1 Specific patient mobilisation methods for emergency situations.

4.2 Specific methods of temperature regulation for emergency situations.

4.3 Specific methods for administering blood products in emergency situations.

4.4 Specific ophthalmological procedures for emergency situations.

4.5 Specific nasal and ear procedures for emergency situations

4.6 Compression and immobilisation dressings specific to emergency situations.

4.7 Wound care specific to emergency situations.

5. Pharmacology in emergency care.

Simulations. Internal practical sessions in nursing practice laboratories:

Conducting ‘MEGACODES’ (on-site simulations of urgent and emergency situations) with the active participation of the

students. These practical scenarios are structured according to the course content.

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 7 hours

E-learning (asynchronous): 35 hours

Individual/group tutorials: 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

In-house work placements (face-to-face): 15 hours

Assessment system and criteria

Regular assessment period

SE1.- Assessment of practical activities: 40%

SE2. – Final knowledge assessments: 60%

System for assessing the acquisition of competences:

1. Assessment of reports on various practical case studies set for resolution, applying the knowledge acquired in the different modules (30 per cent).

2. Assessments designed to quantify the learning process, reflecting the competences the student has acquired as the modules progress (10%).

3. Final knowledge assessments (60%).

The written examination must be passed in accordance with the conditions specified therein in order to calculate the combined percentage of the various components; should the student fail to pass, this mark will be recorded in the official examination register.

Extraordinary examination session

In the supplementary examination session, the mark obtained in the relevant examination will be used as the sole assessment criterion.

Addendum

Sweet, V. (2021). Sheehy. Emergency Nursing. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20190048418

Martínez González, M. Á. (2023). Concepts of Public Health and Preventive Strategies. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20210029758

Bibliography

Core:

1. Jiménez Murillo, Luis

Emergency and Urgent Care Medicine. :

Elsevier, 2014.

ISBN: 9788490221495

2. Proehl, Jean A.

Emergency Nursing: Techniques and Procedures

Madrid: Elsevier, 2005. 2005.

ISBN: 8481748439

Prerequisites

Hold a diploma or degree in nursing

Learning outcomes

Knowledge:

RK8 To train students to compile as comprehensive a medical history as possible in urgent and emergency situations.

RK9 To provide training in the understanding of urgent and emergency situations and disasters, as well as knowledge of the ten principles of out-of-hospital emergency care.

RK10 To master commonly used pharmacology and its routes of administration in urgent and emergency situations.

Skills:

RS5 To provide training in the performance of all techniques and procedures covered in the basic practical workshops for urgent and emergency care.

RS6 To provide training in the most appropriate course of action in each urgent and emergency situation, as well as the correct sequence of activities.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based clinical care to improve survival rates.

RS8 To develop the skills required to carry out the procedures indicated in emergency situations, as well as to apply up-to-date methodology.

RS10 To be competent in the application of various advanced techniques to achieve optimal results.

RS11 To specialise in the techniques required to carry out urgent treatments in different clinical situations.

Competence:

RC1 To train students in advanced professional intervention for patients in critical and emergency situations.

RC2 To provide training in the care of patients with obstetric or gynaecological emergencies in order to determine the level of care required.

RC4 To acquire advanced training in patient care in critical and emergency situations, with a view to improving specific professional competencies.

RC5 Ability to summarise, in a written assignment, one of the conditions encountered in clinical practice by conducting a comprehensive literature review on the chosen topic and integrating this knowledge, presenting case studies that support the technique or procedure carried out and thereby justifying the proposed treatment, as well as presenting it in scientific language in accordance with the proposed writing guidelines.

RC8 The ability to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

Description of the content

Module 1: Obstetric emergencies and care during out-of-hospital births.

Anatomy of the female reproductive system, embryonic development and the physiology of pregnancy.

Introduction and triage system.

Basic and advanced life support for pregnant women.

Metrorrhagia.

Hypertensive disorders of pregnancy.

Umbilical cord prolapse.

Uterine rupture.

Out-of-hospital delivery.

Preterm labour.

