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2023/2024

Culture, Society and Health

Code: 106103 ECTS Credits: 6
Degree Type Year Semester
2500891 Nursing FB 1 2

Contact

Name:
Juan Manuel Leyva Moral
Email:
juanmanuel.leyva@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

Teachers

Andrea Moreu Valls
Miquel Diaz Martinez
Jorge Casino Anton
Alba Planella i Jimenez
Daniel Gomez Garcia
Cristina Casanovas Cuéllar

Prerequisites

-


Objectives and Contextualisation

1. To understand the concepts of culture, ethnicity, community, society, and race.

2. To understand the Transcultural Nursing Model and the Cultural Competence Model and apply them to resolving clinical cases.

3. To understand the characteristics of the Biomedical Model and the Social Sciences Model and their impact on the health of individuals and communities.

4. To know the social determinants of health and discuss the impact on the health/illness of individuals and communities.

5. To understand the concepts of sex, gender, identity, and orientation and discuss the impact on the health/illness of people and communities.

6. To identify strategies to reduce discrimination and enhance tolerance towards diversity.

7. To get familiar with the intersectional analysis of phenomena. 

8. To include gender perspective within the nursing reasoning.


Competences

  • "Demonstrate an understanding of people without prejudice: consider physical, psychological and social aspects, as independent individuals; ensure that their opinions, values and beliefs are respected and guarantee their right to privacy, through trust and professional secrecy."
  • Demonstrate that the interactive behaviour of the person is understood according to their gender, social group or community, within a social and multicultural context.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.

Learning Outcomes

  1. Acquire and use the necessary instruments for developing a critical and reflective attitude.
  2. Analyse gender inequalities and the factors on which they are base from in different systems: family system, parents, economic, political, symbolism and educational systems.
  3. Analyse social inequalities that appear from axes of social inequality and the needs that are generated.
  4. Identify different explanatory models of dual health-illness from a social perspective.
  5. Identify the different types of interaction according to the group, genre or community they belong to, within their social and cultural context.
  6. Identify the factors that determine health and the problems related to surroundings to be able to offer care to people with different situations of health and illness as members of a community.
  7. Identify the health determinants and axes of inequality observed in social structure.
  8. Identify the importance of cultural competence in nursing care.
  9. Identify the intersection between gender inequality and other types of inequality (age, class, race, ethnic group, sexuality and identity/expression, functional diversity, etc.)
  10. Identify the way in which people manage health processes taking into account possible cultural aspects, values and beliefs which could lead to prejudice.
  11. Recognise the hierarchy and power relationships established by reason of gender in social dynamics and the specificities observed in a social and multicultural context.
  12. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  13. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

Content

1. Conceptual differences between race, ethnicity, culture, and community.

2. Concepts of sex and gender. What is the gender perspective?

5. Sexist, racist, and lgtbiqphobic violence. Early detection and prevention. Impact on the health of individuals and communities.

6. Beliefs in health and disease in different cultural groups in our context.

7. The social determinants of health.

8. Transcultural Nursing.

9. Cultural competence: awareness, knowledge, skills, and need.

10. Biopower. Biomedical model vs. social model.

11. Feminism, Intersectionality, and Gender Perspective


Methodology

Theory:

The subject uses the "Clasee Invertida" methodology. It is a teaching methodology that transfers the work of theoretical content outside the classroom and uses class time, and the teacher's expertise to facilitate, enhance and consolidate the learning carried out autonomously. In other words, the classic master's lecture will not be given in the classroom, but the learning carried out by the students independently will be discussed. It is mandatory to attend 75% of the classes to be able to opt for the evaluation.

Seminars:

These activities are carried out in medium groups (22-25 students) with a specific teacher for these activities. In this space, a series of theoretical-practical situations will be worked on that the students will have to solve in groups and present their work orally to the group. It is mandatory to attend 100% of the seminars. Each failure represents a reduction of 0.5 points in the subject's final grade.

Notice:

  • The use of mobile phones in the classroom is not allowed. Cases of unwarranted use will result in expulsion from the class.
  • It is not allowed to enter the class once 10 minutes have passed from the start of the same.
  • Any sign of academic dishonesty, such as plagiarism or manipulation of assessment documents, etc., or any discriminatory, violent, or disrespectful attitude towards classmates and/or teachers may result in the immediate suspension of the subject. In case of suspicion and/or confirmation, the degree coordination will be informed.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Lecture 30 1.2 3, 4, 7, 6, 5, 8, 10, 11
Seminar 20 0.8 1, 2, 3, 9, 13, 12, 11
Type: Autonomous      
Self-study 98 3.92 1, 2, 4, 7, 6, 5, 8, 10

Assessment

This subject uses the "Reverse Class" methodology for theoretical classes. This means that the teacher will not teach the traditional lecture in class but will provide a series of materials and readings that the students will have to work on in their independent work time. Preparing these materials is essential for the correct development of the class, as the teacher will be dedicated to encouraging discussion and resolving doubts to consolidate learning. In these class sessions, the teacher can ask the students to hand in small exercises that are required to take the final assessment of the subject.

  1. Test type exam. An individual task represents 35% of the subject's final grade.
  2. Oral presentations. Group assignment that represents 30% of the final grade of the subject. In small groups, each group must present the resolution of their exercises and participate actively in the discussion established in the group. In those cases where the irregular participation of any member/s of the group is detected, the teacher may evaluate that person/s individually.
  3. Written essay. An individual assignment that represents 35% of the subject's final grade. Each student must read two books and write a paper based on specific instructions that will be provided at the beginning of the subject. The deliveries will be at two different times of the subject.

