ACADEMIC YEAR 2019-2020 - Nursing Degree First Year - EUG
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Nursing Degree First Year
Nursing Degree
First Year
ACADEMIC YEAR
2019-2020
Nursing Degree First Year
CURRICULUM
CREDITS AND STRUCTURE OF THE QUALIFICATION
To obtain the degree qualification students must have earned 240 ECTS credits. These 240 credits will
contain all the theoretical and practical training: basic aspects of the branch of knowledge,
compulsory or optional subjects, seminars, external practical work experience, teacher-led work,
dissertation and other training activities. The studies will be completed with a dissertation.
Qualification: The title of “graduate” will be awarded.
Type of title: Official
Duration: 4 years
Total credits: 240 ECTS
DEGREE MAJORS
A major is a university pathway organised, in this case, by our centre and aimed at students of a
bachelor’s degree in Nursing.
It is an innovative and complementary path that the Gimbernat University Nursing School offers its
students, and that allows them to organise their studies to obtain a second specialisation in an area of
knowledge complementary to the qualification.
Credits earned in the major will form part of the total credits required for the bachelor’s Degree and
will take optional credits of this degree curriculum into account.
The student can graduate with:
The major "LEADERSHIP INNOVATION AND EMERGING ROLES IN NURSING"
The major "NURSING, INNOVATION AND DIGITAL HEALTH"
DISTRIBUTION OF THE CURRICULUM IN ECTS CREDITS.
The 240 ECTS credits Curriculum spread over four years. These 240 credits will contain all the
theoretical and practical training: basic training, compulsory training, external practical work
experience, optional (pathway) and a dissertation.
TYPE OF External practical Final
Basic training Compulsory Optional pathways
SUBJECT work experience project
CREDITS 60 150 30 81 9
2Nursing Degree First Year
SEQUENCING OF THE EU GIMBERNAT NURSING CURRICULUM
BOE [Official State Gazette] No. 285 of 27 November 2012
Code Course Nature Semester ECTS
200593 Psychosocial Sciences BT 1 6
200594 Communication and ICT BT 1 6
200599 Nutrition Principles BT 1 6
First year
Structure and Function of the Human Body
200596 Structure of the Human Body BT Annual 12
200597 Function of the Human Body
200601 History of Nursing Care and Thought CO Annual 9
200595 Culture, Society and Health BT 2 6
200598 Biostatistics Scientific Methodology BT 2 6
200600 Introductory Practicum CO 2 9
Total credits first year: 60
Code Course Nature Semester ECTS
200606 Public Health CO 1 3
200604 Nursing and Community Health CO 1 9
200605 Advanced Practicum I CO 1 6
Second year
Integrated Module of Adult Care (MICIA)
200602 Adult Nursing Care CO
Annual 18
200603 Clinical Pharmacology and Applied Therapeutics BT
200608 Function of the Human Body II BT
200609 Health Education CO 2 6
200611 Advanced Practicum II CO 2 6
200610 Ethics and Legal Framework in Nursing CO 2 6
200607 Therapeutic Communication BT 2 6
Total credits second year: 60
Code Course Nature Semester ECTS
200613 Nursing Care for women, children and adolescents CO 1 6
200619 Management and Quality of Nursing Services CO 1 3
200614 Nursing Care in Mental Health CO 1 3
Third year
200615 Advanced Practicum III CO 1 9
200616 Advanced Practicum IV CO 2 9
200617 Advanced Nursing Care in Complex Situations CO 2 3
200620 Specialist Practicum I CO 2 9
200618 Nursing in Palliative Care CO 2 3
200621 Specialist Practicum II CO 2 12
200612 Nursing care in the Ageing Process CO 2 3
Total credits third year: 60
3Nursing Degree First Year
Code Course Nature Semester ECTS
200622 Specialist Practicum III CO 1 9
200624 Dissertation CO Annual 9
200623 Specialist Practicum IV CO 2 12
Total compulsory credits fourth year: 30
Pathway 1 LEADERSHIP, INNOVATION AND EMERGING ROLES IN NURSING
Code Course Nature Semester ECTS
104109 Leadership strategies and policy responsibility OT 1 6
Fourth year
104107 Innovation and Entrepreneurship in Nursing OT 1 8
104108 Emerging Roles and Advanced Nursing OT 1 4
200901 External Practicum I OT 2 12
Total optional credits fourth year: 30
Pathway NURSING, INNOVATION AND DIGITAL HEALTH
2
Code Course Nature Semester ECTS
104111 Nursing and Digital Health OT 1 4
104110 Trends and Future of ICT in Health Organisations OT 1 6
104107 Innovation and Entrepreneurship in Nursing OT 1 8
200902 External Practicum II OT 2 12
Total optional credits fourth year: 30
(*) Nature: BT.- Basic Training; CO. - Compulsory; OT.- Optional
4Nursing Degree
First Year
5FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
GENERAL INFORMATION
COURSE DATA
Course PSYCHOSOCIAL SCIENCES
Code Academic year 2019-2020
ECTS Credits 6 Course type BT
Year 1st Degree Semester One
Timetable Link to the centre’s Web page (virtual secretariat)
Teaching language CATALAN-SPANISH
FACULTY INFORMATION
Teacher-in-charge
Name of teacher Eulàlia Guix Llistuella
e-mail eulalia.guix@eug.es
Tutoring schedule To be arranged
PREREQUISITES
There are no prerequisites
COURSE CONTEXTUALISATION
Psychosocial factors play a key role in the development of many diseases and in their recovery
process. The skills of the nurse to observe and understand the person’s reactions in health and
disease processes are essential to provide adequate and quality nursing care.
The psychosocial nursing course is a compulsory course that aims to lead the student to:
A. The learning of knowledge about the psychological development of human beings.
B. Develop psychosocial competencies and skills to offer quality nursing care.
C. Learn approach and support techniques, to take care of the psychosocial aspects of ill people
and their families.
6FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
COMPETENCIES AND LEARNING OUTCOMES
Specific competencies
Competency CE4. Demonstrate an understanding of the interactive behaviour of people based
on their gender, group or community within their social and multicultural
context.
Learning outcomes
CE4.1. Identify and explain which behaviours define a person’s
interactive behaviour based on their gender, group or community.
Identify the different conceptual models of human behaviour.
CE4.3. Identify the different types of interactions, according to
belonging to a group, gender, community, within their social and
cultural context.
Competency
CE7. Demonstrate understanding unprejudiced of people, considering physical,
psychological and social aspects, as autonomous and independent individuals,
ensuring respect for their opinions, beliefs and values, guaranteeing the right to
privacy through confidentiality and professional secrecy.
CE7.1. List and identify the physical, psychological, and social
Learning outcomes consequences that define the maturity of the person such as being
independent and autonomous. Be aware that all aspects of the
person interact and that there is a need for a balance between them
to stay healthy.
CE7.2. Describe and explain the rights of the individual to be
respected in their beliefs and their intimacy. Identify psychosocial
aspects that make the individual unique.