Simulations. Practical sessions in nursing training laboratories:

Conducting ‘MEGACODES’ (on-site simulations of urgent and emergency situations) with the active participation of students. These practical scenarios are structured around the course content.

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 7 hours

E-learning (asynchronous): 35 hours

Individual/group tutorials (synchronous): 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

In-house work placements (face-to-face): 15 hours

Assessment system and criteria

Regular assessment period:

SE1.- Assessment of practical activities: 40%

SE2. Final knowledge assessments: 60%

1. Assessment of reports on various practical case studies set for resolution, applying the knowledge acquired in the different modules (20 per cent). On-site assessment of the practical situations carried out during the in-house placements (20 per cent).

2. Face-to-face written examination covering, in a comprehensive manner, the skills acquired by the student (60%).

The written examination must be passed in accordance with the conditions set out therein in order for the percentages of the different components to be totalled; should it not be passed, this mark will be recorded in the official examination register.

Extraordinary examination session

In the supplementary examination, the mark obtained in the examination for that sitting will be used as the sole assessment criterion.

Addendum

Castejón de la Encina, M.ª E. (2019). Clinical Safety in Pre-hospital Emergency Services. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20160043735

Martínez González, M. Á. (2023). Public Health Concepts and Preventive Strategies. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20210029758

Sweet, V. (2021). Sheehy. Emergency Nursing. Elsevier. Retrieved from https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20190048418

Bibliography

Core:

1. Gutiérrez, Z., Valero, D. J. D. L. F.,

Practical Guide to Obstetric and Gynaecological Emergencies

habe. 2010.

ISBN: 978-84-936046

2.- Heppard, Martha C. S.

Obstetric Emergencies

: Elsevier Science. 2002.

ISBN: 8481746541

Prerequisites

Hold a diploma or degree in nursing

Learning outcomes

Knowledge:

RK5 To acquire advanced training in the characteristics of a disaster and the recommended action plans, the specific equipment used, the basic principles of medical transport, and the various systems for classifying and triaging casualties.

RK9 To provide training in the understanding of urgent care, emergencies and disasters, as well as familiarity with the ten principles of out-of-hospital emergency care.

RK11 To gain a deeper understanding of the fundamentals of urgent and emergency healthcare

RK12 To gain advanced training in the functioning of the main Accident and Emergency Departments: protocols, resources and procedures.

Skill:

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS10 Be competent in the application of various advanced techniques to achieve optimal outcomes.

RS11 Specialise in techniques for carrying out urgent treatments in different clinical situations.

Competence:

RC1 Be capable of carrying out advanced professional interventions in patients in critical and emergency situations.

RC8 Have the ability to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

Course content

Two modules:

Module 1: Healthcare provision in incidents involving multiple casualties, disasters and nuclear, biological or chemical (NBC) incidents. Action plans, logistics and triage.

General concepts.

Out-of-hospital demand.

Mass casualty incidents.

Disasters.

Disasters.

Nuclear, chemical or biological (NCB) threats.

Disaster medicine.

Comprehensive emergency response system. Ten principles of pre-hospital care. Emergency plans.

Concept of emergency services and systems.

Models of emergency systems.

Spanish emergency model.

Ten Principles of Out-of-Hospital Care.

Emergency plans.

Healthcare sectorisation.

Temporary healthcare facilities.

Evacuation.

Logistics and action plans for different scenarios. NBC (Nuclear, Biological and Chemical) emergency protocols.

Chaos management.

Emergency healthcare logistics.

Logistical procedures.

Contingency plan for an incident involving multiple casualties.

Contingency plan for major disasters.

Action plan for NBC incidents.

Classification and triage.

Specialist equipment for out-of-hospital emergencies.

Module 2: Medical rescue and the pathophysiology of medical transport. Mountain and aquatic environments. Medical helicopter transport.

General concepts.

Ground medical transport.

Air transport.

Maritime medical transport.

Primary medical transport.

Secondary medical transport.

Tertiary medical transport.

General recommendations for patient transfer.

