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

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Nursing Care in Childhood, Adolescents and Women

Code: 106112 ECTS Credits: 6
2025/2026
Degree Type Year
Nursing OB 3

Contact

Name:
Purificacion Escobar Garcia
Email:
purificacion.escobar@uab.cat

Teachers

Montserrat Martínez Muñoz
Eva Carolina Watson Badia
Mireia Solé Fernàndez
Pablo Rodriguez Coll

Teaching groups languages

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


Prerequisites

There are no official prerequisites.
										
											However, it would be good to review the skills worked on in the subjects of Nursing
										
											Clinical, of Structure and function of the human body and Physiology in the child, the adolescent and the woman. On the other hand it would be a lot
										
											recommended to review the competencies of the subject of Nursing Methodological Bases

Objectives and Contextualisation

The subject is programmed in the third year of the Degree in Nursing and is part of the group of subjects of
										
											compulsory training. It therefore constitutes part of the scientific basis necessary for graduate training
										
											nurse.
										
											
GENERAL OBJECTIVES
										
											Its general objectives are the study of the child from the moment of conception to adolescence and study
										
											of women's sexual and reproductive health. Emphasizing the development of the person throughout the
										
											life cycle and in the knowledge of the main nursing tools that collaborate in the improvement of the practice
										
											nurse in primary health care and specialized care.
										
											
SPECIFIC OBJECTIVES
										
											Identify the changes that occur in women during childbirth and postpartum pregnancy. 
CRITERION
										
											: You must relate at least 80% of them at this stage of the life cycle.
										
											
										
											Relate the stage of development in which the child is with how to meet their needs
										
											basic from birth to adolescence. 
CRITERION: It must be based on how and why they are satisfied
										
											in this way throughout these stages.

										
											Analyze the health situation of women in the different stages of the life cycle, following a nursing model.
										
											CRITERION: identifying the main problems, describing the etiology, and the symptoms and signs for each
										
											of them.

										
											Plan the process of caring for the people cared for, following one of the models of human needs.
										
											CRITERION: You must apply the stages of the care process.

										
											Select the most appropriate care plans that allow you to intervene on the stress of the child and the family in front of you
										
											illness and hospitalization. CRITERION: It must be based on evidence because the months are considered
										
											suitable.

										
											Analyze the interventions proposed in the care plan. CRITERION: You must justify your membership with the
										
											selected care model.

										
											Select the most appropriate interventions to address the health problems that women present throughout
										
											the different stagesof the life cycle. CRITERION: Must justify with evidence the nursing interventions in
										
											each of them.

										
											Analyze care, on the stress of the child and the family in the face of illness and hospitalization. CRITERIA: Ha
										
											to identify and justify with evidence the actions that guarantee the stabilization of the situation and the prevention
										
											of complications.

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.
  • Demonstrate knowledge of strategies to adopt measures of comfort and care of symptoms, the patient and family run, in the application of palliative care that will contribute to alleviate the situation of advanced and terminal patients.
  • 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.
  • Use scientific methodology in interventions.

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 nursing interventions justifying them with scientific evidence and/or expert opinions that support them.
  4. Analyse the bases for care in patients who are in pain.
  5. Analyse the problems, prejudices and discrimination in the short and long term in relation to certain people or groups.
  6. Apply knowledge of physiopathology and factors affecting health in nursing care.
  7. Critically analyse the principles and values that regulate the exercising of the nursing profession.
  8. Demonstrate skill in performing nursing procedures and techniques.
  9. Describe nursing care during the maternity process to facilitate the adaptation of women and new-borns to new demands and prevent complications.
  10. Describe specific nursing care that favours the adaptation of new-borns and the prevention of complications.
  11. Describe the most common health changes in children and adolescents, their manifestations (changing needs) and the nursing care to be employed for these health problems.
  12. Describe the safety rules to be followed in cases of problems arising from clinical situations related to pharmacological administration in accordance with the current regulations.
  13. Design care aimed at patients in situations of advanced illness and end of life which includes the appropriate strategies to improve their comfort and alleviate the situation, taking into account the values and preferences of care receivers and their families.
  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. Develop skills for the application of the scientific method in nursing interventions.
  16. 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.
  17. Identify risk factors in the health-illness process on a physical, emotional, social and environmental level.
  18. Identify the characteristics in women at different stages of the reproductive cycle and the menopause as well as the care necessary in each stage.
  19. Identify the different measures for physical, emotional and spiritual comfort in advanced stages of illness and in situations of end of life.
  20. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
  21. Recognise psychosocial responses to loss and death and understand the measures that can help patients and their families in these circumstances.
  22. 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.
  23. 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

In this subject we will address the issue of health in childhood, adolescence and women. 
										