CE7.3. Apply the right to privacy through confidentiality and
professional secrecy.
CE7.4. Identify and understand the psychosocial responses to loss
and death and know the measures to help the person and the family
at these times. Know your own emotions and how you express them.
CE7.5. Identify the psychosocial components of individuals and the
values and beliefs that identify them as an autonomous and
independent person during their life cycle. Know the different
dimensions that psychosocial aspects present.
7FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
Competency CE11. Establish effective communication with nurses, families, social groups and
partners and promote health education.
Learning outcomes
CE 11.9. Identify the characteristics of effective communication.
CE 11.12. Adapt communication for different audiences.
CE 11.13. Have a cooperative attitude with the different members of
the team.
CE.11.14. Identify the conduct and behaviour that generates health.
Identify the factors that may explain people’s behaviour.
CE.11.18. Indicate the instruments necessary for effective
communication, respectfully and effectively with peers.
Cross-curricular competencies
Competency CT4. Express yourself fluently, coherently and properly following established
standards both orally and in writing.
Competency CT5. Acquire and use the necessary tools to develop a critical and reflective
attitude. Compare content and reflect.
General competencies
Competency CG3. Respect the diversity and plurality of ideas, people and situations.
CONTENT
THEMATIC UNIT 1: INTRODUCTION TO PSYCHOSOCIAL NURSING
TOPIC 1.- EVOLUTION OF NURSING CARE. Evolution of nursing care. Comprehensive care of the
person. Psychosocial care in nursing. Importance of individualised care
TOPIC 2.- CONCEPTUAL MODELS OF HUMAN BEHAVIOUR. Biological-medical model.
Psychoanalytic model. Interpersonal model. Behavioural model. Humanist model. Systemic
model. Cultural model. Cognitive model. Neuroscience
8FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
THEMATIC UNIT 2: PSYCHOSOCIAL FOUNDATIONS FOR COMPREHENSIVE CARE OF THE PERSON
TOPIC 3.- BIOLOGICAL BASES OF BEHAVIOUR. Basic concepts of the nervous system. The
neuron. Biological thought processes. Nervous system development. Application in nursing care
TOPIC 4.- INTELLECTUAL DIMENSION. Sensations and perception. Learning and memory.
Thought and intelligences. Introduction to communication processes
TOPIC 5.- EMOTIONAL DIMENSION. Motivation. Emotions and their expression. Stress and
adapting to change
TOPIC 6.- SOCIAL DIMENSION. Socio-cultural factors that influence human behaviour. This topic
will be developed in depth on the culture, society and health course
TOPIC 7.- SPIRITUAL DIMENSION. Meaning of life. Vital objectives. Spirituality and religion
TOPIC 8.- INTERACTION OF ONE DIMENSION WITH OTHERS AND WITH THE ENVIRONMENT.
Self-reliance
THEMATIC UNIT 3: HOLISTIC PERSPECTIVE OF THE LIFE CYCLE
TOPIC 9.- CHILD DEVELOPMENT. Theories on child development
TOPIC 10.- ADOLESCENCE. Puberty. Youth. Biological, intellectual, emotional, social and spiritual
dimension.
TOPIC 11: - ADULTHOOD. Biological, intellectual, emotional, social and spiritual dimension.
TOPIC 12.- OLD AGE. Biological, intellectual, emotional, social and spiritual dimension.
THEMATIC UNIT 4: THE PERSON AS A CONNECTION UNIT
TOPIC 13.- BASIC PSYCHOSOCIAL CONSIDERATIONS. Personal adaptation and growth. Lifestyle.
Health as a state of balance
TOPIC 14.- ATTITUDES. Functions. Stability. Self-realisation
TOPIC 15.- VALUES AND BELIEFS. Religion. Culture. Society. This topic will be developed in depth
on the culture, society and health course
TOPIC 16.- INTRA- AND INTER-PERSONAL RELATIONSHIPS. Introduction to people’s
relationships. Self-awareness. Self-esteem. Friendships. Attraction. Social groups
TOPIC 17.- SELF-CARE AND PERSONAL GROWTH. Positive thoughts. Introduction to
assertiveness. Resilience
9FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
TEACHING METHODOLOGY AND LEARNING ACTIVITIES
Activity 1: Preparation of a learning folder with a summary of the theoretical concepts and most
relevant schemes of the courses, reflections and analysis of cases of current affairs by means of
press articles, films, fragments of books, games and situations posed in class.
The activity must be done individually. Assessment of the folder will be continuous during the
course. This encourages correction by the student. It must be submitted completed, at the end of
the course. On the first day of class the student will be given guidelines to complete it.
This activity works on competencies: CE4, CE7, CT4 and CT5.
Activity 2: Seminar. In small groups. Compulsory attendance.
SEMINAR: Managing emotions. Components of emotion. Emotional situations. Function of
emotions. Expressing emotions. Assessment of emotional state and nursing interventions.
This activity works on competencies: CE7, CE11, CT8 and CG3.
Activity 3: Forum. The objective of this activity is to analyse and reflect on articles (published in
English and in Spanish) and cases or news of social issues in relation to the course, that the teacher
will post in the forum. The individual work of each person must be attached to the learning folder.
This activity works on competencies CE4, CE11, CT4 and CT5.
HOURS
TYPE OF ACTIVITY ACTIVITY LEARNING OUTCOMES STUDENT
WORKLOAD
Theoretical-participatory CE4.1, CE4.3, CE7.1, CE7.2, CE7.5,
Teacher-led presentations, working groups CE11.8, CE11.9, CE11.14, CE11.18, 40.5 h
act. in class CT4 and CT5
(25-35% total hours) CE7.3. CE7.4, CE11.9, CE11.12,
Emotions seminar 6h
CE11.13, CE11.18, CT8 and CG3
CE4.1, CE4.3, CE7.1, CE7.2, CE7.5,
Guided act.
Tutorials CE11.8, CE11.9, CE11.14, CE11.18, 3.5 h
(approx. 10%)
CT4 and CT5
CE4.1, CE11.14, CE11.18, CT4 and
Forum 20 h
CT5
CE4.1, CE4.3, CE7.1, CE7.2, CE7.5,
Independent study Preparation of a folder of
CE11.8, CE11.9, CE11.14, CE11.18, 35 h
act. learning.
CT4 and CT5
(minimum 50%)
CE4.1, CE4.3, CE7.1, CE7.2, CE7.5,
Study CE11.8, CE11.9, CE11.14, CE11.18, 45 h
CT4 and CT5
TOTAL HOURS 150 hours
10FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
ASSESSMENT
The assessment should be aimed at demonstrating that the student has acquired the competencies
of the course, therefore it will be carried out in the following way and will continuously be for the
whole course:
Activity number 1: The learning folder, serves to assess competencies CE4, CE7, CT4 and CT5,
compulsory individual activity for all students and represents 50% of the total mark.
