Module/Subject matter
Module: End-of-studies projects
Subject: End-of-degree project
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Contents
Implementation and defence of End-of-degree project APA style citing guidelines. Bibliographic references. Use of qualitative and quantitative research methods. Intervention outcomes.
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General proficiencies
General competences (CG) which must be acquired in this subject are:
CG7 - Students are able to describe different psychological evaluation, diagnosis and treatment methods in different applied fields of Psychology
CG8 - Students are able to describe different research designs, hypothesis formulation and testing procedures and outcome interpretation.
CG9 - Students are able to describe the different Psychology application fields and have the necessary knowledge to influence and foster life quality among individuals, groups, communities and organisations in the different contexts: education, clinic and health, work and organisations and community.
The basic competences (CB) which must be acquired in this subject are:
CB2- Students are able to apply their knowledge to their work or vocation in a professional way, and they have the competences usually shown through arguments defence and problem solving within their study field
CB3- Students have the ability to gather and interpret relevant data, (normally within their study area) to make judgements including a reflection on relevant social, scientific or ethical topics
CB4- Students are able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences
CB5- Students have developed the necessary learning skills to go on to study further degrees with a high level of autonomy
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Specific proficiencies
CE10 - Students have developed the capacity to analyse the context where individual behaviour, group and organizational processes take place
CE13 - Students are able to choose the appropriate psychological intervention techniques to meet the planned goals
CE16 - Students are able to plan the evaluation of programmes and interventions
CE17 - Students have the capacity to measure and obtain relevant data to evaluate the interventions
CE18 - Students are able to analyse and interpret the evaluation outcomes
CE21 - Students have proven they know and are able to stick to the deontological obligations of Psychology
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Learning outcomes
1. To draft, present and defend orally an academic individual and original project which analyses in detail a psychological topic.
2. To categorise and interpret data and information to base and write a research on, including the appropriate outcomes and, whenever necessary and relevant, the reflection on social, scientific or ethical issues within their field of study.
3. To analyse the needs and evaluate the existing support services regarding the organisation of the psychological demands in specific situations.
4. To adapt and create material related to the scientific course of action chosen to draft the End-of-degree project.
5. To formulate an intervention design aiming at improving a specific and current variable, situation problem.
6. To finish with the proposal and implementation of a project to foster health and life quality among individuals, groups, communities and organisation in the different contexts: education, clinic, work and organisations and communities.
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Methodology
| TRAINING ACTIVITIES |
IN-PERSON HOURS |
DISTANCE LEARNING HOURS |
| Study and autonomous work of the student |
|
286 |
| Tutorials |
13 |
|
| Assessment tests |
1 |
|
| Total |
14 |
286 |
In agreement with the regulations of Public University of Navarre and, particularly, under the provisions established on the Regulations of Public University of Navarre on End-of-studies projects, approved by Government Council on 27 May 2014, and with the regulations on End-of-degree project (TFG) of the Faculty of Health Sciences approved on 28 April 2021, this guide develops the procedure regulating the TFG in the Degree in Nursing of Public University of Navarre.
The TFG will consist of a project developed individually by each student under the guidance of a supervisor, in which the training content, capacities, competencies and skills acquired throughout the degree are applied and developed.
The main task of a TFG supervisor is:
- To establish the guidelines for the TFG
- To guide the student through the preparation of the project in matters related to the topic structure, writing, philosophy or approach
- To make sure that the objectives set at the beginning are met in the planned time
- To authorise the presentation and defence of the project
The task of the supervisor begins at the moment the student is assigned a ETF Supervisor. The TFG must prove that the student has taken in the competencies and knowledge acquired throughout the degree by drafting papers which provide applied implications. TFGs may be:
- Bibliographic review
- Bibliographic review with a Proposal to Intervene/Improve/Draft an Intervention Plan/Business Plan/Entrepreneurship Project/Public data analysis/Others
Activities to carry out the TFG
Start: once the TFG assignment process has taken place, each student is responsible for getting in touch with their supervisor within one month at the most, in order to arrange a work meeting. In it, or during the arranged time, students will present a TFG proposal or draft which must include: title, goals, methodology, work schedule. In the case the student counts on a co-supervisor or external adviser, it must be defined.