											Contents
										
											
Childhood. Take care of the newborn. The child of school age. Promote and maintain health in growth
										
											and child development. Characteristics of the different stages of childhood and adolescence, factors
										
											which condition the normal pattern of growth and development. Most common health problems in the
										
											childhood and identify its manifestations. Nursing care for the child and family in special situations.
										
											The process of nursing care in the child and adolescent in the hospital and in Primary Health Care. Plan them all
										
											the stages of the nursing care process. Nursing care process to assess the child's health status, in
										
											health situation (monitoring and development of the healthy child) and illness (monitoring of the sick child). Attention a
										
											the family with the arrival of a new member. Family caregivers.
										
											
Adolescence. Puberty. Pregnancy in adolescence / Aggression in adolescence / Risky behaviors a
										
											adolescence. The most common health issues in adolescence.
										
											
The woman. Pregnancy, childbirth, puerperium normal and high risk. Characteristics of women in the different stages of the
										
											reproductive cycle. Women and menopause. Taking care of women at different stages of life. The
										
											most common health issues in women. The process of nursing care for women with different
										
											health issues - illness.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars 19.5 0.78 1, 7, 2, 5, 3, 6, 8, 15, 13, 14, 17, 18, 19, 16, 20, 22
Theory 30 1.2 1, 6, 11, 9, 10, 12, 17, 18, 16, 20, 23
Type: Autonomous      
personal study 90.5 3.62 4, 11, 9, 10, 12, 18, 16, 23, 21

Attendance and active participation in the seminars and assessment by means of case studies and problem solving.

Theory: master classes related to the topics of the cases presented. Tutorial sessions for the sharing of work, with the aim of clarifying doubts and relating the concepts that are more difficult for the students.

 The methodology used in the seminars will be that of case work (2), carried out through tutored, face-to-face sessions in the classroom to analyse a difficulty situation that will guide learning. Through this situation/problem, the student acquires skills to face problems, prioritise and search for information, make decisions and evaluate their activity, as well as gaining skills to carry out their work outside the classroom.

The work will be group work, 5-6 students, but the role of the student is active because he/she is responsible for the learning process. The role of the teacher is to facilitate and guide the student in this process. Presentation of a situation/problem developed by the teacher and tutored work to solve it. Parallel work without direct tutoring on a topic chosen by the student.

 The group has to draw up a list of questions that have arisen during the analysis of the situation. Then, with the list of questions, an order of priority will have to be established in the search, according to their relevance with respect to the learning outcomes. The aim is to draw up a work plan, identify possible sources of information and use this evidence to solve the situation from the nursing point of view. The group discusses individual search strategies and useful sources of consultation.

 The planned work plan is discussed, where all components of the group have to have the opportunity to explain what they have learned. With this sharing, the students are being trained to critically evaluate and correct their prior knowledge, while developing the ability to critically evaluate their reasoning of the problem. As a result of thediscussion, the collection of information and the approach to possible resolution or nursing intervention, they have to integrate knowledge and make abstraction of principles and concepts that can be applied in other analogous situations.

 At the end of the seminars, students will be able to answer the following questions: What has been learnt from working on the problem, how does this learning relate to the objectives, what new principles or concepts have been discussed, which ones have been learnt, of what has been learnt, what will help to understand different problems or situations in the future, what areas of learning were identified but not worked on, and they will send us their answers through self-evaluation.

 

 

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
case resolution 40% 6 0.24 1, 7, 4, 2, 5, 3, 6, 8, 15, 13, 14, 19, 16, 20, 22, 21
Examen 50% 2 0.08 6, 11, 9, 10, 12, 17, 18, 19, 23, 22, 21
self-assessment 10% 2 0.08 1, 7, 2, 5 

This subject does not provide for the single assessment system

The evaluation system is organized in 3 modules each of which will have a specific weight in the qualification
										
											final:
										
											
Theoric exam(50%)
In order to evaluate the assimilation of theoretical contents, a test will be carried out.

Delivery of self-assessment reports / written work (10%)
										
											Two days after the end of each situation, each group must submit, by mail, a maximum report 2-page self-assessment with a reflection and assessment of their degree of achievement of competencies. The format is free. The report will be reviewed by the responsible tutor
										
											of each group of Self-assessments out of time established will not be accepted. Failure to deliver the exercise will result in a score of 0. If confirmed
										
											plagiarism in any of the exercises would mean the suspension of the subject with no option to recover.

