Nursing in emergencies

Study Program

Area(s):

Health

Career(s):
Technical Professional and
Technical-Bachelor Professional in

General Nursing

Academic Model of Quality for Competitiveness ENUR -01 1/25

 National College of Professional Technical Education
Program of Study of the Module: Nursing in Emergencies
Área(s):Salud
Career(s): Technical Professional and Technical Professional - Nursing Bachelor
General.
Semestre(s):Sexto
D. R. National College of Technical Professional Education.
This material is valid as of February 2012.
Reproduction of this work in whole or in part by any means is prohibited, without
written authorization from Conalep.
16th of September Street 147 North, Lázaro Cárdenas Neighborhood, Metepec, State of
Mexico, C.P. 52148.
MADE IN MEXICO.
Second Edition 2012.
www.conalep.edu.mx
Date when the edition was completed: January 2012.

Academic Quality Model for Competitiveness ENUR -01 2/25

Directory Director General Coordinator of the Areas of Metalworking, Metallurgy and
Wilfrido Perea Curiel Production and Transformation Processes
Christian Eduardo López Losoya
Secretary General
Ramón Picazo Castelán Coordinator of the Areas of Trade and Administration,
Informatics, Health, and Tourism
Secretary of Academic Development and Training Patricia Toledo Márquez
Tomás Pérez Alvarado
Coordinator of the Automotive, Electronics and
Secretary of Administration Telecommunications and Installation and Maintenance
Hermilo García Christfield Jaime Gustavo Ayala Arellano

Secretariat of Planning and Institutional Development Working group

Esther Alicia Díaz Treviño
Technician:
Secretary of Institutional Services
Salvador Alvarado Garibaldi Virginia Orozco Olvera
Methodological:
Corporate Director of Legal Affairs
Daniel Aceves Villagrán
Patricia Toledo Márquez
Corporate Director of the Studies and Exchange Unit
Academic
Roberto Borja Ochoa Group that updates

Corporate Director of Information and Communications Technician:

Miguel Ángel Serrano Perea
Virginia Orozco Olvera
Director of Curriculum Design for Vocational Training
Julius Caesar Estevané Huertero Methodological:

Rosalba Vázquez García

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Nursing in emergencies

Content Page.
Message from the General Director 5
Presentation of the Secretary of Academic Development and Training 6

Chapter I: Generalities of Careers 8

1.1 General Objective of the Degree 8
1.2 Cross-Sectional Competencies in the Curriculum 9

Chapter II: Specific Aspects of the Module 11

2.1 Presentation 11
2.2 Purpose of the Module 13
2.3 Module Map 14
2.4 Learning Units 15
2.5 Documentary References 24

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 During the current six-year term, the Ministry of Public Education undertook a task of great importance for Mexican society: the
Message from the Director
Comprehensive Reform of Upper Secondary Education, whose main objective is to establish the National Baccalaureate System. To this end,
General Our Quality Academic Model for Competitiveness has incorporated the establishment of the Framework as strategic lines.
Common Curriculum based on competencies; the incorporation of the CONALEP System in the regulation of the modalities of the offer
education and the improvement of the management and administration mechanisms of all Administrative Units.

In this context, it is imperative to maintain the relevance of the curricular contents as a requirement to achieve quality.
the training services that the College offers to young Mexicans who choose to join our institution. Likewise, the
the rapid changes experienced by society as a whole make permanent and systematic exchange with the
productive and social environment, so that it is possible to timely understand the emerging needs and their evolution, to
incorporate them into the curriculum and educational practice.

Three years after the design and implementation of the Academic Quality Model for Competitiveness, the CONALEP System publishes the
current version of the curricular documents that regulate the teaching-learning process in their classrooms, workshops, and laboratories;
these documents incorporate the competencies derived from the interinstitutional works that are part of the definition of the
Common Curriculum Framework of the National Baccalaureate System, as well as the experiences that have been shared by the community.
academic and administrative of the institutions of the CONALEP System.

