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
2025/2026
Degree Type Year
Nursing OB 2

Contact

Name:
Caterina Checa Jimenez
Email:
caterina.checa@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
Juan Manuel Leyva Moral
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      
Lecture 32 1.28
SEMINARS 17.5 0.7
Type: Autonomous      
Autonomous work 100.5 4.02

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
Oral presentation 40% 0 0 1, 11, 9, 6, 5, 3, 2, 7, 4, 8, 13, 12, 16, 17, 15, 25, 22, 27, 29, 28
Self-assessment 15% 0 0 11, 24, 28
Test 45% 0 0 2, 23, 14, 10, 26, 25, 18, 21, 20, 19, 29

Evaluation Criteria

Multiple-choice test
Individual task representing 45% of the final grade for the course. It covers content from all course activities.

Oral presentation of group work
Group task representing 40% of the final grade. In small groups, each group must present their exercise solutions and actively participate in the group discussion. If any member is found to have contributed irregularly, the instructor may grade that person individually.

Reasoned self-assessment with a global score out of 10: 15%

VERY IMPORTANT:

  • Arriving late or leaving early from the seminar will result in a 0.5-point penalty on the final evaluation.

  • Taking photos or recording classes is not allowed. Doing so without the instructor’s authorization will result in automatic failure of the course.

  • Each assessed activity must be passed with a minimum score of5.0 in order to calculate the final grade. Otherwise, the course will be marked as failed, and the student must retake it on the scheduled recovery dates.

  • 100% attendance at seminars is mandatory. Each unexcused absence will result in a 0.5-point deduction from the final seminar grade.

  • Missing more than 30% of the seminars will result in a "Not assessable" status.

  • Seminars cannot be retaken, due to their dynamic nature and continuous assessment approach.

  • To be eligible for the final resit exam, students must have attempted all assessment tasks.

  • There is no option to improve your grade through the exam. Therefore, the grade obtained in the regular session will be the final grade if it is 5.0 or higher.

Restricted Use Policy:

For this course, use of Artificial Intelligence (AI) technologies is permitted exclusively for supporting tasks, such as bibliographic or information searches, text correction or translation, concept mapping, and infographic design. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and the final outcome of the task.

Lack of transparency in the use of AI will be considered academic dishonesty and may result in a partial or total penalty in the task grade, or more severe sanctions in serious cases. Any sign of plagiarism will result in automatic failure of the course, with no option to resit.

Respect and Conduct:

No disrespectful behavior toward fellow students, faculty, administrative staff (PTGAS), or facilities will be tolerated. If necessary, the situation will be reported to the degree coordination team, which may open a disciplinary committee that could result in failure of the course.

Other Important Notes:

  • This course does not allow a single final assessment system.

  • Assignments submitted after the deadline will not be accepted.

  • Students have the right to review their graded assessment tasks. The date for this review will be announced via Moodle.

Final Grade Calculation:

The final grade will be the sum of the scores obtained in each assessment component. According to Agreement 4.4 of the Governing Council (17/11/2010) regarding assessment regulations, final grades will be as follows:

  • 0 to 4.9 = Fail

  • 5.0 to 6.9 = Pass

  • 7.0 to 8.9 = Good

  • 9.0 to 10 = Excellent

  • 9.0 to 10 = Honors Distinction (Matrícula d'Honor) – The criteria for this are determined by the teaching staff and are not exclusively numerical. Active participation in voluntary extracurricular activities related to the course will be highly valued.

Students who do not complete both theoretical and practical evaluation tasks will be considered “Not Assessable”, and their enrollment rights for the course will be exhausted.

Absences:

The following situations are considered justified absences:

  • Official exam (does not include driving tests)

  • Acute illness

  • Specialized medical visit

  • Competition for elite athletes (not training)

  • Death of a relative or close person


Bibliography

    • Arnott, J. (2012). Introduction to Community Nursing Practice. McGraw-Hill.
    • Borrell-Carrió, F., & Gómez-Batiste, X. (2022). Atención familiar y comunitaria. Una visión centrada en las personas. Elsevier.
    • 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. 
    • Perdomo, L. M., & Navarro, J. G. (2021). Enfermería familiar y comunitaria: Atención integral a la familia y comunidad. Editorial Médica Panamericana.
    • CAMFiC, Societat Catalana de Medicina Familiar i Comunitària. (s. f.). Recuperado 14 de julio de 2020, de http://www.camfic.cat/
    • Sociedad Española de Enfermería Comunitaria (SEEC). (2020). Guía de buenas prácticas en enfermería comunitaria. SEEC.
    • 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.
    • 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.
    • 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

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 101 Catalan first semester morning-mixed
(SEM) Seminars 102 Catalan first semester morning-mixed
(SEM) Seminars 103 Catalan first semester morning-mixed
(SEM) Seminars 104 Catalan first semester morning-mixed
(SEM) Seminars 105 Catalan first semester morning-mixed
(SEM) Seminars 106 Catalan first semester morning-mixed
(SEM) Seminars 107 Spanish first semester afternoon
(SEM) Seminars 108 Catalan first semester afternoon
(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