Transfer of patients to the referral centre.

Pathophysiology of medical transport.

Physical factors relating to medical transport.

Most common patient transfer positions.

Special transfers.

Precautions during ground medical transport according to condition.

Pathophysiology of air transport.

Rescue. Mountain and aquatic environments.

Protocols and action plans for medical transport.

Training activities

Lecture (synchronous): 15 hours

Seminars (synchronous): 22 hours

E-learning (asynchronous): 35 hours

Individual and group tutorials (synchronous): 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

Assessment system and criteria

Regular assessment period

SE1.- Assessment of practical activities: 40%

SE2. – Final knowledge tests: 60%

The written exam must be passed in accordance with the conditions set out therein in order for the percentages of the different components to be totalled; should the exam not be passed, this mark will be recorded in the official examination register.

Supplementary examination session:

Students will be assessed on 100% of the course content in the examination, which may be multiple-choice, essay-based or oral, as required

Addendum

Society of Critical Care Management. (2011). Disasters: Principles of Management. Training Manual (FDM – Fundamentals of Disaster Management) (1st ed.). AWWE Publishers. ISBN 9789507622922.

National Association of Emergency Medical Technicians. (2024). PHTLS: Pre-hospital Trauma Life Support (10th ed.). ISBN 9781284272314.

Bibliography

Basic:

1.- A. SERRANO MORAZA, D. FERNANDEZ AYUSO

MANUAL ON MEDICAL HELICOPTER TRANSPORT

Elsevier, 2009.

ISBN: 9788445819678

2. Barbería Marcalain, Eneko

Disasters:

Elsevier, 2015.

ISBN: 9788490228289

3. Chapleau, Will

Emergency Medical Technician

: Elsevier. 2008.

ISBN: 9788480862998

4. Cique Moya, Alberto

CBRN Emergencies: Guidelines for Medical Intervention

: Marbán. 2009.

ISBN: 9788471016669

5. Giménez Mediavilla, J.J.; Castillo Ruiz de Apodaca, M.C.; González Rodríguez, D.

Healthcare Response to NRBQ Incidents

AWWE Medical Publishing. 2016.

ISBN: 9789876390422

6. Pérez Salvador, Pilar

Manual for Medical Transport Technicians

: Arán. 2009.

7. Rodríguez Soler, Alberto J.

Manual on Pre-hospital Triage

: Elsevier. 2008.

ISBN: 9788480862936

Prerequisites

Hold a diploma or degree in nursing

Learning outcomes

Knowledge:

RK6 To specialise in the appropriate interventions for different mental health emergencies.

RK7 Acquire advanced training in the defining characteristics of rape, harassment and sexual abuse, and the appropriate care for each case.

RK11 Gain an in-depth understanding of the fundamentals of urgent and emergency healthcare

RK12 Acquire advanced training in the functioning of the main A&E departments: protocols, resources and procedures.

Skill:

RS4 Gain a deeper understanding of the various interventions that can be carried out in response to gender-based violence, child abuse or elder abuse in emergency situations.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS8 Develop the skills to carry out the procedures indicated in emergency situations, as well as to apply up-to-date methodology.

Competence:

RC1 To train students in advanced professional intervention for patients in critical and emergency situations.

RC3 To gain a deeper understanding of the various approaches to psychological support for victims, family members, friends and professionals involved in emergencies, disasters and terrorist attacks.

RC4 To acquire advanced training in patient care in critical and emergency situations, with the aim of improving specific professional competencies.

RC8 To be able to facilitate urgent diagnostic assessment and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

Description of the content

Two modules:

Module 1: Psychosocial support in urgent and emergency situations. Mental health emergency care. Ethical and legal aspects.

Psychosocial support.

Crises and typical reactions to crises.

Psychosocial support in situations involving catastrophes, natural disasters, terrorism and mass casualty incidents.

Support for response teams.

Ethical and legal considerations.

Mental Health Emergencies.

Introduction.

Triage.

Main mental health emergency situations.

Suicidal behaviour.

Anxiety disorders, depression and anxiety attacks or panic disorder.