With this activity and the high institutional commitment of the professional service providers and the academic staff
administrative school officials, state authorities and National Offices, accompanied by representatives from the productive sector and
the parents, we embark on the consolidation stage of the Quality Academic Model for Competitiveness, we do it with
renewed optimism and with the assurance that these documents -result of the work of specialized personnel and effort
community collective - will continue and allow the achievement of the purposes and objectives contained in the National Plan
Development, the Sectoral Education Program 2007–2012 and the Institutional Program 2007-2012.

I sincerely hope that these documents serve to reinforce the experience and knowledge of service providers.
professionals and translate into the successful development of students' competencies, guiding the training of professionals
Quality and competitive technicians, capable of facing the challenges of the rapid social, scientific, and technological development that is presented to them.
they will present in their professional life.

Wilfrido Perea Curiel

Director General

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 In the context of actions that have been implemented regarding the Comprehensive Reform of Upper Secondary Education and the establishment
Presentation of the
of the National Baccalaureate System, the Quality Academic Model for the Competitiveness of the National College of Education
Secretary of Technical Professional is a response aimed at the ongoing need to renew and update the curricular content to
Development make them relevant to the changes and demands of the labor and educational environment of the country, and of each of the regions in which it
Academic and of our campuses are located.
Capacitación
The main strengths of the Quality Academic Model for Competitiveness are the institutional mechanisms that link it.
permanently with representatives of the productive sector, both public, private, and social; it also highlights the
flexibility that the Model has so that the student can choose training paths that enable their permanence and subsequent
graduation as a Technical Professional or Technical Bachelor.

This seeks to provide comprehensive and ongoing training to our students in a context that allows for development.
professional and citizen competencies that enable them to integrate and promote sustainable human development; the profiles of
output, study programs and pedagogical and evaluation guides have been designed based on a competency methodology and
under a constructivist approach to knowledge. Our institution provides the opportunity for graduates to integrate into the
labor market, if they wish so, or they can continue their studies in higher education institutions

Likewise, our Academic Model incorporates the strategic lines defined by the Secretariat of Public Education such as:
establishment of the Common Curricular Framework based on competencies; the definition and regulation of the modalities of the offer
educational from the different subsystems; the improvement of management mechanisms and the complementary certification of the System
National High School Degree, to strengthen our vocation.

The documents that support the Academic Model aim to achieve a quality curriculum and thereby create schools.
effective, that is, teams that are characterized by their sense of community; appropriate school and classroom climate; proper use of
time; high participation of the school community and teachers; high academic expectations in students – which can only generate
the teacher in close collaboration with the management and academic-administrative staff of the institution - and optimal use and utilization
of the existing facilities and academic resources.

The present study program is a very useful tool for planning and developing the teaching-learning process in
the classrooms, workshops, and laboratories of our institution and it will only be useful if each of our teachers and instructors uses it to
plan and guide the pedagogical and didactic actions that lead to the achievement of our institutional mission: To educate.
quality technical professionals

Each curriculum is the result of the intellectual effort of professors, instructors, curriculum designers, and educators.
specialists and representatives of the productive sector; in this effort, each of them seeks to materialize their knowledge,
skills and experiences; however, as a program, it constitutes an educational proposal susceptible to application, reflection,

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 evaluation and improvement, as one of the fundamental characteristics of the educational process is to be a project in constant improvement and
perfection

Thus, I invite the academic community to participate proactively so that the study programs become a guide.
for reflection and educational action and as a meeting point that leads us to combine efforts to achieve the consolidation of the Model
Academic, training our students as quality technical professionals who are competitive in their insertion into
labor market as they wish to continue their studies at the higher level; only then will this effort be justified and have a reason to exist
collective of our academic community.

