This version of the course guide is provisional until the period for editing the new course guides ends.

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Culture, Society and Health

Code: 106103 ECTS Credits: 6
2024/2025
Degree Type Year
2500891 Nursing FB 1

Contact

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

Teachers

Andrea Moreu Valls
Jorge Casino Anton
Alba Planella i Jimenez
Daniel Gomez Garcia
Daina Parellada Moreno
Marta Molina Molina

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

-


Objectives and Contextualisation

  1. Understand the concepts of culture, ethnicity and race.
  2. Apply the concepts of cultural relativism and ethnocentrism in the discussion of continguts and cases.
  3. Understand the Transcultural Nursing Model and Models of Cultural Competence, applying them to the resolution of cases.
  4. Apply the model of person-centred care in the discussion of continguts and cases.
  5. Understand the characteristics of the Biomedical Model and the Social Science Model and their impact on the health of people and communities.
  6. Know the social determinants of health and discuss the impact on the health/illness of individuals and communities.
  7. Understand the practices related to health, illness and death of the cultural groups most present in Catalonia.
  8. Understand the concepts of sex, gender, identity and orientation and discuss their impact on the health/illness of individuals and communities.
  9. Identify strategies to reduce discrimination and promote tolerance towards diversity.
  10. Become familiar with intersectional analysis of phenomena.
  11. Apply the gender perspective in infernal reasoning.
  12. Understand qualitative research methods and their application in research science.

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 ethnicity and culture among others.
  2. Concepts of sex and gender. What is the gender perspective?
  3. Gender-based, racist and lgtbiqphobic violence. Early detection and prevention. Impact on the health of individuals and communities.
  4. Beliefs about health and illness in different cultural groups in our context.
  5. Social determinants of health.
  6. Transcultural Nursing.
  7. Theoretical models of international cultural competence.
  8. Biopower. Biomedical model vs. social model.
  9. Intersectionality
  10. Person-centred care model
  11. Model of humanised care
  12. Migrations and health
  13. Religion-based care
  14. Ethnonursing and other qualitative research methods.

 


Activities and Methodology

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

The course is divided into two main blocks:

  1. THEORY: Lectures with discussion and classroom exercises in large groups. It is recommended to attend class regularly although it is not compulsory; it is up to the students to attend or not. The teaching materials worked on in theory classes will NOT be shared with students.
  2. SEMINARS: Case discussion seminars. In groups of 22-25 students, students will work on a series of situations that they will have to solve in groups and present orally. These activities are carried out in a medium-sized group and each group is assigned a teacher who will monitor and teach. It is compulsory to attend 100% of the seminars.

In addition, there are 98 hours of independent work in which students have to prepare exercises, notes, reflections, questions and other activities related to the classes.

 

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.


Assessment

Continous 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

  1. Multiple-choice exam. Individual assignment which represents 35% of the final mark for the course.
  2. Oral presentations. Group assignment which represents 30% of the final mark for the course. In small groups, each group must present the resolution of their exercises and actively participate in the discussion established in the group. In those cases where irregular participation of a member/s of the group is detected, the teacher will be able to assess that person/s individually.
  3. Digital portfolio. Group assignment that represents 35% of the final grade of the course. In small groups, a digital learning portfolio will be created which will contain the main evidence consulted in the learning of the subject, notes made by the students, complementary videos, materials produced for the seminars, podcasts, websites, etc. At the beginning of the course, full instructions will be given on how to prepare it and how it will be assessed.

VERY IMPORTANT:

  • Each assessment activity of the subject must be approved with a minimum of 5.0 points in order 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.
  • Only the written exam and final paper can be retaken; people who suspend the seminars will not be able to recover them given the dynamics used and the continuous evaluation of them.
  • To be entitled to the final recovery test, the student must have taken all the assessment tests.
  • Missing more than 30% of the seminars will be considered non-evaluable.
  • The option to "upgrade" is not contemplated in the exam. Thus, the grade obtained in the ordinary call will be final if it is greater than or equal to 5.0.
  • The use of artificial intelligence tools for the preparation of written work is prohibited. If its unauthorized use is detected, it will mean the immediate suspension of the subject with no recovery option and will be reported to the coordination of the degree.
  • Any sign of plagiarism will result in the suspension of the subject without the option of recovery.
  • No disrespectful action towards the rest of the students, teachers, PTGAS and facilities will be tolerated. If necessary, the coordination of the degree will be informed in order to open an analysis committee which may mean the suspension of the subject.
  • This subject does not include the single assessment.
  • Each unexcused absence entails the subtraction of 0.5 points from the final seminar grade. More than 4 unexcused absences means suspension of the seminar activity.
  • Work outside the established period will not be accepted.
  • Students have the right to review the assessment tests. For this purpose, the date will be specified in Moodle.

OBTAINING THE FINAL GRADE:

The final grade for the subject will be the sum of the different parts that make it up. According to agreement 4.4 of the Governing Council 11/17/2010 of the evaluation regulations, the grades will be:

  • From 0 to 4.9 = Fail
  • From 5.0 to 6.9 = Passed
  • From 7.0 to 8.9 = Notable
  • From 9.0 to 10 = Excellent
  • From 9.0 to 10 = Honors. The criteria for assigning honors is established by the teaching team and is not exclusively numerical. Active participation in extracurricular voluntary activities linked to the subject will be taken into account.


The following situations are considered justified absences:

  • Official exam (does not include driving)
  • Acute illness
  • Specialized medical visit
  • Competition of elite athletes (not training)
  • Death of a family member or close person

Bibliography

  • Berenguera Ossó, A. (2014). Escuchar, observar y comprender recuperando la narrativa en las ciencias de la salud : aportaciones de la investigación cualitativa. IDIAP Jordi Gol.
  • 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. (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
  • 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 profesionalesde 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

  • Mendeley
  • Teams

Language list

Name Group Language Semester Turn
(SEM) Seminars 101 Catalan second semester morning-mixed
(SEM) Seminars 102 Catalan second semester morning-mixed
(SEM) Seminars 103 Catalan second semester morning-mixed
(SEM) Seminars 104 Catalan second semester morning-mixed
(SEM) Seminars 105 Catalan second semester morning-mixed
(SEM) Seminars 106 Catalan second semester morning-mixed
(SEM) Seminars 107 Catalan second semester morning-mixed
(SEM) Seminars 108 Catalan second semester morning-mixed
(SEM) Seminars 109 Spanish second semester afternoon
(SEM) Seminars 110 Catalan second semester afternoon
(SEM) Seminars 111 Catalan second semester afternoon
(SEM) Seminars 112 Catalan second semester afternoon
(TE) Theory 101 Catalan second semester morning-mixed
(TE) Theory 102 Catalan second semester morning-mixed
(TE) Theory 103 Spanish second semester afternoon