Universitat Internacional de Catalunya

Health-Promoting Activities

Health-Promoting Activities
3
14006
4
First semester
op
Module MINORS (Choose one minor)
Community Care
Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff


- Make an appointment via e-mail to Professor

Introduction

Language: Castilian, Catalan

Schedule
8.00-10.00 Wednesday and 10.00-12.00 Friday

Professorat responsible

Laia WENNBERG - lwennberg@uic.es

Professors Altres

Jose Agudo - jpagudo@uic.es 

Anna Gil 

Jenifer Malumbres - jmalumbres@uic.es



 

Hours
To be arranged with the teacher. (Advance sending an email.)
 

To improve people's health is one of the fundamental objectives of nursing. Current scientific evidence shows that   there are different factors that influence in maintaining people's health and that a very important part of the state of health is due to lifestyle, behaviour and healthy habits. Evidence also reminds us that there are other factors beyond the individual as genetic, environment or socioeconomic conditions.

These are key elements to take into account when conducting health promotion and an effective disease prevention. Much of the health maintenance depends on the health professionals promotion. Public health strategies should aim to preserve   and improve health, anticipating problems of the individual and the community. Actions aimed at improving health must   always respect people's dignity. The latest health report of 2008 (WHO) identifies the renewal of primary health care (PHC) as the most necessary health policy for the coming years. The economic and political crisis poses to the state and institutional mechanisms the challenge of ensuring access to health services to all citizens, its supply and funding, including promotional activities.

Pre-course requirements

  • We recommend to revise all the previous content learnt about community nursing and Public Health
 

 

Objectives

After completing the course the student will be able to:

  1. Recognize the different programmes of health promotion and prevention.
  2. Identify phases of design, planning, implementation and evaluation of health promotion programmes.
  3. Interpret and critically analyze different programmes of health promotion and prevention strategies.
  4. Design a Health Promotion Plan and be able to implement it in a community.
  5. Work critical thinking in relation to the needs of the population in terms of health education and health promotion in different community areas.
  6. Know the current strategies of promotion most used.

Competences/Learning outcomes of the degree programme

  • 10. B - Protecting the health and welfare of individuals or groups by ensuring their safety.
  • 1. G - Ability to provide technical and professional health care appropriate to the health needs of the people they treat, with full technical and scientific autonomy, according to current and available scientific knowledge and to the quality standards and safety requirements set forth in the applicable legal standards and code of ethics.
  • 4. B - Understand the interactive behavior of the person according to their gender, group or community, within their social and multicultural context.
  • 5. G - Design systems of care programed for people or groups, assessing their impact and making necessary modifications.
  • 6. E - Base nursing care on scientific evidence and available resources.
  • 7. B - Understand people without prejudice, considering their physical, psychological and social aspects, as autonomous and independent individuals, ensuring respect for their opinions, beliefs and values, ensuring their right to privacy through confidentiality and professional secrecy.
  • 9. E - Promote healthy lifestyles, self-care, as well as the maintenance of therapeutic and preventive behaviors.

Learning outcomes of the subject

At the end of the course the student will be able to:

  • Identify individuals and families most at risk to certain diseases because of their hereditary component.
  • Know the prevention strategies according to specific personal and family risks to suffer a disease.
  • Identify environmental and social factors that influence health
  • Appreciate the importance of food and its risks.
  • Understand the importance of the relationship between health, urban planning, housing and environment.
  • Understand the city as a more social and ecological human place.
  • Emphasize the importance of the relationship nurse-patient-family.
  • Training in managing our own emotional reactions and those that come up in the relationship with patients, family and coworkers.
  • Identify the socio-political and economic context that influence professional practice and the functioning of health organizations  
  • Elaborate care plans, incorporating elements of the cultural context of the user within Code of Ethics for Nurses.
  • Develop, under supervision, care plans aimed at health promotion and disease prevention, adapted to the target population.
  • Propose strategies to empower the person and the community.
  • Recognize health promotion and health education as fundamental tools in order to encourage individuals and communities to maintain and especially to improve their state of health. 
  • Understand the principles that determine behaviours related to health, its maintenance and modification. 
  • Plan, design, implement and evaluate health programmes aimed at the community. Identify action strategies for health promotion.
  • Identify the different health agents within the community.
  • Recognize the different cultures living in our society.
  • Use available resources responsibly to ensure the system's sustainability and social justice.

Syllabus

  • Introduction and conceptual aspects of prevention, promotion and health protection. Health promotion activities in the community. Radio, school, associations, high schools, social centers, etc.
  • Required skills for the evaluation of health promotion and disease prevention programmes.
  • Health promotion activities in the community: radio, scholl, associations, institutes, social centers, etc.
  • Design and planning health promotion and prevention programmes. Programme planning process, implementation and monitoring. Needs and demands assessment of the community.
  • Assessment of community needs.
  • Preventive activities and health promotion programme (PAPPS).
  • Community programmes for the prevention of alcohol, tobacco and toxic substances.
  • Nutrition and Physical Activity Promotion Programmes.
  • Hygiene Habits Promotion
  • Healthy free time promotion.
  • Accidents and injuries prevention.
  • Sex education programmes. Sexually Transmitted Diseases (STDs) prevention programmes.
  • Maternal education programmes. The family as the core generator of healthy habits in society. Health Tips: Physical activity and leisure time
  • Environmental Health Programme.
  • Health and school programme. Food in schools and healthy diet. Oral health and hygiene programme
  • NAOS Strategy (Strategy for nutrition, physical activity and obesity prevention) 
  • Accident prevention at paediatric age
  • Sports injuries prevention during childhood. Sport and disease. 
  • Recommendations for the teenagers of the PAPPS programme 

Teaching and learning activities

In person



Mixed teaching / learning method with the intention of promoting, tutoring and evaluating a continuous and participatory learning of the student with the occupation of hours of his active work during the face-to-face classes. Through:

- Master classes with participatory interaction.