Tomás Pérez Alvarado

Secretary of Academic Development and Training

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CHAPTER I: Generalities of the Career

1.1. General Objective

of the Race

P.T. and P.T–B in General Nursing

Provide general nursing care to healthy or sick individuals at all three levels of care and participate in actions
derivatives of teaching and administrative functions, whose area of competence is determined by the execution of interventions such as
result of medical care and the application of the nursing care process, whose activities are aimed at protecting,
to maintain, promote, improve, or restore health in accordance with the requirements, needs, and interculturality of the population it serves.

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1.2. Competencies
Transverse to
Curriculum (*)

Generic Competencies Attributes

Be self-determined and take care of yourself He faces the difficulties that arise and is aware of his values, strengths, and weaknesses.
Identifies their emotions, manages them constructively, and recognizes the need to seek support in the face of a
1. One knows and values oneself and
situation that exceeds him.
tackles problems and challenges Choose alternatives and courses of action based on substantiated criteria and within the framework of a life project.
taking into account the objectives Critically analyze the factors that influence your decision-making.
what pursues. Assume the consequences of your behaviors and decisions.
Manage the available resources considering the constraints to achieve your goals.
He/She is sensitive to art and participates in Value art as a manifestation of beauty and expression of ideas, sensations, and emotions.
the appreciation and interpretation of Experience art as a shared historical fact that enables communication between individuals and cultures in the
their expressions in different time and space, while developing a sense of identity.
genders. Participate in art-related practices.
3. Choose and practice lifestyles Recognizes physical activity as a means for their physical, mental, and social development.
healthy. Make decisions based on the assessment of the consequences of different consumption habits and risk behaviors.
Foster interpersonal relationships that contribute to your human development and that of those around you.
It expresses and communicates Express ideas and concepts through linguistic, mathematical, or graphical representations.
He applies different communication strategies depending on who his interlocutors are, the context he is in, and the
4. Listen, interpret, and emit objectives that it pursues.
relevant messages in Identify the key ideas in a text or oral discourse and infer conclusions from them.
different contexts through the Communicates in a second language in everyday situations.
use of means, codes and Handles information and communication technologies to obtain information and express ideas.
appropriate tools.
Think critically and reflectively Follow instructions and procedures thoughtfully, understanding how each of its steps contributes to the
scope of a goal.
5. Develop innovations and Organize information according to categories, hierarchies, and relationships.
propose solutions to problems Identify the systems and core rules or principles that underlie a series of phenomena.
starting from methods Build hypotheses and design and apply models to test their validity.
established. Summarize evidence obtained through experimentation to draw conclusions and formulate new questions.
Use information and communication technologies to process and interpret information.

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6. Maintain a personal stance Choose the most relevant sources of information for a specific purpose and differentiate between them according to their
about topics of interest and relevance and reliability.
general relevance, considering Evaluate arguments and opinions and identify biases and fallacies.
other viewpoints in a way Recognizes one's own biases, modifies their viewpoints upon encountering new evidence, and integrates new
critical and reflective. knowledge and perspectives on the resources available.
Structures ideas and arguments clearly, coherently, and concisely.
Learn autonomously Define goals and monitor their knowledge construction processes.
Identify the activities that are of least and greatest interest and difficulty to you, recognizing and managing your reactions.
7.Learn by initiative and interest facing challenges and obstacles.
own throughout life. It articulates knowledge from various fields and establishes relationships between them and everyday life.
Work collaboratively Propose ways to solve a problem or develop a project as a team, defining a course of action with
specific steps.
8. Participate and collaborate in a way Bring viewpoints with openness and consider those of other people reflectively.
effective in diverse teams. Adopt a constructive attitude, consistent with the knowledge and skills you possess in various
work teams.
Participate responsibly in It prioritizes dialogue as a mechanism for conflict resolution.
the society Make decisions in order to contribute to the equity, well-being, and democratic development of society.
Know your rights and obligations as a Mexican and a member of different communities and institutions, and recognize the
9. Participate with awareness value of participation as a tool to exercise them.
civic and ethical in their life It contributes to achieving a balance between individual interest and well-being and the general interest of society.
community, region, Mexico and the Act proactively in the face of societal phenomena and stay informed.
world. It warns that the phenomena occurring in local, national, and international contexts take place within a
global interdependent context.
10. Maintains a respectful attitude Recognize that diversity has its place in a democratic space of equal dignity and rights for all.
towards interculturality and the people, and rejects all forms of discrimination.
diversity of beliefs, values, Engage in dialogue and learn from people with different perspectives and cultural traditions through the location of their own.
ideas and social practices. circumstances in a broader context.
Assume that respecting differences is the principle of integration and coexistence in local, national and international contexts.
international.
11.Contributes to development Assume an attitude that promotes the solution of environmental problems at the local, national, and international levels.
critically sustainable, Recognizes and understands the biological, economic, political, and social implications of environmental damage in a context
with responsible actions. global interdependent.
Contributes to achieving a balance between short-term and long-term interests concerning the environment.

