Nursing Methodology

• Organize scientific evidence for clinical decision-making.
• Determine the supply of care according to the needs of the population.
• Adjust knowledge to care needs.
• Facilitate decision-making in health care.
• Develop proposals for improving care.

The objectives will be implemented through "Clinical Practice Guidelines".

1.- Structure and objectives of clinical practice guidelines.
2.- Search, identification and selection of scientific evidence.
3.- Formulation of clinical questions.
4.- Weighting of outcomes of interest.
5.-Evaluation and synthesis of scientific evidence.
6.-Development of clinical recommendations.
7.-Evaluation of the quality of clinical practice guidelines.

BASIC:
• Aguayo-Albasini JL, Flores-Pastor B, Soria-Aledo V. Sistema GRADE: clasificación de la calidad de la evidencia y graduación de la fuerza de la recomendación. Cir Esp. 2014; 92: 82-8.
• Consorcio AGREE. Instrumento AGREE II: instrumento para la evaluación de guías de práctica clínica. Disponible en: http://www.guiasalud.es/contenidos/documentos/Guias_Practica_Clinica/Sp…
• Marzo-Castillejo M, Alonso-Coello P. Clasificación de la calidad de la evidencia y fuerza de las recomendaciones. Aten Primaria. 2006; 37: 40-50
• Ministerio de Sanidad, Servicios Sociales e Igualdad. Elaboración de guías de práctica clínica en el SNS. Actualización del Manual Metodológico. 2016
• Sanabria AJ, Rigau D, Rotaeche R, et al. Sistema GRADE: metodología para la realización de recomendaciones para la práctica clínica. Aten Primaria. 2015; 47: 48-55.

COMPLEMENTARY:

• AGREE Enterprise Website. http://www.agreetrust.org/home/
• Balshem H, Helfand M, Schünemann HJ, et al. GRADE guidelines 3: rating the quality of evidence. J Clin Epidemiol. 2011; 64:401-6.
• Institute of Medicine (U.S.). Committee on Standards for Developing Trustworthy Clinical Practice Guidelines. Clinical practice guidelines we can trust [Internet]. Graham R, et al., editores. Washington, D.C.: The National Academies Press; 2011 [consultado 24/06/2017].
• Marzo Castillejo M, Alonso-Coello P, Rotaeche del Campo R. ¿Cómo clasificar la calidad de la evidencia y la fuerza de las recomendaciones?. Aten Primaria. 2006; 37: 5-8.
• Ryan R, Hill S (2016) How to GRADE the quality of the evidence. Cochrane Consumers and Communication Group. Disponible en: http://cccrg.cochrane.org/author-resources. Version 3.0 Diciembre 2016.
• Schünemann H, Brozek J, Guyatt G, Oxman A, editores. GRADE handbook for grading quality of evidence and strength of recommendations [Internet]. The GRADE Working Group, 2013 [actualizado 10/2013; consultado 07/07/2017]. Disponible en: http://gdt.guidelinedevelopment.org/central_prod/_design/client/handboo…

Specific
CE02 - Carry out the pertinent standardized care plans for their subsequent individualized application, based on the
diagnoses and evaluate effectively and quickly the human responses that are generated in the face of real health problems and / or
potentials that threaten life or do not allow living it with dignity
CE10 - Evaluate and modify, if pertinent, the care plans based on the patient's responses, in order to achieve
goals and medical outcomes
CE28 - Design a clinical practice guide.
CE29 - Prepare the necessary material to support said program.

• Expository teaching: theoretical and practical concepts supported by multimedia presentations are explained.
• Interactive teaching: sessions are held in small working groups.

The evaluation will be carried out in accordance with the following criteria:
• Concepts of matter: 50%. Their evaluation will be carried out by means of a test-type examination, in person
• Performance of works or cases: 25%, to be delivered by the virtual campus
• Attendance and participation: 15%.
• Free contributions from students: 10%, to be delivered by the virtual campus.

Lectures 6h
Interactive teaching seminar 8h
Tutorials 2h
Autonomous work of the student: 34h

The attendance to the expository and interactive sessions is OBLIGATORY for the monitoring and overcoming of the matter. Only students who have an expository teaching exemption can miss the theoretical classes, and should contact the teacher at the beginning of the course.
On the other hand, students must perform all the activities recommended by teachers (problem solving, bibliography review and practical exercises) to overcome the subject.
Students can request the teacher’s help through tutorials.

ENVIRONMENTAL RESPONSIBILITY
The delivery of works in digital format will be promoted. If a printed work is requested for the subject, either individual or group, the following indications will be taken into account:
- Avoid plastic caps or other unnecessary outer wraps.
- Whenever possible, use staples instead of spirals.
- "Ink-saving" quality double-sided printing.
- Do not use blank sheets as chapter or part dividers.
- Avoid annexes that do not have direct reference to the topics covered in the papers.


GENDER PERSPECTIVE
In view of the criteria of gender equality in the university environment, it is recommended to use non-sexist language both in daily classroom work and in requested academic work. The information can be obtained at the following link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…

Other measures will also be used to apply the gender approach in teaching, such as the recognition and consideration of the particular situations of students, the promotion of an egalitarian climate of interactions, the egalitarian organization of groups whenever possible, the deployment of scientific contributions and techniques. of women in the subject and of the students themselves, and the introduction of gender as a category of analysis of students' work.

PERSONAL DATA PROTECTION
The regulations on privacy and protection of personal data available at https://www.usc.gal/gl/normativa/protecciondatos/index.html will be followed.

MOBILE PHONE USE
The use of the mobile phone in the classroom is restricted to its use as a work tool, following the instructions given by the teacher, holding the student responsible for the legal and academic consequences that may arise from improper use of it.