Each activity must be approved with a minimum of 5 points to calculate the final grade. Otherwise, the subject will be recorded as suspended, and the student will have to make up on the established dates.

Any sign of plagiarism will result in the suspension of the subject.

Any disrespectful action towards the rest of the students and teachers will not be tolerated. If necessary, the coordination of the degree will be informed to open an analysis committee that may mean the suspension of the subject

Note: This subject does NOT provide for the single assessment system

 


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Essays 35% 0 0 1, 2, 3, 7, 5, 9, 12, 11
Oral presentations 30% 0 0 4, 9, 13, 12
Test 35% 2 0.08 4, 7, 6, 5, 8, 9, 10

Bibliography

  • Bela-Lobedde, D. (2021). Minorías. Plan B. 
  • Galao Malo, R., Lillo Crespo, M., Casabona Martínez, I., Mora Antón, M.D. (2005). ¿Qué es la enfermería transcultural? Una aproximación etimológica, teórica y corporativista al término. Evidentia, 2(4).
  • Goffman, E. (2008). Estigma: la identidad deteriorada. En Amorrortu (Ed.), Journal of occupational medicine and Toxicology (London, England) (2a. ed., Vol. 2).
  • Heras González, P. (2005). La medicalización desde el punto de vista de los/as actores/actrices: la influencia en su identidad, perspectiva antropológica. En Mari Luz Esteban Galarza & J. P. Góme (Eds.), La salud en una sociedad multicultural: desigualdad, mercantilización y medicalización. X Congreso de Antropología (43-61).
  • Leyva-Moral, J. M. (2006). Homosexual y adolescente. Rol de Enfermería, 29(9), 11-16.
  • Leyva-Moral, J. M. (2011a). Climaterio, competencia cultural y cuidados de enfermería. Rol de Enfermería, 34(9), 5.
  • Leyva-Moral, J. M. (2011b). La relación entre las mujeres inmigrantes ecuatorianas climatéricas y los profesionales de la salud : una asignatura pendiente. Index de Enfermería, 20(4), 224-228. 
  • Leyva-Moral, J. M. (2012). El climaterio y la biomedicina: reflexiones desde la enfermería y la sociología de la salud y la enfermedad. Revista ROL de enfermería, 35(3), 20-26.
  • Leyva Moral, J. M. (2014). La dominación del cuerpo femenino: análisis feminista del climaterio y las prácticas de cuidado profesional. Ene. https://doi.org/10.4321/s1988-348x2014000100005
  • Leyva Moral. (2023). Sentir - crear - cuidar : relatos reales sobre el VIH que promueven la empatía  / Juan M. Leyva Moral (Primera edició). Universitat Autònoma de Barcelona, Servei de Publicacions.
  • Lillo Crespo, M., Casabona Martínez, I. (2006) Fenómenos migratorios, competencia cultural y cuidados de salud. Cultura de los cuidados, 20, 87-91
  • Lillo Crespo, M. (2018). ¿Por qué es necesaria una mirada enfermera global hacia los cuidados y el desarrollo de la competencia cultural en enfermería? Revista Colombiana de Enfermería, 16, 13.
  • López Rodríguez, S. (2019). El devenir «mujer» en Simone de Beauvoir. Dos Bigotes.
  • Marrero González, C. (2013). Competencia cultural: enfoque del modelo de Purnell y Campinha-Bacote en la práctica de los profesionales sanitario. ENE. Revista de Enfermería, 7.
  • McFarland, M. R. ., & Hiba B. Wehbe-Alamah. (2018). Leininger’s transcultural nursing: concepts, theories, research, & practice. McGraw-Hill.
  • Pérez-Ciordia, I. (2011). Las «no enfermedades» y la medicalización. JANO, 00, 73-76.
  • Purnell, L. D. (2005). The Purnell Model for Cultural Competence. The Journal of Multicultural Nursing & Health, 11(2), 7-15.
  • Roura, M., Domingo, A., Leyva-Moral, J. M., & Pool, R. (2015). Hispano-Americans in Europe: what do we know about their health status and determinants? A scoping review. BMC public health, 15(1), 472. https://doi.org/10.1186/s12889-015-1799-x
  • Serra Galceran, M., Mestres Camps, L., González Soriano, M., Leyva-Moral, J. M., De Dios Sánchez, R., & Montiel Pastor, M. (2013). Competencia clínico cultural : Análisis de la capacitación de los profesionales de la salud. Index de Enfermería, 22(1-2), 16-19. https://doi.org/10.4321/s1132-12962013000100004
  • Societat Catalana de Medicina Familiar i Comunitària. (2013). Violencia de género y Atención Primaria de Salud: una visión desde la consulta. Editorial Médica Panamericana.
  • The World Professional Association for Transgender Health. (2012). Normas de atención para la salud de personas trans y con variabilidad de género. 7a edición.
  • Wehbe-Alamah, H., & McFarland, M. (2020). Leininger’s Ethnonursing Research Method: Historical Retrospective and Overview. Journal of Transcultural Nursing, 31(4), 337-349. https://doi.org/10.1177/1043659620912308
  • Yava, A. & Tosun, B. (Eds.) (2021). Transcultural Nursing: Better and Effective Nursing Education for Improving Transcultural Nursing Skills. Ankara Nobel Tıp Kitabevleri Ltd. 

Software

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