*Source: Agreement 444 establishing the competencies that constitute the Common Curricular Framework of the National Baccalaureate System.

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CHAPTER II: Specific Aspects of the Module.

2.1. Presentation

The Nursing in Emergencies module is taught in the sixth semester of the Professional Technical and Professional Technical-Baccalaureate in Nursing.
General and corresponding to the core of vocational training, its purpose is for the student to acquire the required competencies to provide
nursing care for patients in cases of medical emergencies in coordination with the health team, applying techniques and procedures
specific.

The module is made up of two learning units. The first learning axis provides the student with the necessary elements to offer
assistance and collaborative care in a pre-hospital environment through the application of triage and the performance of basic CPR maneuvers,
in order to save the patient's life. The second unit focuses on the hospital area of emergency medical services, where the aim is to
the student performs the assistance function, aimed at preventing complications and helping the survival of the traumatized or critically ill patient. The
The module is organized into a theoretical-practical phase of 54 curricular hours within the institution and a phase of 35 hours of clinical practice.
complementary in units of the three levels of medical care provided with simulators for CPR training, educational or training centers
CPR training or nursing laboratory with basic CPR simulators.

The contribution of this module to the graduate profile of the career is the development of technical-assistive skills and the reinforcement of attitudes for
provide general nursing care in critical situations, emergencies, with risk or in vital crisis, using methods and techniques of
nursing of a medium level of complexity, considering the ethical and legal aspects that allow them to make decisions from their field of
competence to promote the recovery of the person and prevent complications or even death. The skills acquired in this module
combined and applied with those already acquired in other modules, will enhance the student's professional training, which will improve their competitiveness and
human development.

The professional training of PT and PT-B is designed with a logical sequence and process-oriented approach, which implies a systematic development.
gradual, progressive from general to particular. This module includes a series of transversal competencies that can be applied from the first
semester both horizontally and vertically to the curriculum of the career, related to the assessment of the patient and the nursing care process,
emphasizing the ability to prioritize and assertive action that contribute to saving the person's life, A basic condition to achieve this is the
teamwork that assumes the establishment of good relationships with colleagues and health professionals, in order to apply efficiently and

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timely the current action protocols in emergency services. This module enhances the student's ability to solve
from their area of expertise vital health problems, which will serve them not only as competencies of their professional practice but to apply it
in their environment and social context.

Además, estas competencias se complementan con la incorporación de otras competencias básicas, las profesionales y genéricas que refuerzan la
technological and scientific training, and strengthen the comprehensive education of the students; that prepares them to understand the productive processes in the
that is involved to enrich them, transform them, solve problems, make decisions, and perform in different environments
labor, with a creative, critical, responsible, and proactive attitude; likewise, it promotes teamwork and the full development of its
potential in the professional and personal spheres and harmonious coexistence with the environment and society.

The teaching task in this module will need to diversify so that the Professional Service Providers (PSPs) can carry out functions.
preceptors, which will consist of guiding and accompanying students during their academic and personal development process and in the definition
of participation strategies that allow for the incorporation of your family into a shared responsibility framework that contributes to their comprehensive development; therefore
For this reason, time should be allocated within each unit to provide this support to the educational work in accordance with the Mentoring Program.

