Integrated Healthcare

Objectives

The subject Integrated Care is part of the subject of Public Health, Education, Management and Administration of Services, which in turn is part of the compulsory training of the degree in Occupational Therapy. There are no previous requirements, but it is recommended to have taken most of the subjects of 1st, 2nd and 3rd.

The general objectives of this subject are:

• Acquire knowledge about the current situation of comprehensive care, where it is applied and why it is applied, as it is important to have comprehensive knowledge about care and what factors are involved.
• Research case studies and examples of organizations in which comprehensive care is applied. From case studies to theory.
• Acquire knowledge about teamwork, multidisciplinary teams and communication between professionals.
• Improve attitudes that favor the integrated care process, the comprehensiveness of care with a more holistic view, continuity of care (health and social) and cooperation-collaboration between different professionals and different levels of care to make proposals for integrated care.

Thanks to the good health outcomes in current contexts, the aging of the population and the chronicity of many health situations, it is necessary to rethink the care systems, both social and health. People are very far from being a set of functional organs and systems; they are very far from being a disease or a set of diseases; and they continue to form an interdependent part of their immediate social environment. Meanwhile, services and care continue to be specialized (within the different levels of health care and within the different levels of social care) and disconnected from each other, which makes care fragmented.

Learning outcomes

• LO1. Identify the essential elements in integrated care.
• LO2. Designs, plans and applies interventions at different levels of healthcare, taking into account the different health professionals, from the local to the international level.
• LO3. Resolves problems and situations related to professional development with entrepreneurial and innovative attitudes.
• LO4. Knows and justifies the specific contribution of different professionals in the health field and has the skills to work in a team.
• LO5. Uses oral language (verbal and non-verbal) appropriately in personal and professional interaction in Catalan and Spanish.

Competencies

General skills

• Demonstrate commitment to the profession and its values, to ongoing improvement in practice, seeking excellence in care for people, and the community.

Specific skills

• Analyze care needs and service provision for vulnerable people, and their social and family context, from an interdisciplinary perspective, in order to ensure integrated care and continuity of care.
• Engage in a continuous process of evaluation and quality improvement in providing occupational therapy services, involving people, patients and users where appropriate, communicating results to those concerned.
• Know about, develop and implement health and social healthcare management plans for the provision of services and improving the quality of occupational therapy.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students can communicate information, ideas, problems and solutions to both specialists and non-specialists.

Core skills

• Display professional skills in complex multidisciplinary contexts, working in networked teams, whether face-to-face or online, through use of information and communication technology.

Content

1. Introduction and keywords
   1. Comprehensive care and comprehensiveness
   2. Person-centered care
2. Integrated care in the field of health
3. Integrated care in the social sphere
   1. The socio-health model
4. Case management
   1. Example 1
   2. Example 2
5. Occupational therapy and integrated care
6. Professional skills and teamwork

Evaluation

According to the Academic Regulations for undergraduate studies at UVic-UCC, there is only one official call that provides for two different evaluation periods:

• Ordinary period, which takes place as part of the training process and during the school period.
• Complementary evaluation period, in which the student can be evaluated again for the tasks, activities or retrievable tests that he/she has not satisfactorily passed within the framework of the first period.

Ordinary period

Continuous evaluation of the activities carried out by the student is carried out through:

• Written test on theoretical content: 40% of the final grade for the subject; retaken
• Observation and monitoring of participation: 35% of the final grade; non-recoverable
• Assessment activities: 25% of the final grade for the subject; recoverable

The subject is passed if a grade equal to or greater than 5 is obtained. The final grade for the subject is the result of the weighting of the grades obtained in each of the parts. In order to be able to do the weighting, it is necessary that:

• The grade of the written test (30%) is equal to or greater than 5.
• The average of all recoverable assessment activities (20%) is equal to or greater than 5.

Complementary evaluation period

Students who do not pass some of the activities considered retakeable may retake them during this period. The evaluation of this second period cannot account for more than 50% of the final grade for the subject.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each part, using the last grade obtained in the ordinary and complementary evaluations. The subject is passed if a grade ≥5 is obtained.

Important

Plagiarism or copying someone else's work is penalized in all universities and, according to the UVic-UCC coexistence rules, constitute serious or very serious faults. Therefore, during the course of this subject, plagiarism or the improper appropriation of texts or ideas from other people (see What is considered plagiarism?) and the improper or undeclared use of artificial intelligence in an activity automatically result in a suspension or other disciplinary measures.

To cite texts and materials appropriately, you must consult the academic citation guidelines and guidelines available on the UVic Library website.

Methodology

The subject is organized through:

• Virtual self-learning sessions
• Guided group work sessions with practical exercises
• Directed individual work sessions with case resolution

In line with the UVic-UCC regulations for accreditation and demonstration of knowledge and skills in third languages, this subject is included in the Plan for the Implementation and Deployment of English in undergraduate degrees at the FCSB. This implies that it includes training and assessment activities in the English language to support the achievement of this competence.

Bibliography

Key references

• Amblàs –Novellas J et al. (2015). Frailty, severity, progression and shared decisión-making: A pragmatic framework for the challenge of clinical complexity at the end of life. Retrieved from https://www.researchgate.net/publication/271274157
• Contel,JC., Muntané, B., Camp,L. (2012). Atención Primaria: La atención al paciente crónico en situación de complejidad: el reto de construir un escenario de atención integrada. Retrieved from https://www.elsevier.es/es-revista-atencion-primaria-27-articulo-la-atencion-al-paciente-cronico-S0212656711002204
• Garcés, J., Ródenas, F. (2014). La gestión de casos como metodología para la conexión de los sistemas sanitario y social en España. Retrieved from https://doi.org/10.1016/j.aprim.2014.11.005
• Ledesma,A., Blay,C., Contel,JC., González,A.,Sarquella,E.,Viguera, Luis. (2015). Pla interdepartamental d'atenció i interacció social i sanitària: Model Català d'atenció integrada. Retrieved from http://presidencia.gencat.cat/ca/el_departament/plans_sectorials_i_interdepartamentals/PIAISS/
• Morera, R. (2015). Atención integrada de salud. Retrieved from http://www.risai.org/index.php/risai/article/view/12

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.