Acute psychosis.

Psychiatric psychomotor agitation and aggressive behaviour.

Alcohol withdrawal syndrome, overdose and other toxic substances.

Ethical and legal considerations.

Module 2: Gender-based violence, child abuse and elder abuse. Ethical and legal aspects.

Gender-based violence.

Introduction.

Risk factors for gender-based violence.

Forms of gender-based violence.

Sexual violence, harassment and other forms of sexual abuse.

Consequences of gender-based violence.

Intervention in emergency situations.

Ethical and legal considerations.

Child abuse.

Introduction.

Risk factors.

Forms of child abuse.

Child sexual abuse.

Consequences of child maltreatment and sexual abuse.

Children under 6 years of age.

Intervention in emergency situations.

Legal and ethical considerations.

Elder abuse.

Introduction.

Risk factors.

Forms of abuse of older people.

Rape and sexual abuse of older people.

Consequences of abuse of older people.

Dependent older people and institutional abuse.

Interventions in emergency situations.

Ethical and legal considerations.

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 22 hours

Online learning (asynchronous): 35 hours

Individual/group tutorials (synchronous): 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

Assessment system and criteria

Regular assessment period

System for assessing the acquisition of competences:

- Assessment of practical activities (40%).

- Final knowledge tests (60 per cent).

The written examination must be passed in accordance with the conditions specified therein in order for the percentages of the different components to be totalled; should the examination not be passed, this mark will be recorded in the official record.

Extraordinary examination session:

Students will be required to cover 100 per cent of the syllabus for the examination, which may take the form of a multiple-choice test, an essay-style examination or an oral examination, as appropriate.

Addendum

- Román Sánchez D, Rodríguez Pinto J. Psychiatric and Mental Health Nursing. 1st ed. Barcelona: Elsevier; 2026.

Bibliography

Core:

1. Bernabeu Tamayo, Mª Dolores

Psychiatric and mental health nursing. /

Monsa, 2010.

ISBN: 9788496429802

2. Fornés Vives, Joana

Mental Health and Psychiatric Nursing

: Editorial Médica Panamericana. 2005.

ISBN: 8479036354

Learning outcomes

Knowledge:

RK9 To provide training in the management of urgent conditions, emergencies and disasters, as well as an understanding of the ten principles of out-of-hospital emergency care.

RK10 To master commonly used pharmacology and its routes of administration in urgent and emergency situations.

RK11 To gain a deeper understanding of the fundamentals of urgent and emergency healthcare.

RK13 Describe the existing quality standards relating to the management of medical emergencies.

Competencies:

RC4 Acquire advanced training in patient care in critical and urgent situations, with the aim of improving specific professional competencies.

RC8 Be able to facilitate urgent diagnostic investigations and an interdisciplinary treatment plan to achieve the best possible outcome for the patient.

RC9 Examine situations where clinical safety is compromised in urgent healthcare.

Skill:

RS6 To provide training in the most appropriate course of action in each emergency and urgent situation, as well as the correct sequence of activities.

RS7 Optimise resources whilst striving to provide patients with high-quality, evidence-based care to improve survival rates.

RS8 Develop the skills required to carry out the appropriate procedures in emergency situations, as well as to apply up-to-date methodologies.

RS13 Integrate the use of analytical tools for the creation of management plans.

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.

Description of the content

Module 1. Clinical Safety in A&E and emergencies.

Fundamentals of clinical safety in emergency situations.

Tools for managing critical situations.

Leadership and decision-making in emergency departments.

Communication in critical situations.

Module 2. Healthcare Quality Management.

Quality of care in the A&E Department

Continuous improvement plan for the A&E department

Training activities

Lecture (asynchronous): 15 hours

Seminars (synchronous): 22 hours

E-learning (asynchronous): 35 hours

Individual/group tutorials: 5 hours

Independent study: 71 hours

Exam (synchronous): 2 hours

Assessment system and criteria

SE1.- Assessment of practical activities: 40%

SE2. – Final knowledge assessments: 60%