Finally, it is necessary that at the end of each learning unit, a class session is considered in which the recap of the
learning achieved, in general, by the students, with the purpose of verifying that these have been reached or, if not, determining the
relevant improvement actions. It should be noted that in this session, the student who has received a deficiency in their evaluation activities or wishes to
improve your result, you will have the opportunity to submit new evidence.

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2.2. Purpose of the module

Provide quality and safe nursing care to patients in life-threatening situations, performing systematized actions.
protocolized and in operational coordination with the health team, in order to limit complications arising from the disease or trauma and provide
higher chances of survival with the least possible sequelae.

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2.3. Module Map

Nombre del Módulo Learning Unit Learning Outcome

1.1 Provides nursing care under a priority scheme

1.Nursing care in applying the triage protocol in coordination with the healthcare team.
urgent situation and 08 hours
emergent
1.2 Perform basic cardiopulmonary resuscitation maneuvers on victims of cardiac arrest.
23 hours cardiac based on the current recommendation guidelines.
15 hours

Nursing in emergencies
2.1 Provides nursing care to trauma victims, in coordination
54 Hours with the health team and in adherence to safety processes and standards
2.Nursing care in established.
traumatology and emergencies 16 hours
hospital
Provides nursing care to unstable or critically ill patients
31 hours in hospital emergency services, applying the protocols of
specific actions in each case.
15 hours

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 2.4. Units of
Learning

Learning unit: Nursing care in urgent and emergency situations. Number 1

Purpose of the unit She will provide nursing care to victims of cardiac arrest or in emergency situations.
medical, through the application of established protocols and guidelines, in order to increase the probability of 23 Hours
survival.
Learning outcome: 1.1 Provides nursing care under a priority scheme applying the protocol of
08 Hours
triage in a coordinated manner with the health team.

Evaluation activities C P A Evidence to be collected Weighting Contents

1.1.1 Simulate the triage protocol . Report of the 15% A. Description of the epidemiological context
considering the following simulation of trauma in Mexico
elements: Violence in its different forms
Planning and organization as a public health problem
Phases of the protocol of Types of death in trauma
triage  Accident
Participation of  Homicide
nursing  Suicide
Prevalence of accidents by group of
age
Mortality in traumatized patients

B. Nursing intervention in the protocol

of triage
Concept and objective of nursing in
emergencies
Assessment of the environment and first
contact with the victim
Glasgow Coma Scale
Triage
 Concept

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  Objective
 Classification and universal codes
Phases of the triage protocol
 To value
 Select
 Prioritize
Nursing participation in triage
 Stay calm and identify yourself
 Classification of victims according to
triage protocol
 Safe transfer of victims
 Vital signs
 Two-way channeling
intravenous and initiation of fluid therapy
parenteral
 Exhibition and exploration of the
victim
 Temperature control
 Guide the victims to safe places
 Calm and provide support
emotional

C:Conceptual Procedural Attitudinal

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Learning outcome: 1.2 Perform basic cardiopulmonary resuscitation maneuvers on victims of cardiac arrest based on
15 hours
in the current recommendation guidelines.
Evaluation activities C P A Evidence to be collected Weighting Contents

1.2.1 Perform practice number 1 . Practice report 35% A. Airway management and basic life support
Maneuvers of RCP that includes photography Definición y causas de paro respiratorio
considering the following or video making and cardiac
elements: Basic CPR Activation of the response system of
Descriptive elements of the emergencies
process High-quality CPR in adults
CPR maneuvers  Concept
CPR Sequence  Purpose
Post-cardiac arrest care  Ethical principles in resuscitation
 Simplified SVB/BLS algorithm
in adults
 Technique, depth, and frequency of
chest compressions
 Head extension maneuver
chin elevation
 Technique for administering breathing
rescue artificial
CPR Sequence
 C Compression
 Airway opening
 B Ventilation
 Automatic external defibrillation
(DEA)
Post-cardiac arrest care and education
according to the CPR guidelines
current.

