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2023/2024

Public Health

Code: 106119 ECTS Credits: 6
Degree Type Year Semester
2500891 Nursing OB 2 1

Contact

Name:
Maria Isabel Fernandez Cano
Email:
mariaisabel.fernandezc@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.


Prerequisites

There are no official prerequisites.


Objectives and Contextualisation

GENERAL OBJECTIVE

Acquire competences to intervene in the areas of Health promotion, prevention, protection and recovery from the nurse practice’s approach.

SPECIFIC OBJECTIVES

  • Describe the health-illness process.
  • Explain the natural history of the disease (prepatoghenic, pathogenic and resolution period).
  • Analyze the determinants of human health: biological, psychological, social and cultural, throughout the whole life.
  • Analyze health inequalities according to the main axes of inequality.
  • Interpret and use the main epidemiological measures to assess the state of health of the population or assess the impact of interventions.
  • Identify the most relevant risk factors and behaviors that condition people’s health.
  • Describe the main measures of protection, prevention and promotion of health.
  • Recognize the characteristics of different health systems.
  • Describe the characteristics and organization of the Spanish and the Catalan Health System (levels of care).

Competences

  • Base nursing interventions on scientific evidence and the available media.
  • Demonstrate knowledge of health information systems.
  • Demonstrate knowledge of the principles of health financing and social health and proper use of available resources.
  • 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.
  • Promote healthy life styles, self-treatment, giving support to the maintenance of preventative and therapeutic conducts.
  • Protect the health and welfare of people or groups attended guaranteeing their safety.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • 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 differences by sex and gender inequality in ethiology, anatomy, physiology. Pathologies, differential diagnosis, therapeutic options, pharmacological response, prognosis and nursing care.
  3. Analyse the situation and identify the points that are best adapted to the needs and demands of the context of analysis.
  4. Analyse the statistical data that refer to populational studies identifying the possible causes of health problems.
  5. Critically analyse the usefulness of the different systems of healthcare information.
  6. Describe the different models of health systems.
  7. Describe the indicators that allow an understanding and control of the state of health of a population and the indicators that evaluate the effectiveness of the healthcare systems.
  8. Identify risk factors in the health-illness process on a physical, emotional, social and environmental level.
  9. Identify strategies to prevent gender violence.
  10. 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.
  11. Identify the influence of physical, chemical and biological agents on the health of people to ensure their safety.
  12. Identify the intersection between gender inequality and other types of inequality (age, class, race, ethnic group, sexuality and identity/expression, functional diversity, etc.)
  13. Recognise risk-free ways of disposing of different health substances and products.
  14. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.

Content

Public Health is the discipline that safeguards the health and well-being of the entire population through individual or collective interventions regarding health prevention, promotion and protection.

The general contents of the subject are:

  • Concept of health
  • Natural history of disease, prevention and care levels.
  • Determinants of health.
  • Health inequalities by the main axes of inequality: gender, social class, race, territory.
  • Epidemiology: concept, frequency, association and impact measures.
  • Static and dynamic demography.
  • Health information systems.
  • Health prevention, promotion and protection.
  • Epidemiology of communicable diseases. Prevention and control measures.
  • Epidemiology of noncommunicable diseases. Prevention and control measures.
  • Occupational health.
  • Health systems. The Health System of Spain and Catalonia.

Methodology

The teaching methodology will be mixed.

Lectures

Planned sessions with the whole group. Different teaching strategies will be used: lectures given by the teacher with practical exercises and reflection.

Specializes seminars

The methodology will be carried out in small groups (approximately 20 students) in face-to-face sessions tutored by a teacher The work will be based on a situation / problem that will allow students to acquire skills to analyze problems, prioritize and look for information, make decisions and evaluate their activity.

Each situation is worked on in groups in two parts:

  • In the first session (3 hours):
    • The situation / problem is presented for analysis and students regain their prior knowledge.
    • Each group works on one of the different aspects of the situation / problem.
    • It reviews and identifies what needs to be learned, making a list of questions related to the problem.
    • A priority order is then established keeping in mind the learning outcomes of the program and a work plan is developed. 
    • Sources of information are identified.
    • The documents that answer the questions are selected and support the latest evidence on the situation / problem (clinical practice guidelines and original research articles).
  • In the second session (2 hours): Each group draws up a summary with the main concepts and presents the documents with the most current evidence. It is delivered and presented in the form of a presentation (power point).

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      
SPECIALIZED SEMINARS (SESP) 20 0.8
THEORY (TE) 30 1.2
Type: Autonomous      
PERSONAL STUDY 91 3.64

Assessment

This subject does not consider single assessment.

