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

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Family and Community Nursing

Code: 106118 ECTS Credits: 6
2024/2025
Degree Type Year
2500891 Nursing OB 2

Contact

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

Teachers

Monica Amado Sanjuan
Miguel Jimenez Pera
Jordi Casino López
Antonio Luis Lopez Ruiz
Sara Pablo Reyes
Daniel Gomez Garcia
Jessica Izcara Cobo
Luis Lopez Perez
Caterina Checa Jimenez
Jordi Puig Pla

Teaching groups languages

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


Prerequisites

There are no prerequisites.


Objectives and Contextualisation

  1. Know the importance of the family and community in the health/disease process.
  2. Identify the organization of family and community nursing care.
  3. Identifying nurses' skills within the framework of family and community care.
  4. We know the importance of acute, chronic, and palliative house care within the framework of family and community care.
  5. We must be aware of the importance of Community participation and intervention.
  6. I appreciate the importance of coordinating Community resources.
  7. Identifying the importance of family care and self-care.
  8. Design care plans related to the most frequent problems served in Primary Attention.
  9. Perform regular nursing techniques within Familiar and Community Attention, interpret them and act accordingly.
  10. Incorporate gender perspective in the act of caring for people, families, and communities.
  11. Apply cultural competence in the act of care for people, families, and communities.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Base nursing interventions on scientific evidence and the available media.
  • Carry out basic curative actions based on holistic health care, involving multiprofessional cooperation, the integration of processes and continuity of health care.
  • Demonstrate that the interactive behaviour of the person is understood according to their gender, social group or community, within a social and multicultural context.
  • Design systems for curing aimed at people, families or groups and evaluate their impact, making any necessary changes.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Offer technical and professional health care and that this adequate for the health needs of the person being attended, in accordance with the current state of scientific knowledge at any time and levels of quality and safety established under the applicable legal and deontological rules.
  • Plan and carry out nursing care aimed at people, families and groups orientated to health results and evaluate the impact of them using clinical and care practice guides describing the processes for the diagnosis, treatment or cure of a health problem.
  • 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.
  • 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 account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work with a team of professionals as a basic unit to structure the professionals and the other care organisation workers in a unidisciplinary or multidisciplinary way.

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 gender inequalities and the factors on which they are base from in different systems: family system, parents, economic, political, symbolism and educational systems.
  4. Analyse nursing interventions justifying them with scientific evidence and/or expert opinions that support them.
  5. Analyse possible actions to be able to integrate the different levels of intervention and guarantee the continuity of care.
  6. Analyse the importance of educating, facilitating and supporting health and wellbeing in members of the community whose lives are affected by problems of health, suffering, illness, incapacity or death.
  7. Analyse the problems, prejudices and discrimination in the short and long term in relation to certain people or groups.
  8. Analyse the situation and identify the points that are best adapted to the needs and demands of the context of analysis.
  9. Analyse the social and cultural factors in experience and approach to processes of health and illness.
  10. Carry out a specific clinical history, physical examination, psychological examination and nursing diagnosis for men and women, including emotional-sexual diversity and diversity in identity and gender expression.
  11. Critically analyse the principles and values that regulate the exercising of the nursing profession.
  12. Describe interventions aimed at the readaptation to daily life using local support resources.
  13. Describe primary level foundations of health and the activities that can offer integral care to members of the community.
  14. Design nursing care using instruments adequate for the situation of people throughout their life cycle taking into account the current regulations, the best existing evidence and standards of quality and safety.
  15. Design programmes for community action.
  16. Design strategies for the promotion of health and prevention of illness aimed at individuals, groups or communities taking into account their resources, habits, beliefs and values.
  17. Design strategies to establish protection and welfare mechanisms for the individuals, families and groups within the area of community health.
  18. Identify elements that could place at risk the health of people in relation to the use and management of medicaments.
  19. Identify guides for clinical and care practice related to caring for the health demands of people during the whole life cycle and in changes which may occur.
  20. Identify healthy lifestyles and preventative and therapeutic behaviours in individuals, groups and communities.
  21. Identify risk factors in the health-illness process on a physical, emotional, social and environmental level.
  22. Identify strategies to prevent gender violence.
  23. Identify the criteria for adequate results for nursing problems detected.
  24. Identify the different professional roles involved in primary and community care.
  25. Identify the different types of interaction according to the group, genre or community they belong to, within their social and cultural context.
  26. 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.
  27. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
  28. 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.
  29. 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. Historical background of Primary and Community Care.
  2. The Spanish and Catalan health system.
  3. Territorial organization of Primary Care
  4. Environment and health, determinants of health, epidemiological analysis.
  5. Family health
  6. Programs oriented to the community.
  7. Social prescriptions.
  8. Childhood and Health Program.
  9. Preventive Activities and Health Promotion Program (PAPPS).
  10. Nursing office: acute and non-acute reasons for consultation. Most prevalent chronic diseases nursing care
  11. Nursing prescription.
  12. Home Care Programs.
  13. Cures aimed at fragility and chronicity.
  14. Case management
  15. Complex care.
  16. Palliative care.
  17. Euthanasia and assisted suicide.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Autonomous work 98 3.92
Lecture 27 1.08
SEMINARS 25 1

THEORY: Traditional lectures in which theoretical contents are taught and the latest scientific evidence and expert opinion are reviewed.

