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


Mrs. BEJARANO CABRERIZO, Eira - eirabejarano@uic.es

- Make an appointment via e-mail to Professor

Introduction

Language: Espanish, Catalan

Schedule
8.00-10.00 Wednesday and 10.00-12.00 Friday


Teaching staff of the subject

Eira Bejarano Cabrerizo - eirabejarano@uic.es

Lorena Moya Carrillo - lorenamoyac@uic.es

 

Hours

Questions about the subject will be addressed at the end of the class.

For other matters, arrange with the professor after 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 2025 (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 the indicators of health inequalities, as well as the barriers and limitations faced by the population.
  3. Identify phases of design, planning, implementation and evaluation of health promotion programmes.
  4. Interpret and critically analyze different programmes of health promotion and prevention strategies.
  5. Design a Health Promotion Plan and be able to implement it in a community.
  6. Work critical thinking in relation to the needs of the population in terms of health education and health promotion in different community areas.
  7. 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. Community work, school, associations, high schools, social centers, etc.
  • Required skills for the evaluation of health promotion and disease prevention programmes.
  • 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.
  • 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), POICAT strategy
  • Accident prevention at paediatric age
  • Sports injuries prevention during childhood. Sport and disease. 
  • Prevention of prolonged grief and comprehensive end-of-life care across all stages.

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



Course Assessment

The course will be jointly assessed by the two instructors, taking into account the following criteria:

Assessable Activities – 1st Exam Session

The course consists of two assessable blocks:
Block 1: Continuous Assessment and Block 2: Health Program Activity.

BLOCK 1: Continuous Assessment (60%)

  • Development and submission of a critical reading (15%)

  • Role Playing (21%)

  • Debate (24%), distributed as follows:

    • Written assignment (12%)

    • Oral defense (12%)

BLOCK 2: Final Project – Health Program Activity (40%)

  • Submission 1 (5%)

  • Submission 2 (5%)

  • Final submission (10%)

  • Oral presentation (15%)

  • Self-assessment and peer-assessment (5%)

To pass the course, each block must be passed with a minimum grade of 5 out of 10.

All assessable activities are carried out mainly in the classroom, but students are expected to dedicate time outside class hours to complete them.
A detailed description of each task will be available on Moodle at the beginning of the course.

Assessment – 2nd Exam Session BLOCK 1: Continuous Assessment

Role playing is not retakeable, and the grade obtained in the first session will be retained.

  • Critical Reading:
    It will be retaken by completing a new critical reading provided by the instructor and will be evaluated in the same way as during the first session.

  • Debate:
    The written debate will be retaken through revision and improvement of the work submitted in the first session, with a maximum possible grade of 5.
    The oral defense will be replaced with a written reflection that includes arguments for and against. This will be completed in class on the day scheduled for the 2nd session retake. The maximum grade will also be 5. Please check Moodle.

BLOCK 2: Final Project – Health Program Activity

It will be retaken as follows:

  • If the group fails, they must revise and improve the work submitted in the first session. The maximum grade will be 5.

  • If a group member did not contribute, the other members must decide whether that person will continue or be excluded from the group.
    This decision must be made before the second tutorial and communicated both to the excluded student and to the course instructors.

    In that case, the excluded student must complete a full project individually, on a new topic assigned by the instructors. The maximum grade in this case will also be 5.

Previously passed activities cannot be repeated to improve the grade.

3rd, 4th and Subsequent Exam Sessions (if granted)

Before re-enrolling in the course, students must check for compatibility with their other courses.

The same assessment criteria used in the 1st and 2nd exam sessions will apply.

Procedure for the Awarding of Distinctions (Honours)

The minimum grade to be eligible for a Distinction (Honours) is 9.0 (Excellent).

Awarding a Distinction is the sole decision of the teaching staff, and there is no obligation to grant it, even if a student has a grade higher than 9.0.

If the instructors decide to grant a Distinction, it will not be based solely on the highest numerical grade, as other factors will also be considered.

A Distinction does not necessarily correspond to the highest score.

Procedure for "Not Attended" (NA) Grade

To receive a "Not Attended" (NA) mark in the student record, the student must not have taken part in any of the assessable activities throughout the course.

If the student has participated in any activity, the percentage breakdown from the course guide will be applied, and the student will receive a grade of 0 for any activities not completed.

Procedure in Case of Plagiarism or Academic Fraud

Any task or activity (including exams) in which plagiarism, falsification or academic fraud is detected will result in the automatic failure of that activity and may lead to academic sanctions, ranging from loss of the right to be assessed in the course to the opening of a disciplinary file.

Bibliography and resources

    • Riera, J. R. M., & del Pino Casado, R. (2020). Manual práctico de enfermería comunitaria. Elsevier Health Sciences.
    • Romero, E. S. N., Pinargote, N. D. Z., Vinueza, G. M. L., & León, J. I. G. (2024). Rol de la enfermería en la salud comunitaria. RECIMUNDO, 8(1), 445-453.
    • Departament de Salut. (2006). Consens sobre les activitats preventives a l'edat adulta dins l'atenció primària: Llibre blanc [PDF]. Generalitat de Catalunya. https://scientiasalut.gencat.cat/bitstream/handle/11351/1859/llibre_blanc_consens_activitats_preventives_adults_2006.pdf
    • Departament de Salut. (2021). Pla de salut de Catalunya 2021–2025. Generalitat de Catalunya. https://salutweb.gencat.cat/ca/departament/pla-salut/index.html
    • Camarelles Guillem F. (2018). Los retos de la prevención y promoción de la salud, y los del PAPPS. Atencion primaria, 50 Suppl 1(Suppl 1), 1–2. https://doi.org/10.1016/S0212-6567(18)30358-5
    • gència de Salut Pública de Barcelona. (s.f.). Observatori de Salut i Impacte de Polítiques. Generalitat de Catalunya. https://dades.aspb.cat/obsip/es/
    • Domínguez, P. M. C., Muro, M. M. R., González-Lama, J., Romero-Rodríguez, E., de Torres, L. Á. P., & Guillén, F. C. (2020). Análisis de la situación, evaluación y propuestas de mejora del Programa de Actividades Preventivas y de Promoción de la Salud (PAPPS). Atención Primaria, 52, 161-172.
    • Ochoa, J. C. (2016). Alba Payás Puigarnau, Las tareas del duelo. Psicoterapia de duelo desde un modelo integrativo-relacional, Barcelona, Paidós Ibérica, 2010, 447 pp. ISBN: 978-84-493-2423-9. Erebea. Revista de Humanidades y Ciencias Sociales, 6

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E2 22/06/2026 10:00h
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