The addition of documentation and participation in class will be assessed.
To pass the course the completed learning folder must be submitted and your score must be at least
of 2.5 points out of 5.
At the start of the course, the professor will give the guide to its completion and the dates in order
to perform continuous assessment.
In the event of suspending this assessed activity (mark below 5), the student will have the option of
taking a repeat exam.
Activity number 2: Emotions seminar assesses competencies CE7, CE11, CT8 and CG3 in a group way
with the assistance and participation in the seminar and represents 30% of the total mark. Your
participation is compulsory. Of this 30%, 50% will be obtained for attendance and another 50% for the
chapter of the learning folder on the seminar and its content.
Activity number 3: Forum assesses competencies CE4, CE11, CT4 and CT5 on an individual basis a
20% will represent the total mark.
The work done in the forum will be a chapter of the learning folder.
To pass the course it is essential that activity 1 gets at least a score of 2.5 out of 5 and attendance
of the emotions seminar.
Students will have the option to review their qualifications on the planned dates during their
publication period.
FINAL MARK HOURS STUDENT
ASSESSMENT ACTIVITIES LEARNING OUTCOMES
PERCENTAGE WORKLOAD
Preparation of a folder of CE4.1, CE4.3, CE7.1, CE7.2, CE7.5, CE11.8,
50% -
learning. CE11.9, CE11.14, CE11.18, CT4 and CT5
Attendance and
CE7.3. CE7.4, CE11.9, CE11.12, CE11.13,
participation in the 30% -
CE11.18, CT8 and CG3
emotions seminar
Participation in the forum 20% CE4, CE11, CT4 and CT5.
TOTAL HOURS -
11FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION
Books
Author/s Year Title Edition Place Publisher
Novel G, Lluch MT, Miguel 2003 Enfermería psicosocial y salud Barcelona Masson
MD mental (Psychosocial nursing and
mental health)
Tazon P Aseguinolaza L 2003 Ciencias psicosociales (Psychosocial Barcelona Masson
Garcia-Campayo J sciences)
Rojas Marcos L 2006 La fuerza del optimismo (The Madrid Santillana Ediciones
power of optimism)
Garcia C, Martinez ML 2001 Historia de la enfermería, evolución Madrid
histórica del cuidado enfermero Harcourt
(History of nursing, historical
evolution of nursing care)
Ariès P 1987 El niño y la vida familiar en el Madrid Taurus
Antiguo Régimen (The child and
family life in the Old Regime)
Alberoni F 1980 Enamoramiento y amor (Falling in Barcelona Ediciones B, S.A.
love and love)
Burnham S 2006 El lenguaje del silencio (The
language of silence)
Henderson V 1994 La naturaleza de la enfermería. Madrid Interamericana
Reflexiones 25 años después (The
nature of nursing. Reflections 25
years after later)
Acarín N 2005 El cerebro del rey. Vida, sexo, Barcelona RBA
conducta, envejecimiento y muerte
de los humanos (The brain of the
king. Life, sex, conduct, ageing and
death of humans)
Allué M 2003 The disabled. La reivindicación de la Barcelona Ediciones Bellaterra,
igualdad en la diferencia (The S.L.
demand for equality in difference)
Goleman D 2000 La práctica de la inteligencia Barcelona Kairós
emocional (The practice of
emotional intelligence)
Kübler-Ross E 1991 Vivir hasta despedirnos (Live until Barcelona Luciérnaga
you say good-bye)
12FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
Articles
Author Title Journal Volum Year Pages Description/
e comment
Casas F, Indicadores sociales Intervención 10 (3) 2001 355-378
González M, y psicosociales de la Psicosocial
Coenders G, calidad de vida en
Presents research on older
Aymerich M, personas mayores
people's quality of life from a
Domingo A, Del en un municipio
municipality base on the analysis
Valle A (Social and
of perceptions, assessments and
psychosocial
aspirations related to specific
indicators of the
areas of their lives.
quality of life in
older people in a
municipality)
Soto J, Planes M, El papel de las Psicooncología 0 (1) 2003 75-82
Gras M.E emociones como
variables
moduladoras del
cambio de hábitos
Study of the changes in the
de salud en
health habits of 105 family and
familiares y amigos
close friends of cancer patients
próximos de
hospitalised after diagnosis. The
enfermos de cáncer
aim is to verify whether
(The role of
knowledge of the disease has
emotions as
some impact on the modification
modulating
of their lifestyles.
variables of the
change of health
habits in the family
and close friends of
cancer patients)
Schwartzmann L Calidad de vida Ciencia y 9 (2) 2003 Online
It stresses the importance of
relacionada con la enfermería version
taking into account the patient’s
salud: aspectos :
perception, their desires and
conceptuales
motivations in the decision-
(Health-related
making process in health as well
quality of life:
as in the assessment of the
conceptual
quality of healthcare.
aspects)
13FIRST YEAR
PSYCHOSOCIAL SCIENCES NURSING DEGREE
BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION
Books
Author/s Year Title Edition Place Publisher
Allué M 1996 Perder la piel (Skin loss) Barcelona Planeta/Seix Barral
Allué M 2008 La piel curtida (Tanned skin) Barcelona Bellaterra, S.L
Espinosa A 2008 El Món Groc (The Yellow World) Barcelona Rosa dels Vents
Boliches A 2005 El petit llibre de l’amor (The small book Barcelona Mine
on love)
Busquets B 2006 El jersey (The sweater)
Bucay J 2008 Cuentos para pensar (Stories to get you Barcelona RBA Libros
thinking)
Hadinger B 2073 Encoratjar a viure. Reforçar l’autoestima Barcelona Fundació
i la personalitat de nens i adolescents Universitària Martí
(Encourage living. Building self-esteem l’Humà
and personality in children and
adolescents)
Guix X 2006 Descontrólate. Reflexiones para los que Barcelona Ediciones Granica,
controlan mucho (Lose control. S.A.
Reflections for those who control much)
Punset E 2010 El viaje al poder de la mente (The Barcelona Ediciones Destino
journey to the power of the mind) S.A.