 

SEMINARS: It is a medium-sized learning space in which students have to work around clinical situations posed with the supervision of a teacher. The activity involves pre-reading at home, group discussion, design of interventions, group oral presentations and written reports. 

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 25% 0 0 1, 23, 14, 16, 17, 15, 10, 26, 24, 25, 18, 21, 20, 22, 19, 27, 29, 28
Oral presentation 30% 0 0 1, 11, 9, 6, 5, 3, 2, 7, 4, 8, 13, 12, 28
Test 45% 0 0 2, 23, 10, 26, 25, 18, 20, 19, 29

  1. Test-type exam. Individual assignment that represents 45% of the final grade of the subject. Includes contents of all the activities of the subject.
  2. Oral presentation. 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 group member/s is detected, the teacher may evaluate that person/s individually.
  3. Written portfolio. Group assignment that represents 25% of the final grade of the subject. In small groups, a digital learning portfolio will be created that will collect the main evidence consulted in learning the subject, notes made by the students, complementary videos, materials produced by the seminars, podcasts, websites, etc. At the beginning of the course, complete instructions will be given on how to prepare it and how it will be evaluated.

VERY IMPORTANT:

  • You cannot enter the class after 15 minutes.
  • It is not allowed to take pictures or record the classes. Doing so without the teacher's authorization will result in the suspension of the subject.
  • 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 marked as "fail" and the student will have to make up on the established dates.
  • Attendance at 100% of the seminars is mandatory. Each unexcused absence entails the subtraction of 0.5 points from the final mark of the seminars (written work + oral defense).
  • People who suspend the seminars due to lack of attendance or non-participation will not be able to recover them given the dynamics used and the continuous evaluation of them. If the final written work and/or the oral defense are failed, a space in the calendar will be sought to make up them.
  • To be entitled to the final recovery test, the student must have taken all the assessment tests.
  • Having missed more than 30% of the seminars will be considered non-evaluable.
  • The option to "upgrade" is not contemplated in the exam and other activities. 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.
  • 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 QUALIFICATION:

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

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

 

Absences:

The following situations are considered justified absences:

  • Official test (does not include the driving test)
  • Acute illness
  • Specialized medical visit
  • Competition of elite athletes (not training)
  • Death of a relative or close person

Bibliography

  • Arnott, J. (2012). Introduction to Community Nursing Practice. McGraw-Hill.
  • Associació d’Infermeria Familiar i Comunitària de Catalunya: AIFiCC. (s. f.). Recuperado 14 de julio de 2020, de https://www.aificc.cat/
  • Ayuso Murillo, D., Tejedor Muñoz, L., & Serrano Gil, A. (2018). Enfermería familiar y comunitaria: actividad asistencial y aspectos ético-jurídicos. Díaz de Santos. 
  • Caja López, C. (2003). Enfermería comunitaria III: atención primaria. Masson.
  • Caja López, C., & López Pisa, R. M. (2000). Enfermería comunitaria: educación sanitaria. Masson.
  • CAMFiC, Societat Catalana de Medicina Familiar i Comunitària. (s. f.). Recuperado 14 de julio de 2020, de http://www.camfic.cat/
  • Chilton, S., & Bain, H. (2017). A Textbook of Community Nursing (2nd ed.). Routledge.
  • del Pino Casado, R. (2015). Enfermería familiar y comunitaria. Unidades didácticas. Universidad de Jaén, Servicio de Publicaciones.
  • Drennan, V., & Goodman, C. (2014). Oxford Handbook of Primary Care and Community Nursing (2nd ed.). OUP Oxford.
  • Klainberg, M., Holzemer, S., & Leonard, M. (2011). Enfermería comunitaria: una alianza para la salud. McGraw-Hill Interamericana.
  • McCormack. (2017). Person-centred healthcare research / edited by Brendan McCormack [and three others]. (McCormack, Ed.). Wiley-Blackwell.
  • Martínez Riera, J. R., & del Pino Casado, R. (2014). Manual práctico de enfermería comunitaria. Elsevier.
  • PAPPS - Programa de Actividades Preventivas y de Promoción de la Salud. (s. f.). Recuperado 14 de julio de 2020, de https://papps.es/
  • Sines. (2014). Community and public health nursing / edited by David Sines [and five others].Community health care nursing (Sines) (Fifth edition.). Wiley Blackwell.
  • Skemp, Dreher, M. C., Lehmann, S. P., & Batchelor, R. (2016). Healthy places, healthy people : a handbook for culturally informed community nursing practice / Lisa Elaine Skemp, Melanie Creagan Dreher, Susan Primm Lehmann ; cover design, Rebecca Batchelor. (Third edition.). Sigma Theta Tau International.
  • Solari-Twadell, & Ziebarth, D. J. (2020). Faith Community Nursing An International Specialty Practice Changing the Understanding of Health / edited by P. Ann Solari-Twadell, Deborah Jean Ziebarth. (Solari-Twadell & D. J. Ziebarth, Eds.; 1st ed. 2020.). Springer International Publishing. https://doi.org/10.1007/978-3-030-16126-2

Software

  • Mendeley
  • Teams

Language list

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