During term 7 each student must carry out the on-line course on Information Skills (¿CI for SAN¿), available in MiAulario.
TFG development: during this time, each student will carry out their work guided by the TFG supervisor, who must arrange at least two work meetings with the student. The basic sections a EFG must contain, as well as the format to use in the presentation will be indicated in MiAulario platform.
Defence authorisation: in the last meeting: the supervisor will have the written project and the student will perform an oral defence. The supervisor will decide if the project is ready to be defended.
TFG deposit: The TFG must be attached in electronic format (PDF) in the ¿shared area¿ prepared in MiAulario. Any other technical resource must also be included in only one compressed file in a format non-convertible to PDF. Also registration for defence of TFG and authorisation for open or limited access of UPNA¿s TFG general regulations must be submitted.
Defence: TFG public defence will take place before the tribunals appointed for such matter, in the dates stated with sufficient notice by the Faculty. The student may carry out their defence in three different periods: February, May or September.
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Evaluation
The assessment of the End-of-degree project (TFG) in Psychology is subject to the End-of-degree project Regulations of the Faculty of Health Sciences of Public University of Navarre https://www2.unavarra.es/gesadj/CyD6/tfg/Reglamento%20TFG-Bilingue%20Facultad%20C.Salud%20JF%20(28%20abril%202021).pdf
| Learning outcome |
Assessment activity |
Weight (%) |
Resittable |
Minimum required mark |
| R1 |
Oral Presentations |
25 % |
No |
NO |
| R2, R3, R4, R5, R6 |
Papers and reports |
75 % |
No |
NO |
| In order to register for the TFG defence it is compulsory to pass the Course on Informational Skills organised by the library |
Students may defend their TFG in Spanish, Basque or English, as long as the linguistic skills of the members of the tribunal are guaranteed.
The TFG presentation is public before the tribunal created for such purpose. Students will have 10 minutes to present their work orally. Then, students will answer the questions and clarifications posed by the members of the tribunal for 20 minutes at most.
TFGs will be evaluated by the corresponding tribunal using the heading included below.
The tribunal, whenever necessary, will discuss the mark behind closed doors. They will hear the TFG supervisor if they deem so appropriate.
If the student does not pass the test, the evaluating entity will issue a report explaining the reasons. For that purpose and after reviewing said report, the TFG supervisor may suggest those measures they deem appropriate for the student to pass the TFG.
The heading used by the evaluating tribunal will be the following:
| |
Not good enough |
Basic |
Good |
Excellent |
| WRITTEN DOCUMENT |
|
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|
| Summary |
Missing: summaries of the language the paper was written in, its translation, or both. |
Both the summary and its translation do not provide a clear view of the contents of the paper. |
The summary of the language the paper was written in provides a general view, though improvable, of the contents of the paper. Its translation is badly written. |
The summary of the language the paper was written in provides a clear view of the contents of the paper. Its translation is well written. |
| Note |
|
|
|
|
| Work structure |
2 or 3 of the aforementioned criteria take place at the same time. |
Some of the sections included in the Guide are missing.
There are various deficiencies in the format or wording of some sections.
There is not a reflection on the practical application of the topic included in the project. |
Some of the sections are incomplete.
The format of the project or the wording of some section are faulty somehow.
The student mentions the practical application of the topic in an imprecise or incomplete manner. |
It contains all the sections included in the Guide and they are consistent with each other.