Punset E 2008 El alma està en el cerebro. Radiografía Barcelona Santillana Ediciones
de la máquina de pensar (The soul is in Generales, S.L.
the brain. Radiography of the thinking
machine)
Punset E 2009 El viatge a l’amor. Les noves claus Barcelona Edicions 62 S.A.
científiques (Journey to love. New
scientific findings)
Casafont. R 2012 Viaje a tu cerebro (Journey to your Barcelona Ediciones B, S.A.
brain)
Casafont R. 2014 Viaje a tu cerebro emocional (Journey to Barcelona Ediciones B, S.A.
your emotional brain)
Audiovisual material
Title Description
Amar la vida (Love Film
life)
La cuarta planta (The Film
fourth floor)
Magnolias de acero Film
(Steel magnolias)
En el vientre materno Film
(In the womb)
Arrugas (Wrinkles) Film
COURSE SCHEDULE
14This information will be available for students enrolled on this course via the virtual campus
FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
GENERAL INFORMATION
COURSE DATA
Course Communication and ICT
Code Academic year 2019-2020
ECTS
6 ECTS Course type BT
Credits
Year 1st DEGREE Semester One
Timetable Link to the centre’s Web page (virtual secretariat)
Teaching language Catalan and Spanish
FACULTY INFORMATION
Teacher-in-charge
Name of teacher Silvia Bleda
e-mail Silvia.bleda@eug.es
Tutoring schedule To be arranged
Other teachers
Name of teacher Montserrat Edo Gual
e-mail montserrat.edo@eug.es
Tutoring schedule To be arranged
Name of teacher Diana Martínez
e-mail Diana.martinez@eug.es
Tutoring schedule To be arranged
PREREQUISITES
15There are no prerequisites for this course
FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
COURSE CONTEXTUALISATION
Communication is a core competency that all nursing professionals must develop to add quality to
their care.
The Communication and ICT course is a compulsory course that belongs to the field of
communication; it is taught throughout the first semester of the first course, and aims to develop
effective communication skills, as well as strategies for the use of ICT as tools for designing
audiovisual support materials in oral presentations, to search for relevant information, as well as
knowing its applicability in the context of health and teamwork.
COMPETENCIES AND LEARNING OUTCOMES
Specific competencies
Competency CE 11. Establish effective communication with patients, families, social groups and
partners and promote health education.
Learning outcomes cE 11.1.- Identify the bases of verbal, non-verbal, and written
communication.
CE11.2.- Adapt communication for different audiences.
CE11.3.- Use strategies that allow effective communication.
Competency CE 16. Know the health information systems.
Learning outcomes C 16. 1.-Identify the main health information systems.
C 16.2.-Use health information systems to search for information.
C16.3.- Use ICT as a support for effective communication.
Cross-curricular competencies
Competency CT2. Search, assess, organise and maintain information systems.
Competency CT4. Express yourself fluently, coherently and properly following established
standards both orally and in writing.
Competency CT5. Establish empathic and assertive relations that promote effective
communication.
16FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
General competencies
Competency CG1. Develop critical thinking and reasoning and know how to communicate
effectively both in your mother tongue and in other languages.
Competency CPG1. Demonstrate a capacity for initiative, motivation and entrepreneurial spirit
in relation to self-learning and with the professional activity.
CONTENT
THEMATIC UNIT 1: THE COMMUNICATION PROCESS
TOPIC 1: BASIC ELEMENTS OF COMMUNICATION. Definition of communication. Difference
between communication and information. Factors that influence communication. The
communication process.
THEMATIC UNIT 2: VERBAL, NON-VERBAL AND WRITTEN COMMUNICATION
TOPIC 1. ORAL COMMUNICATION. Importance of verbal communication. Speech
development and characteristics. The speaker, the audience and the message. Discourse
preparation.
TOPIC 2. NON-VERBAL COMMUNICATION. Importance of non-verbal communication.
Personal space. Movements of the body and body position. Gesture and look. Using your
voice. Communicative silence.
TOPIC 3. WRITTEN COMMUNICATION. Characteristics of written communication. Models
of written communication. Rules to organise a text. Critical analysis of texts. Creating a
bibliography (Vancouver style). Intratext citation.
THEMATIC UNIT 3: SOCIO-EMOTIONAL SKILLS FOR COMMUNICATION.
TOPIC 1. EMOTIONAL INTELLIGENCE AND SELF-ESTEEM. Definition of emotional
intelligence. Socio-emotional skills. Self-esteem.
TOPIC 2. ASSERTIVENESS AND BASIC SOCIAL SKILLS. Differences between social
communication and therapeutic communication. Communication styles: passive,
aggressive, manipulative and assertive. Assertive rights and duties. Teamwork: basic tools.
TOPIC 3. EMPATHY AND ACTIVE LISTENING. Attitudes and skills for empathic behaviour.
Attitudes for active listening.
17FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
THEMATIC UNIT 4: USE OF ICT AS A COMMUNICATION SUPPORT
TOPIC 1: POWERPOINT AS A STRATEGY FOR AUDIOVISUAL SUPPORT IN ORAL
COMMUNICATION. Characteristics of a PowerPoint presentation. Structure of the
presentation. Effective use of the audiovisual support.
TOPIC 2: HOW TO SEARCH FOR INFORMATION USING ICT. Sources of information
Databases and library catalogues. Collection, analysis and interpretation of information.
TOPIC 3: APPLICATION OF ICT IN NURSING. Use of ICT as pedagogical tools.
TEACHING METHODOLOGY AND LEARNING ACTIVITIES
During the classes different teaching-learning strategies will be used and lectures will be combined
with skills seminars:
- Participatory lectures. Works on competencies CE 11.1 and CE 16.
- Seminars on oral communication and interpersonal skills. Dynamics in small groups to
work on basic social skills that facilitate communication: Role-playing, analysis of films and
personal films. Works on competencies CE 11.2, CE 11.3, CT4 and CT5.
- Seminars on written communication and use of ICT. Reading and analysis of texts Critical
analysis exercise. Search for information: search in catalogues and databases. Citation and
bibliographic references. Analysis of PowerPoints. Works on competencies CG1, CT2 y CT4,
CE16.1, CE 16.2 and CPG 1.
- Online questionnaires on knowledge in search of information and bibliographic
references. Work on competencies CE.16.2, CE.16.3 and CPG1.
18FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
HOURS
TYPE OF LEARNING
ACTIVITY STUDENT
ACTIVITY OUTCOMES
WORKLOAD
Theoretical presentations CE 11.1 and CE 16.1 12
Seminars on oral
CE 11.2, CE 11.3, CT 4
Teacher-led communication and
and CT 5
act. interpersonal skills 12
Seminars on written CG 1, CT 2, CE 16.1 and
communication and use of ICT CE 16.2
Guided act. Tutorials CG 1 2
Reading and exercises CT 2 and CG 1 18
Preparation of online
CE.16.2 and CPG1 12
questionnaires
Information search CE 16.2 and CG1 20
Independent
Critical analysis of a document CE 16.2, CT 4 and CG1 25
study act.
CE 11.1, CE 11.2, CE 11.3,
Preparation of oral presentation 12
CT 4, and CE 16.3
CE 16.1, CE 16.2 and CG
Study/assimilation 32
1
TOTAL HOURS 145
ASSESSMENT
ASSESSMENT ELEMENTS:
- Assessed activity 1. Oral presentation with audiovisual support. Assesses the
competencies CE 11, CE 16, CT2 and CT4 and has a weighting of 25% of the mark.
- Assessed activity 2. Creating online questionnaires on knowledge related to the search
for information and critical analysis. It has a weighting of 10% of the total mark of
assessed activity 3. Assesses competencies CE.16.2, CE.16.3 and CPG1.
- Assessed activity 3. Critical analysis of a document Assesses competencies CG1 and CT4.