B.Nursing assistance in the facility

through artificial airway
Patient identification
Preparation of equipment for intubation

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 endotracheal
Endotracheal tube fixation
Application of security measures
 Use of standard precautions
 Verification of the oxygen source
 Verification of operation
suction team
 Integrity verification of the balloon
endotracheal cannula
 Verification of operation
laryngoscope
 Anticipation of sedatives and relaxants

C.Pre-hospital nursing care in

trauma and emergency situation
Concept and objectives of care
prehospital
Technical principles for the approach
safe and with patient quality in
emergency or trauma situation
 Order
 Precision
 Speed
Victim assessment and techniques of
attention
 Assessment of consciousness,
breathing and pulse
 Exhibition and physical exploration
complete
 Cover wounds
 Reduce fractures
 Protect cervical column
 Unblocking maneuvers
Protocol of action at the hour
golden trauma
 Characteristics and norms of the hour

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 golden
 Window period for care
prehospital
. EVC 3 hours
. IAM 6 hours

Session for recapitation, co-evaluation, and submission of evidence.

C:ConceptualP:ProcedimentalA:Actitudinal

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Learning unit: Nursing care in traumatology and hospital emergencies. Number 2

Purpose of the unit It will provide nursing care to trauma victims and hospital medical emergencies, in
coordination with the health team based on protocols and quality and safety standards
31 hours
established in order to contribute to the patient's survival and reduce risks and complications
secondary schools.
Learning outcome: Provides nursing care to trauma victims, in coordination with the team.
16 hours
health and in compliance with established safety processes and regulations.

Assessment activities C P A Evidence to be collected Weighting Contents

Carry out practice number 2. . Practice report 25% A. Constitution and handling of the car
Nursing care in number 2 emergencies or strike
traumatology, . PLACE Defibrillator monitor with pacemaker
the following elements: Airway equipment
Driving the car of Medications
emergencies Vascular access
Nursing care for Solutions
polytraumatized patient Consumable material
PLACE Rigid table
Action plan and functions of the team
strike

B. Description of the kinematics of trauma

Kinetics or mechanics
Agent or vector
Mechanisms of injury
Disability or death

C.Nursing care for the patient

polytraumatized in the shock unit
Concept of polytraumatized patient
Shock unit
 Concept
 Features
 Objective
Activities and procedures of the

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 nurse "A"
 Placement of collar
 Column stabilization
 Equipment preparation
Activities and procedures of the
nurse 'B'
 Patient exposure
 Protection of belongings
 Monitoring
 Labeling and shipping of samples of
laboratory
 Interdepartmental coordination
Activities and procedures of the
nurse 'C'
 Installation of two venous lines
 Medical assistance
 Laboratory sampling,
group and Rh
 Preparation and administration of
solutions, medications
hemoderivatives
 Preparation of thoracotomy equipment
 Transurethral catheter placement

D. Preparation and execution of the plan of

nursing care for patients in
shock state
Concept
Objective of care
Description of the types of shock
 Hypovolemic
 Cardiogenic
 Distributive: septic, anaphylactic and
neurogenic

E.Preparation and execution of the plan

nursing care for the patient with
traumatological emergencies

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 Of the thorax
Of the abdomen
Cranioencephalic (TCE)
Musculoskeletal
 Fractures
 Wounds
Near-drowning

F. Development and implementation of the plan

nursing care for patients with
trauma from burns.
Types of burns according to the
body surface area percentage
affected and harmful agent
Risk factors
Urgent treatment

G.Development and implementation of the plan

nursing care for the patient
intoxicated
Types of poisoning and routes of entry
 Gas
 Medications
 Animal bite
 Chemical substances
Treatment
 Administration of antidotes
specific according to medical indication and
origin of the problem
 Preparation and administration of coal
activated
 Contraindications of emesis and
gastric lavage
C:Conceptual Procedural Attitudinal