Their format and wording are appropriate, There is a consistent reflection on the practical application of the topic included in the project. |
| Note |
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|
| Methodology |
The research question is wrongly posed or has not been made at all. The research strategy (search terms, selection criteria and databases used) is not properly argued, is not coherent to the research question, is not properly developed and/or some element is missing. |
The research question lacks some elements in its structure. The research strategy (search terms, selection criteria and databases used) shows mistakes, there are elements not described and details to replicate are missing. |
The research question is well posed. The research strategy (search terms, selection criteria and databases used) is properly argued, is coherent to the research question, and is properly developed but some elements or details to replicate are missing. |
The research question is well posed. The research strategy (search terms, selection criteria and databases used) is properly argued, is coherent to the research question, and is properly developed. |
| Note |
|
|
|
|
| Quotations in the text |
More than four sources quoted on the text do not appear in the final list of references.
More than four quotation do not follow the APA7 or Vancouver rules. |
Up to four sources cited in the text do not appear in the final list of references.
Up to four quotation do not follow the APA7 or Vancouver rules. |
One or two sources cited in the text do not appear in the final list of references.
One or two quotations do not stick to APA7 or Vancouver rules. |
There is an appropriate number of quotations in the text.
All the sources cited in the text appear in the final list of references.
All the quotations abide by APA7 or Vancouver rules. |
| Note |
|
|
|
|
| Bibliographic references |
Sources not cited in the text appear in the list of references.
The list of references is not wide, varied or updated.
Most references do not stick to APA7 or Vancouver rules.
There are many errors in the references |
The list of references is not completely wide, varied or updated.
Some references do not stick to APA7 or Vancouver rules.
There are several errors in the references. |
The list of references is good, but not completely wide, varied or updated.
Some references do not stick to APA7 or Vancouver rules.
There are one-time errors in the references |
Only sources cited in the text appear in the list of references.
The list of references is wide, varied and updated.
All the references stick to APA7 or Vancouver rules.
References are properly presented. |
| Note |
|
|
|
|
| Clarity of concepts |
The candidate makes important errors regarding concepts - they have not understood some fundamental concept. |
Conceptual errors are made. There are some errors in terms of understanding. |
Concepts are identified, without important errors in terms of concepts.
The candidate shows a proper understanding of the concepts and the relation among them. |
Concepts are identified, error-free.
The candidate shows a deep and detailed understanding of the concepts and the relation among them. |
| Note |
|
|
|
|
| Concept Integration |
It does not show integration of the competences and knowledge acquired in the corresponding degree. The concepts are not related to each other - the candidate merely juxtaposes different contents without organising them. |
It shows partial integration of the competences and knowledge acquired in the corresponding degree. It is hard to relate different concepts. The information organisation is not appropriate. |
It shows integration of the competences and knowledge acquired in the corresponding degree. It relates some concepts to others, offering a proper analysis of the topic. |
It shows integration of the competences and knowledge acquired in the corresponding degree. It relates some concepts to others in depth, offering a personal organisation and a creative synthesis. |
| Note |
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|
|
| Writing |
The language is colloquial.
The expression is confusing - some statements are even unintelligible. |
The language is little accurate.
The expression is not very clear. |
The language is appropriate, although not utterly rigorous.
The expression is appropriate but with room for improvement. |
The candidate uses a rich, rigorous, accurate and varied language.
They express themselves clearly and brilliantly. |
| Note |
|
|
|
|
| Spelling and grammar |
There are many spelling errors.
There are many punctuation errors.
There are many grammar and/or syntax errors.
Its appearance is inappropriate in terms of format (spaces, mixed fonts, etc) |
There are several spelling mistakes.
There are several punctuation errors.
There are several grammar and syntax errors. |
There are hardly any spelling errors, and are irrelevant.
There are some punctuation errors.