The evaluation of the subject includes 3 evaluation moments with 2 different evaluation methods with the following weighting:
  • 50% of the final grade will be obtained from the individual evaluation of the written assessment through objective tests to assess the acquisition of knowledge of the subject. There will be two tests with different kind of questions (test with 4 answer options, true or false, solving exercises…).
  • 50% of the final grade will be obtained from the group evaluation of the evaluation of specialized seminars. This rating is obtained from the quality of the presentation and the evidence provided in each situation/problem to work on. An evaluation rubric will be used.

 Obtaining the final grade: 

The overall grade for the course is obtained from the sum of the weighted scores of the different evaluation items.

To pass the subject, the mark of the written evaluation through objective tests to assess the acquisition of knowledge of the subject must be equal to or greater than 5 points, on a scale of 1 to 10.

It will be considered as NON-EVALUABLE when the proposed evaluation tests of any kind are not carried out.

According to agreement 4.4 of the Consell de Govern 11/17/2010 of the evaluation regulations, the grades will be:

  • 0 to 4.9 = Suspense
  • 5.0 to 6.9 = Pass
  • From 7.0 to 8.9 = Notable
  • From 9.0 to 10 = Excellent

The student has the right to review the evaluation tests,for this the date will be specified on the virtual campus.

The assessment of special and particular situations will be made by an evaluation commission set up for this purpose.

Retake exam

The student who does not pass the subject with the continuous evaluation may take a retake test scheduled forthis purpose in the exams calendar. The condition to be able to do the retake exam is to have participated in evaluative 
activities, the weight of which are equal to one third of the final grade of the course (according to article 112 of the UAB evaluation regulations).


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Evaluation of the seminars through case studies and problem solving 50% 5 0.2 4, 2, 6, 7, 11, 10, 8, 9, 12, 13
Written evaluation through objective tests 50% 4 0.16 1, 5, 4, 3, 7, 11, 10, 8, 9, 12, 14

Bibliography

Specific bibliography:

  • Argimon, JM., Jiménez Villa, J. Métodos de investigación clínica y epidemiología. 5a ed. Barcelona: Elsevier;2019. (Paper and digital)
  • Last, JM. A Dictionary of epidemiology / edited for the International Epidemiological Association by Miquel Porta.Oxford: Oxford University Press, 2014. (Paper and digital)
  • Celentano, David D. Gordis. Epidemiología. 6a ed. España:Elsevier; 2020. (Paper i digital)
  • Pla de salut de Catalunya 2021-2025. Barcelona: Direcció General de Planifcació en Salut; 2021. Disponible en: https://scientiasalut.gencat.cat/handle/11351/7948
  • Hernández-Aguado, I. et al. Manual de epidemiología y salud pública: para grados en ciencias de la salud. 2ª ed., Madrid: Médica Panamericana; 2018. (Digital)
  • Martín Zurro, A. et al. Atención Primaria. Conceptos organización y práctica clínica. 7 ª ed. Barcelona: Doyma; 2014.
  • Martínez González, MA. Conceptos de Salud Pública y estrategias preventivas. 2ª ed., Barcelona: Elsevier; 2018. (Paper and digital)
  • Ministerio de Sanidad, Consumo y Bienestar Social. Crisis económica y salud en España. 2019. Available in: https://www.mscbs.gob.es/estadEstudios/estadisticas/docs/CRISIS_ECONOMICA_Y_SALUD.pdf
  • OMS. ConferenciaInternacional sobre Promoción dela Salud. Carta de Ottawa para la promoción de la salud. Revista de Sanidad e Higiene Pública. 1987; 61:129-133.
  • Perea Quesada, R. Promoción y educación para la Salud. Madrid: Díaz de Santos; 2009.
  • Piedrola Gil. Medicina preventiva y salud pública. 12ª ed. Barcelona: Elsevier Masson; 2016. (Paper and digital)

Internet resources:

  • Manual de vacunacions. Agència de Salut Pública de Catalunya. https://salutpublica.gencat.cat/web/.content/minisite/aspcat/promocio_salut/vacunacions/00manual_de_vacunacions/Manual-de-vacunacions.pdf
  • Vacunación en grupos de riesgo de todas las edades y en determinadas situaciones. Ministerio de Sanidad Consumo y Bienestar Social  https://www.mscbs.gob.es/profesionales/saludPublica/prevPromocion/vacunaciones/programasDeVacunacion/riesgo/docs/VacGruposRiesgo_todas_las_edades.pdf
  • Departament de Salut, Generalitat de Catalunya: http://www.gencat.cat/salut/
  • Ministerio de Sanidad, Consumo y Bienestar Social: https://www.mscbs.gob.es
  • Centers for Disease Control and Prevention, CDC: http://www.cdc.gov/
  • Morbidity and Mortality Weekly Report, MMWR: http://www.cdc.gov/mmwr/
  • Emerging Infectious Diseases, EID: http://www.cdc.gov/ncidod/eid/
  • Organització Mundial de la Salut, OMS: http://www.who.int/

Software

No specific software are required.