Has a weighting of 35% of the total mark for the course.
- Assessed activity 4. Examination. Assesses the competencies CE11, CE16 and has a
weighting of 25% of the total mark for the course.
19FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
- Assessed activity 5. Attendance and participation in the seminars on oral
communication, interpersonal skills, written communication and use of ICT. Assesses
competencies CG1, CT2 , CT4, CE16.1, CE 16.2, CPG 1, CE 11.2, CE 11.3 and CT5. Must attend
at least 80% of the seminars, demonstrate a participatory attitude and submit the tasks
proposed by the deadlines set. It has a total course weighting of 15%.
The final mark for the course will be calculated from the weighted average of the 5
activities. To pass the course students will need to complete and pass activities 1, 3 and
4 with a mark of 5 or more.
* Students will have specific guides in the course’s virtual campus to complete
the different work which will contain the writing guidelines and assessment
criteria.
** In the event of suspending assessed activities 1 (oral presentation) and 4 (examination),
with a mark below 5, the student will have the option of taking a repeat exam.
Students will have the option to review their qualifications on the planned dates during their
publication period.
HOURS
FINAL MARK LEARNING
ASSESSMENT ACTIVITIES STUDENT
PERCENTAGE OUTCOMES
WORKLOAD
CE 11.1, CE 11.2, CE
Oral presentation with audiovisual
25% 11.3, CT 4, and CE 1
support
16.3
10% of
CE 16.2, CT 4 and
Creation of online questionnaires assessed 2
CG1
activity 3
Work delivery Critical analysis of a CE 16.2, CT 4 and
35% 0
document CG1
Exam 25% CE 11.1 and CE 16.1 1
CG1, CT2 , CT4,
Continuous assessment during the
CE16.1, CE 16.2,
skills seminars of (attendance and 15% -
CPG 1, CE 11.2, CE
participation)
11.3 and CT5.
TOTAL HOURS 4
20FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION
Books
Author/s Year Title Edition Place Publisher
Albadalejo M 2007 La comunicació més enllà de les Barcelona Graó
paraules (Communication
beyond words)
Bach E, Forés A 2008 La asertividad para gente Barcelona Platform
extraordinaria (Assertiveness
for extraordinary people).
Bisquerra R 2002 Educación emocional y Barcelona Cisspraxis
bienestar (Social and emotional
well-being)
Castelló M 2007 Escribir y comunicarse en Barcelona Graó
contextos científicos y
académicos (Writing and
communicating in scientific and
academic contexts). Knowledge
and strategies.
Cassany D 2002 La cuina de l’escriptura (The Barcelona Empúries
kitchen of writing)
Cervera A, Hernández G 2006 Saber escribir (Knowing how to Madrid Aguilar
write)
Davis M, MCKey M, 2000 Técnicas de autocontrol Barcelona MR Ediciones
Eshelman E emocional (Emotional self-
control techniques)
Gasull C, Godall P, Martorell 2004 La veu (The voice) Barcelona Publicacions de
M l’Abadia de
Montserrat
Knapp ML 1982 Comunicación no verbal. El 7th Barcelona Paidós
cuerpo y el entorno (Non-verbal
communication. The body and
the environment).
McCabe C, Timmins F 2006 Communication skills for New York Palgrave
nursing practice
Merallo A 1998 Curso práctico de técnicas de Madrid Tecnos
comunicación oral (Practical
course on oral communication
techniques)
Serrano S 2003 El regal de la comunicació (The 7th Barcelona Ara Llibres
gift of communication)
Thompson P 1999 Los secretos de la comunicación Barcelona Granica
(The secrets of the
communication)
Faus F, Santainés E 2013 Búsquedas bibliográficas en Barcelona Elsevier
bases de datos (Bibliography
searches in databases)
21FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
Articles
Author Title Journal Volume Year Pages Description/
comment
Ávila Tomás JF Tecnologías de la Formación Médica 19 2012 365-368 Ávila Tomás
información y Continuada en JF
comunicación en Atención Atención Primaria
Primaria (Information and
Communication
Technology in Primary
Healthcare)
Campos Rosa La comunicación científica: Ars 41(1) 2000 11-18
J ¿arte o técnica? (Scientific Pharmaceutica
communication: art or
technique?)
Fernández La inteligencia emocional y Revista 19(3) 2005 63-93 Fernández
Berrocal P, la educación de las Interuniversitaria Berrocal P,
Extremera N emociones desde el de Formación del Extremera N
Modelo de Mayer y Profesorado
Salovey (Emotional
intelligence and education
of emotions from the
Mayer and Salovey model)
Gaeta Asertividad: un análisis Enseñanza e 14 2009 402-425 Gaeta
González L, teórico-empírico investigación en González L,
Galvanovskis (Assertiveness: a Psicologia Galvanovskis
Kasparane A theoretical-empirical Kasparane A
analysis).
Vogel Verbal and non- BMC medical 2018 doi: Vogel
D, Meyer verbal communication skills education 10.1186/s12909- D, Meyer
M, Harendza including empathy during 018-1260-9. M, Harendza
S. history taking of S.
undergraduate medical
students.
Ekman, p. What Scientists Who Study Perspectives on 11 2016 31-34 Ekman, p.
Emotion Agree About. Psychological
Science
Omura Effectiveness JBI database of 14 2016 64-71 Omura
M, Maguire of assertive communication systematic M, Maguire
J, Levett- training programs for reviews and J, Levett-
Jones T, Stone health professionals and implementation Jones
TE. students: a systematic reports T, Stone TE.
review protocol.
22FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
Naranjo Autoestima: un factor Actualidades 7(3) 2007 1-27
Pereira ML relevante en la vida de la Investigativas en
persona y tema esencial del Educación
proceso educativo (Self-
esteem: a relevant factor in
a person's life and essential
theme of the educational
process)
Romero MA Emotional intelligence: Anuario de 4 2008 73-76
theoretical approach Psicología Clínica y
de la Salud
Internet sources
Title Description URL
COM comunicar UPC Web page http://www.upc.edu/slt/comcomunicar
Información actualizada del
estilo Vancouver (Updated Web page, University of http://www.buc.unican.es/formacion/citarbibliografiaes
information on Vancouver Cantabria tilovancouver
style)
Inteligencia emocional UPC Web page http://emotional.intelligence.uma.es/
(Emotional intelligence)
Las TIC y sus aportaciones a PDF document http://peremarques.pangea.org/tic.htm
la sociedad (ICT and its
contribution to society)
Name of the journals
Web page
abbreviated according to
(National Library of http://www.nlm.nih.gov
the Medicus Index
Medicine)
US National Library of Web page
https://www.nlm.nih.gov/bsd/uniform_requirements.html
Medicine. Samples of
Formatted References for (National Library of
Authors of Journal Articles. Medicine)
23FIRST YEAR
COMMUNICATION AND ICT NURSING DEGREE
BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION
Books
Author/s Year Title Edition Place Publisher
Cleries X 2006 La comunicación. Una Barcelona Masson
competencia esencial para los
profesionales de la salud
(Communication. A core
competence for health
professionals)
Goleman D 2000 La práctica de la inteligencia Barcelona Kairós
emocional (The practice of
emotional intelligence)
Guix X 2006 Ni m’explico ni m’entens (I Barcelona Granica
don’t explain myself and you
don’t understand me)
Ramón Cortés F 2005 L’illa dels cinc fars (Five- Barcelona La Magrana
lighthouse island)
Roca E 2003 Cómo mejorar tus habilidades 3rd Valencia ACDE
sociales (How to improve your
social skills)
Sanz G 2006 Comunicació efectiva a l’aula Barcelona Graó
(Effective classroom
communication)
Articles
Author Title Journal Volume Year Pages
Bisquerra R, Pérez Las competencias emocionales Educación XXI 2007 10 61-82
N (Emotional competencies)
Chan ZC A qualitative study on non-verbal Journal of 2013 22 1941-1950
sensitivity in nursing students Clinical Nursing
Naranjo Pereira ML Relaciones interpersonales Actualidades 8:1 2008 1-27
adecuadas mediante una Investigativas
comunicación y conducta asertivas en Educación
(Interpersonal relations through
assertive communication and
behaviour)
Pelgrum Wj Obstacles to the integration of ICT in Computer&Edu 37 2001 163-178
education: results form a worldwide cation
education assessment
COURSE SCHEDULE
This information will be available for students enrolled on this course via the virtual campus
24FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
GENERAL INFORMATION
COURSE DATA
Course NUTRITION PRINCIPLES
Code Academic year 2019-2020
ECTS
6 ECTS Course type CO
Credits
Year 1st DEGREE Semester One
Timetable Link to the centre’s Web page (virtual secretariat)
Teaching language CATALAN-SPANISH
FACULTY INFORMATION
Teacher-in-charge
Name of teacher SUSANA MIGUEL GONZALEZ
e-mail susana.miguel@eug.es
Tutoring schedule To be arranged
Other teachers
Name of teacher ANTONI FOGUE
e-mail antoni.fogue@eug.es
Tutoring schedule To be arranged
PREREQUISITES
There are no prerequisites for this course.
COURSE CONTEXTUALISATION
The nutrition principles course aims to provide the necessary knowledge to future nursing
professionals to provide them with the ability to detect alterations in eating of the population
whom we serve, and to be able to guide good eating habits in a generalised way.
25FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
COMPETENCIES AND LEARNING OUTCOMES
Specific competencies
Competency CE1 Provide technical and professional healthcare appropriate to the health needs
of the people we treat, in accordance with the state of development of scientific
knowledge at any given time and the quality standards and safety requirements set
out in the applicable legal and ethical standards.
Learning outcomes CE1.18 Explain dietary principles involved in nursing activities
directed at health education in food.
CE1.19 Explain nutritional principles involved in nursing activities
directed at health education in food.
CE1.22 Identify the most prevalent nutritional problems and select
the most appropriate dietary recommendations.
CE1.26 Identify the nutritional needs of healthy people and/or
affected by health problems.
CE1.27 Describe nutrients and their functions and identify the needs
of healthy individuals with health problems.
Competency CE9 Promote healthy lifestyles, self-care, supporting maintaining therapeutic and
preventive behaviours.
Learning outcomes CE9.1. Indicate healthy lifestyles and therapeutic and preventive
behaviour.
CE9.2. Plan specific activities to promote and maintain health and
prevent disease.
CE9.3. Identify the skills and effective strategies of interventions
aimed at the promotion and prevention of disease, taking into
account the resources, values and beliefs of individuals, families or
groups.
CE9.4. Identify educational needs, design and assess educational
interventions aimed at promoting healthy lifestyles and self-care.
CE9.5. Describe the elements to take into account in order to
promote healthy lifestyles, self-care and maintaining therapeutic
and preventive behaviours.
26FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
Competency CE10 Protect the health and well-being of people, family or groups cared for,
ensuring their safety.
Learning outcomes CE10.5 Designing adequate diets in healthy people and in the most
prevalent pathologies.
Cross-curricular competencies
(learning outcomes are not compulsory)
Competency CT1 Analyse and summarise complex phenomena.
CT3 Identify, analyse and take the most suitable option to respond to problems
in a professional context, efficiently and effectively.
CT9 Respect the environment and promote sustainable development.
Learning outcomes
General competencies
(learning outcomes are not compulsory)
Competency CG2 Develop independent learning strategies.
Learning outcomes
CONTENT
THEMATIC UNIT 1: NUTRITION PRINCIPLES AND ENERGY NEEDS
TOPIC 1: INTRODUCTION TO NUTRITION Main nutritional and dietary concepts.
Classification of nutrients and their functions.
TOPIC 2: ENERGY NEEDS. Concept of energy balance. Energy input. Concept of energy
expenditure and calculation of energy expenditure. Equations for calculating a person’s
energy expenditure. Determination of a person’s nutritional needs.
27FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
THEMATIC UNIT 2: METABOLISM- FROM FOOD TO LIFE
TOPIC 1: MACRONUTRIENTS. Classification of macronutrients. Functions of
macronutrients. Digestion and metabolism of macronutrients.
TOPIC 2: MICRONUTRIENTS. Classification of micronutrients. Functions of
micronutrients. Digestion and metabolism of micronutrients.
THEMATIC UNIT 3: BROMATOLOGY
TOPIC 1: FOOD SECURITY: Concept and contextualisation
TOPIC 2: FOOD GROUPS: Milk and dairy products. Meat, fish, eggs and derivatives.
Farinaceous: cereals, pulses and tubers. Greens and vegetables. Fruit. Fats and dried
fruits. Food Service.
THEMATIC UNIT 4: BALANCED DIET FOR A HEALTHY HUMAN ADULT
TOPIC 1: WHAT IS A BALANCED DIET? Definition of balanced nutrition. Characteristics of
qualitative balance and rules governing nutritional balance. Food pyramids. Daily and
weekly consumption of each food group.
THEMATIC UNIT 5: ASSESSMENT OF NUTRITIONAL STATUS
TOPIC 1: BIOCHEMICAL, ANTHROPOMETRIC ASSESSMENT AND PHYSICAL EXAMINATION.
Methods of assessing nutritional status.
THEMATIC UNIT 6: NUTRITION IN THE LIFE CYCLE
TOPIC 1: FOOD AT DIFFERENT STAGES OF LIFE. Pregnancy and lactation. Food from the first
year of life. Food in adolescence. Food in the menopause. Food in old age.
28FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
THEMATIC UNIT 7: MALNUTRITION
TOPIC 1: INTRODUCTION TO MALNUTRITION THESE DAYS. Causes. Consequences,
prevention and treatment. Concept of hospital malnutrition.
