- UAB Specialisation Course
- Code: 3832/8
- 8th edition
- Modality: Face to face
- Credits: 5 ECTS
- Start date: 27/05/2025
- Finish date: 19/06/2025
- Places: 35
- Orientation: Professional
- Price: 290 €
- Teaching language: Catalan (75%), Spanish (25%)
- Location: Escola Universitària d'Infermeria de l'Hospital de Sant Pau, Barcelona
The 21st century, an era of "permanent change" both in professional and personal environments, involves care experiences with a high emotional impact for nurses who attend to complex patients and/or face sudden or unexpected situations.
Caring for the person implies a greater importance of self-knowledge to face situations with a high level of suffering. To survive changes, the professional needs to expand intervention strategies that help in their leadership and to provide quality care to the patient and family, as a member of an interdisciplinary team.
However, care practice involves accompanying people who experience situations of great emotional impact such as serious illnesses, the loss of loved ones, degenerative problems or disabilities, all of which generate significant burdens of suffering both in the person who suffers it and in their family, as well as in the professionals involved.
In the care model, nurses manage their emotions and establish therapeutic relationships with the aim of addressing the suffering of people with counseling or helping relationship skills (1). Interpersonal communication is one of the fundamental skills in the nursing profession and to achieve a correct therapeutic relationship, self-knowledge, empathy, respect, active listening, observation, and awareness of one's own skills are necessary requirements (2).
However, people who are exposed daily to these situations can trigger and manifest burnout and/or compassion fatigue processes that will interfere with the quality of the care process. According to Kearney et al (3), burnout is associated with suboptimal practice in terms of care quality. They also define compassion fatigue as the cost of caring for people who suffer.
Evidence shows the effectiveness of some measures and tools used to address these problems, such as meditation, communication skills training, and the development of self-care skills (3). Various authors (3,4) affirm that self-awareness practices that promote self-care mechanisms are essential in care settings with a higher burden of suffering, such as palliative care units, critical care units, and emergency services.
Therefore, training in skills for managing the emotions of both the patient and the family, as well as those of the professional, is necessary. Among the recommendations of the Public Health Agency (5), it is noted that due to the nature of their task, which involves making difficult decisions, emotional impact, and managing uncertainty, among others, healthcare professions require personal learning that guarantees the necessary psycho-affective balance to provide quality care. Learning the psychological and humanistic resources that should be part of the professional's personality will be the basis for personal satisfaction and professional effectiveness.
Caring for the person implies a greater importance of self-knowledge to face situations with a high level of suffering. To survive changes, the professional needs to expand intervention strategies that help in their leadership and to provide quality care to the patient and family, as a member of an interdisciplinary team.
However, care practice involves accompanying people who experience situations of great emotional impact such as serious illnesses, the loss of loved ones, degenerative problems or disabilities, all of which generate significant burdens of suffering both in the person who suffers it and in their family, as well as in the professionals involved.
In the care model, nurses manage their emotions and establish therapeutic relationships with the aim of addressing the suffering of people with counseling or helping relationship skills (1). Interpersonal communication is one of the fundamental skills in the nursing profession and to achieve a correct therapeutic relationship, self-knowledge, empathy, respect, active listening, observation, and awareness of one's own skills are necessary requirements (2).
However, people who are exposed daily to these situations can trigger and manifest burnout and/or compassion fatigue processes that will interfere with the quality of the care process. According to Kearney et al (3), burnout is associated with suboptimal practice in terms of care quality. They also define compassion fatigue as the cost of caring for people who suffer.
Evidence shows the effectiveness of some measures and tools used to address these problems, such as meditation, communication skills training, and the development of self-care skills (3). Various authors (3,4) affirm that self-awareness practices that promote self-care mechanisms are essential in care settings with a higher burden of suffering, such as palliative care units, critical care units, and emergency services.
Therefore, training in skills for managing the emotions of both the patient and the family, as well as those of the professional, is necessary. Among the recommendations of the Public Health Agency (5), it is noted that due to the nature of their task, which involves making difficult decisions, emotional impact, and managing uncertainty, among others, healthcare professions require personal learning that guarantees the necessary psycho-affective balance to provide quality care. Learning the psychological and humanistic resources that should be part of the professional's personality will be the basis for personal satisfaction and professional effectiveness.
Scholarships and financial aid
Chek all the information on the possibilities for grants and scholarships in the page for UAB financial aids, grants and calls.
Coordinating centres
Escuela Universitaria de Enfermería del Hospital de la Santa Cruz y de San Pablo
Contact
Neus Taribó Ricou
Phone: 935537833