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Learning outcome: 2.2 Provides nursing care to unstable or critically ill patients in the services of
15 hours
hospital emergencies, applying the specific action protocols in each case.
Assessment activities C P A Evidence to be collected Weighting Contents

2.2.1 Carry out practice number 3 . Report of the practice 25% A. Pathological description and care plan
Nursing care in num. 3 from nursing to patients with emergencies
emergencies hospital common cardio-respiratory
considering the following Respiratory distress syndrome of
elements: adult
Pathology Pulmonary embolism
Urgent treatment Acute pulmonary edema
indicated Acute myocardial infarction
PLACE
B. Pathological description and care plan
from nursing to patients with emergencies
common metabolic
Hypoglycemia
Hyperglycemia

C. Pathological description and care plan

from nursing to patients with emergencies
hypertensive
Hypertension
Hypotension
D. Pathological description and care plan
from nursing to patients in emergencies
neurological
Cerebrovascular accident
Epileptic status
E. Pathological description and care plan
from nursing to patients with emergencies
renal and urological
Kidney stones
Hemorrhagic cystitis
Session for recap, co-evaluation, and delivery of evidence.
C:ConceptualP:ProcedimentalA:Actitudinal

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2.5. References
Documentales

Basic:

Canaval Berlanga, A., Rodríguez de Viguri, N.Manual de soporte vital avanzado en trauma,Madrid. Editorial, Masson, 2007.
E. N, A. Emergency Nursing. Mexico City, McGraw Hill Interamericana, 2005.
Proehl, Jean A.Enfermería de urgencias. Técnicas y procedimientos.Madrid, 3ª edición, Elsevier, 2005.

Complementary:

Álvarez Leiva, Carlos.Manual de Atención a Múltiples Víctimas y Catástrofes.Madrid, Editorial Aran, 2008.
Amboague Mato, C., Agüera Peñafiel, M.“Guía de administración intravenosa de medicamentos de Urgencias”.Madrid. Editorial Arán, 2003.
North American Nursing Diagnosis Association NANDA. Nursing Diagnoses: Definitions and Classification. Spain, Editions
Harcourt Brace, 2009–2011.

Fernández Ayuso D., Aparicio Santos J., Pérez Olmo JL., Serrano Maza A. Prehospital emergency and rescue nursing. Madrid,
Editorial ARÁN, 2002.
Galvan Oliert, José A. Manual of Emergencies in Nursing. Spain. Editorial Díaz de Santos, 2000.
Mc Swain, Norman E., Frame, Scott, Gea.Soporte vital básico y avanzado en el trauma prehospitalario.Madrid, Elsevier, 2004.
McCloskey D, J., Bulechek G.M. Classification of Nursing Interventions (NIC) 5th Ed., Madrid Spain. Elsevier-Mosby Publishing, 2009.
Moorhead S, Hohnson M, Maas M.Clasificación de los resultados de enfermería (NOC).4ª. Ed. Madrid España. Editorial Elsevier-Mosby, 2009.

Moya Mir, M.S.Normas de Actuación en Urgencias.Madrid, 4ª Edición, Editorial médica Panamericana, 2008.
S.C. Smeltzer.Enfermería Medicoquirúrgica de Brunner y Suddarth. México, Editorial Mc Graw Hill Interamericana, 2002

Web Pages:

Academic Quality Model for Competitiveness ENUR -01 24/25

What is an Emergency? Available at:http://www.telemedik.com/articulos/Que%20es%20una%20Emergencia.html (03-10-11)
Algorithms for common intoxications in emergencies. Available at:
http://www.reeme.arizona.edu/materials/Intoxicaciones%20algor%202.pdf (03-10-11)

Highlights of the American Heart Association 2010 guidelines for CPR and ECC. Available at:
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