THEMATIC UNIT 8: NUTRITIONAL BASIS OF DIETS
TOPIC 1: GENERAL CONCEPTS. Healthy diet. Therapeutic diets (HTA, hyperdyslipidemia,
diabetes, digestive disease - constipation).
TOPIC 2: FOOD DISORDERS (anorexia nervosa, bulimia and ARFID avoidant disorders)
THEMATIC UNIT 9: FUNCTIONAL, ANTIOXIDANT AND GM FOODS.
TOPIC 1: BASIC CONCEPTS. Concept of new foods.
THEMATIC UNIT 10: SENSITIVITY REACTIONS TO FOOD, ALLERGIES AND FOOD INTOLERANCES.
TEMA1: GENERAL CONCEPTS. Food allergies, Coeliac disease, food intolerances.
TEACHING METHODOLOGY AND LEARNING ACTIVITIES
During the classes different teaching-learning strategies will be used and lectures will be
combined with skills seminars:
Participatory lectures. Works on competencies CE1, and CE10
Activity 1. Workshop on weights and volumes. From a list of foods that will be presented in class,
students must weigh the different food presented and determine the differences found between
them (raw, cooked, with skin, skinless food, etc.). Then there will be a table with the weights of
these foods, and a "type" menu will be presented for a day.
This activity is in person and takes place in the classroom.
It works on the competencies CG2.
29FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
Activity 2. Dietary Interview and balanced menu for a healthy adult. Conducting a
dietetics interview in groups of 4 people. In this interview, the eating habits of an adult
person are assessed and then the aspects to correct and/or change related to their food
intake are identified. In this activity, individual recommendations for the person being
interviewed must also be described. At the start of this point, a balanced menu for the
person being interviewed will be created.
This activity will be delivered via Moodle. Works on competencies CE1, CE10 and CE3.
Activity 3. Five tips. Drafting of informative material in diptych-triptych format in groups
of 5 people. This diptych-triptych should reflect dietary advice for different population
groups. The population groups will be selected from a list presented in class.
Finally, each group will present their work in class using a PowerPoint presentation, video,
etc. Works on competencies CE1, CE10, CT3 and CG2.
Activity 4. Reading and review of articles on dietetics and nutrition topics. Starting from
selected articles on nutrition and dietetics topics a session is held in which their main ideas
are commented on and extracted. This session allows students to reflect on important
issues related to the theory taught and discuss current topics. Works on competencies CT1
and CG2.
HOURS
TYPE OF LEARNING
ACTIVITY STUDENT
ACTIVITY OUTCOMES
WORKLOAD
CE1.18, CE1.19,
Lectures with the support of ICT and debate in
Teacher-led CE1.22, CE1.26, 40 h
large group
act. C1.27 and CE10.5
(25-35% total Practical skills seminars: workshops held on CG2, CT1, CE1.22,
hours) practical skills related to the contents of the C1.26, CE10.5 and 5h
course CT9
Guided act.
Scheduled tutorials CE1, CT1, CG2 5h
(approx. 10%)
Independent study work, complete, different
pieces of work that enable the integration of
Independent CE1.22, CG2 52.5 h
the contents of the course (activity 1, 2, 3 and
study act.
4)
(minimum 50%)
Study CT1, CT3 40 h
TOTAL HOURS 142.5 h
30FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
ASSESSMENT
Assessed activity 1. Workshop on weights and volumes: from a list of foods that will be
presented in class, students must weigh the different food presented and determine the
differences found between them (raw, cooked, with skin, skinless food, etc.). Then there will
be a table with the weights of these foods, and a "type" menu will be presented for a day.
This activity is in person and takes place in the classroom. Assesses the competencies CG2
and has a weighting of 10%.
Assessed activity 2: Dietary interview and balanced menu for a healthy adult: conducting an
interview dietetics in groups of 4 people. In this interview, the eating habits of an adult person
are assessed and then the aspects to correct and/or change related to their food intake are
identified. In this activity, individual recommendations for the person being interviewed must
also be described. At the start of this point, a balanced menu for the person being interviewed
will be created. Assesses the competencies CE1, CE10 and CT3 and has a weighting of 30% of
the final mark.
Assessed activity 3: The five tips: drafting of informative material in diptych-triptych format
in groups of 5 people. This diptych-triptych should reflect dietary advice for different
population groups. The population groups will be selected from a list presented in class.
Finally, each group will present their work in class using a PowerPoint presentation, video,
etc. Assesses competencies CE1, CE10, CT3 and CG2 and has a weighting of 10% of the final
mark.
Assessed activity 4: Examination: Will represent 50% of the mark.
Assesses competencies CE1, and CE10.
In the event of suspending this assessed activity (mark below 5), the student will have
the option of taking a repeat exam.
Assessment of the course will consist of the 4 training/assessed activities proposed.
All activities will be tutored to resolve any doubts.
The final mark will be the sum of the activities, provided that the exam mark is 5 or above.
Otherwise, the final mark for the course will be Not Assessable (NA).
All activities will have a submission date; no work will be accepted after the date set.
Students will have the option to review their qualifications on the planned dates during their
publication period.
31FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
HOURS
FINAL MARK LEARNING
ASSESSMENT ACTIVITIES STUDENT
PERCENTAGE OUTCOMES
WORKLOAD
Workshop on weights and volumes.
10% CG2 2
Type menu presentation.
Dietary Interview and balanced menu 30%
for a healthy adult CE1.22, CE1.26 3.5
The five tips presentation 10%
CE1.18, CE1.19,
Exam 50% 2
CE1.27
TOTAL HOURS 7.5 h
BIBLIOGRAPHY AND INTERNET LINKS/SOURCES OF BASIC INFORMATION
Books
Author/s Year Title Edition Place Publisher
Barrio S 2016 Nutrición inteligente. Guía 3ed Barcelona Editorial Epidauro
práctica de alimentación y
gastronomía viva (Smart
nutrition. A practical guide to
clever food and gastronomy)
Mahan LK, Escott-Stump S, 2013 Diet therapy 13ed Barcelona Elsevier
Raymond JL
Vidal E 2009 Manual práctico de nutrición Madrid Prayma Ediciones
y dietoterapia (Practical
manual of nutrition and diet
therapy)
Janice L, Melinda M, Linda A 2008 Nutrition Madrid Pearson. Addison
Wesley
Articles
Author Title Journal Volume Year Pages Description/
comment
Estruch R, Salas Primary prevention N Engl J Med 368 2013 1279-1290
Salvadó J, Covas MI, of cardiovascular
Corella D, Aros F, et disease with
al Mediterranean diet
Guash Ferré M, Frequency of nut BMC Med 11 2013 164
Bulló M, Martínez consumption and
González MA, Ros E, mortality risk in the
Corella D, Estruch R, PREDIMED nutrition
et al intervention trial
Salas Salvadó J, Prevention of Ann Intern Med 160 2014 1-10
Bulló M, Estruch R, diabetes with
Ros E, Covas M, Mediterranean diets:
Ibarrola- Jurado N, a subgroup analysis
et al of a randomized trial
32FIRST YEAR
NUTRITION PRINCIPLES NURSING DEGREE
Internet sources
Title Description URL
Enfersalud.com www.guiadeenfermeria.com
Online Nursing Resources www.fisterra.com
American Dietetic Additional resources that www.eatright.org
Association will help us to achieve a
healthier lifestyle.