- Self-employed work.

- Teamwork: discussion groups, debate on a topic, critical reading and role playing.

- Tutoring for small groups on the work to be developed (health program)

Evaluation systems and criteria

In person



The assessment of the course will be carried out jointly by the three teachers of the subject, taking into account the following criteria:

 

1st convocation

 

1. Design and group presentation of a health activity plan: Health program (60%).

- Written work: 40% 

- Presentation of the project: 10% 

- Evaluation among equals (presentation of the project): 5% 

- Evaluation of team work: 5%

 

2. Continuous evaluation through: (40%)

 

- Tutorials for the follow-up of the final work: compliance with agreed objectives and tasks (10%)

 

- Critical reading + discussion in class (10%)

 

- Debate in class (10%).

 

- Role playing + feedback (10%).

 

You must approve each of the three evaluative parts with a minimum of 5, so that you can make half. Likewise, a 5 must be taken to pass the subject.

 

 

2nd Announcement

 

Those suspended parts will be recovered. All those assessment notes that are approved will be maintained.

 

- If the group work is suspended: the errors should be remedied and corrected.

 

- If the continuous evaluation is suspended: autonomous work will be planned related to the tasks developed in the subject.

 

The approved activities can not be repeated to improve the note.

 

 

3rd, 4th and following calls if granted

 

Before enrolling in the subject again, you must check the compatibility with the rest of the subjects. The same evaluation criteria will be followed that for the 1st and 2nd calls.

 

Honor Matrix Assignment Procedure (MH)

  1. The criterion for assigning Honorary Enrolments (MH) is based on the Excellent (9.0).
  2. The assignment is solely for the teacher and does not have to give it, even if the student has obtained a mark above 9.0.
  3. In case the teacher decides to award MH, he will not take into account the numerical mark and the highest, but will evaluate other factors. The HM might not match the highest numeric score.

Procedure for Non-presented Assignment (NP)

  1. To register an NP in the student's file, it must not have been submitted to any of the evaluation tests throughout the assignment.
  2. If a student has submitted to one of the evaluation tests, the corresponding percentages in the teaching guide will be applied, with a 0 in those not presented.

Procedure for plagiarism or academic fraud

Any assignment or activity (including exams) in which plagiarism, falsification or academic fraud is detected, will result in a failure of the activity and an academic sanction that will entail from the loss of enrolment rights in this subject, to the opening of a file process.

Bibliography and resources

  • Hernández-Aguado I. Manual de Epidemiología y Salud Pública.Médica Panamericana. 2018.
  • NJ Pender (2001) CMMP. Health Promotion in Nursing Practice. Prentice-Hall; Sánchez Moreno A. Enfermería Comunitaria. Concepto de Salud y factores que la condicionan. McGraw-Interamericana, 2000.
  • Martín Zurro, A.; Cano Pérez, J.F.: Atención Primaria: Conceptos, organización y práctica clínica. 2 vols. 5ª ed., Madrid: Harcourt Brace, 2003.
  • Del Rey,J, Calvo J.R. Como cuidar la salud. Harcourt Brace; 1998
  • Serrano González, Mª Isabel (coord.) . La Educación para la Salud del siglo XXI. Comunicación y salud. Madrid: Díaz de Santos, 2002.
  • Sánchez Moreno A, Germán Bes G, Mazarrasa Alvear M. Enfermería Profesional. Salud pública y enfermería comunitaria, McGraw-Interamericana, 2da ed 2003.
  • Klainberg M , Holzemer S, leonard M, Arnold J. Enfermeria Comunitaria: una alinaza para la salud. McGraw-Hill Interamericana; 2001.
  • Bases per a la integració de la prevenció a la pràctica assistencial. Llibre Blanc.Generalitat de Catalunya. Departament de Sanitat i Seguretat Social. Barcelona,1993.
  • Estratègies de salut per a l'any 2010. Pla de Salut de Catalunya 2002-2005. Barcelona: Direcció General de Salut Pública, 2003.
  • Sociedad Española de Medicina Familiar y Comunitaria. Programa de Actividades Preventivas y de Promoción de la Salud. Recomendaciones [citado Oct 2006]. Disponible en: http://www.papps.org/recomendaciones/index.html
  • Direcció General de Salud Pública. Llibre blanc: Consens sobre les activitats preventives a l'edat adulta dins l' atenció primària. Barcelona: Generalitat de Catalunya. Departament de Salut; 2006.
  • Piédrola Gil G. Medicina preventiva y salud pública (10ª ed.) Barcelona: Masson;2001
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