There are some irrelevant grammar or syntax errors. |
The candidate writes properly in terms of grammar syntax. |
| ORAL PRESENTATION |
|
|
|
|
| Content explanation |
The presentation is disorganised and highlights the planned items only partially. Little information on the work itself and how it was implements is given. |
During the presentation, the candidate presents all the planned items though somehow in a disorganised manner, or some of them lacking justifications. The presentation manages to convey the TFG proposal though in a vague or incomplete manner. |
The candidate presents each of the planned items, although does not manage to split the time available appropriately and/or does not justify all of them properly. |
The candidate shows in an orderly fashion goals to be met for the TFG,sources of information, scheduled methodology and planning, splitting the time available according to the importance given to each of the items, and justifying the in an appropriate and summarised manner. |
| Note |
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| Use of verbal language |
The candidate does not adapt at all the level and vocabulary of the presentation to the situation. It is too simple, or too specialised and technical with reference to the nature of the communication. |
The styled used in the presentation does not take into account the context it is used in. The candidate often includes ideas and vocabulary not appropriate for the nature of the communication. |
Generally speaking, the candidate uses an appropriate style, although at times too simple ideas and vocabulary are used in places where technical terms were required, or too technical one to express basic concepts. |
The candidate uses a proper style for the nature of the presentation. The way to explain the content and the vocabulary used is perfectly adapted to the context it takes place in. |
| Note |
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|
|
| Non-verbal communication skills |
The candidate makes the presentation reading from their notes directly, or does not use the oral communication techniques. The way the candidate communicates does not help keep the audience¿s attention at all. |
The candidate supports the speech with very few oral communication techniques. Even though the candidate manages to convey the essential elements of their speech, they do not liik at the audience, do not modulate the tone or, sometimes, does not speak loudly enough, do dot reinforce the oral message through gestures, or includes pet words in their speech. |
Generally speaking, the candidate uses oral communication techniques properly, although at times does not look at the audience, includes pet words or the volume is not right. |
The candidate reinforces the message and manages to keep the attention of the audience by using effective oral communication techniques: looks at the audience, speaks loudly enough, modulates the tone, reinforces the oral message with gestures, etc. |
| Note |
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| Quality of the presentation |
The candidate makes a presentation too monotonous which does not include visual elements which attracts the attention of the audience. |
The candidate uses few visual elements which do not add value to the presentation (the images do not correspond to the content and their size is not appropriate). |
During the presentation the candidate uses visual elements appropriate for the content, though not properly organised in format or size. |
During the presentation the candidate uses creative visual elements related to the topic, which captivate the audience. |
| Note |
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| Answer to the examiners¿ questions |
The candidate interrupts the interlocutor in the middle of their arguments.
The candidate is not able to answer the posed questions or answers something other than the question posed. |
The candidate does not pay attention to the comments.
The candidate does not answer the posed questions in an appropriate manner. |
The candidate is able to answer the questions posed properly, although there is room for improvement. |
The candidate shows interest for the comments received and listens to them intently. The candidate is able to answer the questions posed fluently and successfully. |
The final mark of the project will be the result of the assessment of these 14 issues. By all means, failing any of them may mean failing all the project. |
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Bibliography
Access the bibliography that your professor has requested from the Library.
Basic Bibliography
- De Cunha I. El trabajo de fin de grado y de máster: redacción, defensa y publicación. Barcelona: Editorial UOC; 2016.
https://biblioteca.unavarra.es/abnetopac/abnetcl.cgi?TITN=531863
- García Sanz. MP, Martínez Clares, P, (coords.). Guía práctica para la realización de trabajos fin de grado y trabajos fin de máster. Murcia: Universidad de Murcia; 2012.
https://biblioteca.unavarra.es/abnetopac/abnetcl.cgi?TITN=545430
- Icart Isern, MT, Pulpón Segura, AM, (coords.). Cómo elaborar y presentar un proyecto de investigación, una tesina y una tesis. Barcelona: Edicions Universitat de Barcelona; 2012.
- Serrano Gallardo P. Trabajo fin de Grado en Ciencias de la Salud. Madrid: Difusión Avances de Enfermería; 2012
Other sources to look up
Documents corresponding to the course on IT competencies in the Health Field (CI for SANI), of the Public University of Navarre Library. Access through MiAulario platform.
Normas de estilo APA.
https://apastyle.apa.org/style-grammar-guidelines/
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Location
Pamplona campus: Arrosadia.
Location: Teaching block.
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