The Harvard School of We will be able to learn www.hsph.harvard.edu
Public Health more about the healthy
eating pyramid.
Calorie Control Council Contains information on www.calorie.control.org/neotame.html
how to reduce energy and
fat in your diet, or how to
achieve and maintain a
healthy body mass.
Contains a list of various
low-calorie and reduced
fat foods and drinks.
Menja’t el món (Eat the Additional resource that www.rtve.es/alacarta/videos/menjat-el-
world) shows us different aspects mon/
related to a balanced and
healthy diet
BIBLIOGRAPHY AND INTERNET LINKS / SOURCES OF SUPPLEMENTARY INFORMATION
Books
Author/s Year Title Edition Place Publisher
Mckeith G 2005 Eres lo que comes (You are what Barcelona Planeta
you eat)
Serra L, Raidó B 2004 Verduras y hortalizas. Guía Madrid SENC
alimentaria para la población
española (Greens and
vegetables. Food Guide for the
Spanish population). Spanish
Society of Community Nutrition
(SENC)
COURSE SCHEDULE
This information will be available for students enrolled on this course via the virtual campus
33STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR
NURSING DEGREE
BODY
GENERAL INFORMATION
COURSE DATA
Course STRUCTURE AND FUNCTION OF THE HUMAN BODY
Code Academic year 2019-2020
ECTS
12 Course type BT
Credits
Year 1st DEGREE Semester ANNUAL
Timetable Link to the centre’s Web page (virtual secretariat)
Teaching language CATALAN-SPANISH
FACULTY INFORMATION
Teacher-in-charge
Name of teacher FRANCISCA RUIZ
e-mail francisca.ruiz@eug.es
Tutoring schedule To be arranged
Other teachers
Name of teacher CECILIA BRANDO
e-mail cecilia.brando@eug.es
Tutoring schedule To be arranged
PREREQUISITES
There are no prerequisites.
34STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR
NURSING DEGREE
BODY
COURSE CONTEXTUALISATION
Structure and Function of the Human Body is a module that includes the course of Human Body
Structure and Function of the Human Body, the whole course is worth 12 ECTS credits. It is an
integrated, annual and compulsory module that comes from teaching innovation, it aims to help
the student with the integration of theoretical and practical knowledge of the organisational
structures and systems of the human body and understand their functions.
This module is part of the credits for ordinary basic training. Knowledge of this module is
considered basic and essential in the training of health professionals.
It can be said that the professional competencies of nursing, the health environment and the
interrelation with other subjects of the curriculum set very specific training needs in the field of
anatomy, physiology and biochemistry. That is why the selection of the contents of the course
programme of Structure and Function of the Human Body responds to such training needs and
also establishes interrelationships with syllabuses from other courses such as Nutrition Principles,
Adult Nursing Care, Clinical Pharmacology and Applied Therapeutics, Placement, etc.
Knowledge of anatomy and physiology considered essential both for study in subsequent
courses on pathology, and for an understanding of the nursing intervention, instrumental
measures and therapeutics in the world of health is particularly highlighted in the syllabus.
The classes will be taught in Spanish and Catalan and the timetable will be available on the link
on the centre’s Web page (virtual secretariat).
35STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR
NURSING DEGREE
BODY
COMPETENCIES AND LEARNING OUTCOMES
Specific competencies
Competency CE1: Provide technical and professional healthcare appropriate to the health needs
of the people we treat, in accordance with the state of development of scientific
knowledge at any given time and the quality standards and safety requirements set
out in the legal and ethical standards.
Learning outcomes CE1.1: Identify the structural components that shape the
structure of the human body.
CE1.2: Relate knowledge about the structure of the human body
that help to understand how it functions to diagnose and treat
abnormalities.
CE1.4: Describe the main characteristics, differentials and
components of the skeleton, nervous system, senses, the
cardiocirculatory, respiratory, digestive, renal, endocrine and
reproductive systems.
CE1.5: Identify and understand the anatomical and histological
structure of the different and systems of the human body.
CE1.7: Explain the physiological functioning of the human body
and the homeostatic mechanisms that regulate it.
CE1.9: Identify signs and symptoms that are derived from a
dysfunction in the human body.
CE1.10: Relate the three basic elements of any feedback control
system.
CE1.11: Identify the molecular and physiological bases of cells
and tissues.
Cross-curricular competencies
(learning outcomes are not compulsory)
Competency CT1: Analyse and summarise complex phenomena.
CT2: Search, assess, organise and maintain information systems.
General competencies
(learning outcomes are not compulsory)
Competency CG2: Develop independent learning strategies
36STRUCTURE AND FUNCTION OF THE HUMAN FIRST YEAR
NURSING DEGREE
BODY
CONTENT
THEMATIC UNIT 1: THE HUMAN BODY AS AN ORGANISED UNIT
Thematic unit 1 introduces the student to the conceptual bases and knowledge of the
chemical elements that form life, how the basic structural unit of life is organised and how
tissues are formed as well as their functions.
TOPIC 1: CONCEPTUAL BASES OF HUMAN ANATOMY AND PHYSIOLOGY. Introduces
the student to the general concepts of anatomy and physiology, homeostasis,
feedback systems and anatomical planes to describe human structures.
TOPIC 2: CHEMICAL ORGANISATION LEVEL. BIOELEMENTS AND BIOMOLECULES:
definition, ranking, diversity and complexity, form and dimensions. WATER AND
MINERAL SALTS: chemical composition and molecular structure, properties,
functions, ionisation and pH of water; biological functions of mineral salts. Basic
chemical structure of carbohydrates, lipids, proteins, vitamins, nucleic acids, RNA and
DNA. The action of genes. Cell cycle.
TOPIC 3: CELL ORGANISATION LEVEL. Cell structure and its organs. Function of each
organelle.
TOPIC 4: TISSUE ORGANISATION LEVEL. Classification and characteristics of each of
the 4 main tissues, especially epithelial and connective tissue.
TOPIC 5: THE INTEGUMENTARY SYSTEM. Skin tissue and its structure. Regeneration
and scarring phases.
THEMATIC UNIT 2: HUMAN REPRODUCTION
Thematic unit 2 introduces the student to the necessary knowledge on human reproduction
and fertilisation, and all of the body's adaptation mechanisms.
TOPIC 6: MALE REPRODUCTIVE SYSTEM. Anatomy and physiology.
TOPIC 7: FEMALE REPRODUCTIVE SYSTEM. Anatomy and physiology.
TOPIC 8: HUMAN FERTILISATION. Human fertilisation process.
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