This course allows the use of artificial intelligence (AI) technologies exclusively in support tasks such as bibliographic or information research, text correction, translations or any other tasks that may be considered. Students must indicate specifically which parts of their work have been generated with this technology, which tools they have used and include a critical reflection on how these have influenced the process and result of their work. The non-transparency of the use of AI in assessable activities will be considered a lack of academic honesty and may lead to partial or total penalisation in the mark for the activity.


Oral defense of works (40%) at the end of the work of situations.
										
											The following dimensions are evaluated:
										
											
Contents
										
											Question asked (complexity). Bibliographic search (keywords, sources of information). Background
										
											Background (problem definition, epidemiology, associated factors, current state of the subject). Justification of the subject
										
											(clear and coherent argumentation to answer the question). Presentation of evidence (level of evidence).
										
											Applicability and usefulness in practice. Bibliography (bibliographical references)
										
											
Presentation methodology
										
											Exposition and language (order, vocabulary). Audiovisual material design (coherent, clear, creative). Time (adjusted to
										
											indicated time). Non-verbal language (posture, movements, eye contact). The student will deliver on
										
											computer support.

OBTAINING THE FINAL QUALIFICATION
										
											The requirement for obtaining the final mark is to have presented to all the evaluative parts and to haven obtained a score of 5.

										
											It will be considered non-evaluable, when the student has missed 25% of the sessions.

										
											According to agreement 4.4 of  Governing Council 11/17/2010 of the evaluation regulations, the grades will be:

										
											Excellent (EX) From 9.0 to 10. The student has achieved the assessed competencies and carries them out by
										
											autonomously making their justifications with evidence.
										
											Notable (N) From 7.0 to 8.9. The student has achieved the assessed competencies and carries them out of
										
											autonomously with some evidence.
										
											Approved (AP). From 5.0 to 6.9. The student can achieve the competencies assessed with supervision.
										
											Suspension (SS). From 0 to 4.9. The student has not achieved the assessed competencies.
										
											Not Evaluated (NA) The student has not completed the scheduled activities in order to achieve the
										
											competencies.
										
											 The student has the right to review the assessment tests. For this purpose, the date will be specified on campus virtual. 
The assessment of special and particular situations will be assessed by an evaluation committee. Students who have not passed
										
											the subject / module by means of the continuous evaluation will be able to present to a final examination or a proof end of recovery, 
provided that they have been submitted to all scheduled assessments.

Bibliography

Given that one of the general competencies that the student is intended to acquire is to develop
										
											strategies for autonomous learning (CG2) the bibliography is not specified.

										
											In solving problems, the student must become competent in the search for information and critical reading of it. In the
										
											first session students, depending on the work plan proposed, find out what the information funds are
										
											suitable for your work plan, they confront findings and evidence. Depending on this shared work they reason the suitability, or not, of the
										
											same.
										
											These are the fundamental reasons why it is not considered appropriate for teachers to present one
										
											specific bibliography list. However, general consultation forums are presented:

Societat Espanyola de Ginecologia i Obstetrícia (SEGO). www.sego.es

Associació Espanyola de Ginecologia i Obstetrícia. www.aego.es

Societat Catalana de Ginecologia i Obstetrícia. www.sego.es/organizacion

Associació Catalana de Llevadores www.llevadores.cat. www.federacio-matrones.org.

Societat Catalana de Pediatria. www.scpediatria.cat

Societat Espanyola de Neonatologia. https://www.seneo.es/Sociedad

http://salutpublica.gencat.cat/web/.content/minisite/aspcat/promocio_salut/embaras_part_puerperi/protocol_seguiment_embaras/protocol-

http://canalsalut.gencat.cat/web/.content/_A-Z/E/embaras_part_i_postpart/documents/arxius/guia_per_a_embarassades.pdf

https://www.idescat.cat/pub/?id=inddt&n=918

http://ics.gencat.cat/ca/assistencia/cures-infermeres/atencio-primaria/adolescencia/


Software

No specific software is required

Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(SEM) Seminars 301 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 302 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 303 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 304 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 501 Catalan first semester morning-mixed
(SEM) Seminars 502 Catalan first semester morning-mixed
(SEM) Seminars 503 Catalan first semester morning-mixed
(SEM) Seminars 621 Catalan first semester morning-mixed
(SEM) Seminars 622 Catalan first semester morning-mixed
(SEM) Seminars 623 Catalan first semester morning-mixed
(TE) Theory 301 Catalan/Spanish first semester morning-mixed
(TE) Theory 501 Catalan first semester morning-mixed
(TE) Theory 601 Catalan first semester morning-mixed