General information


Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 4

Teaching staff: 

Gemma Garreta Parés
Marlene Maria Moreno Martinez 

Teaching languages


  • Catalan
  • Spanish

Skills


Basic skills
  • CB5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

  • CB2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study

  • CB1_That students have demonstrated knowledge and understanding of an area of ​​study that is based on general education, and is usually found at a level that, while supported by advanced textbooks. Also includes some aspects that involve knowledge from the forefront of their field of study

  • CB3_That students have the ability to gather or interpret relevant data (usually within their area of ​​study), to make judgments that include reflection on relevant social, scientific or ethical issues

General competencies
  • CG4_Understand the interactive behavior of the person according to gender, group or community, within their social and multicultural context

  • CG7_Understand without prejudice to people, considering their 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

Transversal competences
  • CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions

Description


Gender, equality and health is a compulsory subject of 4 ECTS framed in the subject of Advanced Nursing Sciences of the degree of nursing.

According to the World Health Organization (WHO), gender equality / equity is about achieving equal rights, responsibilities and opportunities for all people, taking into account their differences, and being considered a fundamental human right. As a social construct, gender materializes in those relationships that establish women and men in different areas of social life and is one of the cross-cutting factors considered most influential when we delve into social inequalities in health. The gender inequity generated by this interaction of women in the various social spheres has a direct impact on their health.

 The subject Gender, equality and health, aims to deepen the group of students in those concepts that define gender, as well as its relationship with the processes of health and disease of the person and the community. .

The aim is to provide the basic tools necessary for students to integrate the gender perspective into their analysis and reflection process, as well as to understand the importance of its transversalization in health procedures, protocols and policies.

 

Contents


Topic 1. Introduction and general concepts

Item 2. Social inequalities, gender and health.

Item 3. Gender policies

Item 4. Gender violence

Item 5. Gender and health

Subject 6. The transversalización of the gender in international cooperation for the development.

Evaluation system


The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 5 - Advanced Nursing Sciences:

 

Evaluation system

Minimum weighting

Maximum weighting

SE1. Exam

 

20%

60%

SE2. Individual works

 

5%

40%

SE3. Teamwork

 

5%

40%

SE4. Classroom participation

 

10%

40%

SE5. Seminars

 

5%

40%

SE7. Practical test

 

20%

50%

SE8. Individual follow-up

 

5%

20%

 

A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.

The total or partial copy in any of the learning activities means a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.

According to UPF regulations, students who have the option of retrieving the subject are those who have obtained a “suspended” grade, which are the only ones that can be modified in the recovery process.

The evaluation system and recovery period are detailed in the Learning Plan available in the virtual classroom at the beginning of the subject.

 

REFERENCES


Basic

Heise, L., Greene, ME, Opper, N., Stavropoulou, et al. Gender Equality, Norms, and Health Steering Committee (2019). Gender inequality and restrictive gender norms: framing the challenges to health. Lancet (London, England), 393(10189), 2440–2454. https://doi.org/10.1016/S0140-6736(19)30652-X

EC (2007). Guide for the integration of gender equity in EC development cooperation. Section 1: Manual of concepts and methods for the transversality of gender equality.

Agency for the Quality of the University System of Catalonia (2018). General framework for the incorporation of the gender perspective in university teaching. Available at: https://www.aqu.cat/doc/doc_19381922_1.pdf [accessed December 12, 2021]

Broom R. (2017). Handbook on Gender and Health, edited by Jasmine Gideon. Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals, 28(1), 81. https://doi.org/10.1071/HEv28n1_BR

Bustreo, F., Ponchia, AG, Rocco, C., & Hinton, R. (2021). Strengthening the transformative potential of gender mainstreaming in global health. EClinicalMedicine, 34, 100858. https://doi.org/10.1016/j.eclinm.2021.100858

EC (2007). Guide for the integration of gender equity in EC development cooperation. Section 2: Priority areas of EC development cooperation, aspects for gender analysis.

Hawkes, S., & Buse, K. (2013). Gender and global health: evidence, policy, and inconvenient truths. Lancet (London, England), 381(9879), 1783–1787. https://doi.org/10.1016/S0140-6736(13)60253-6

Marnadhar, M. (2018). Gender, health and the 2030 agenda for sustainable development. Policy and practice. Bull World Health Organ 2018;96:644–653

Medina-Bustos A, Mompart A, Rubio-Cillán A, Vergara-Garcia F, Zaragoza-Cosin S. (2020) Guide for the introduction of the gender perspective in health planning. Barcelona: General Directorate of Health Planning.

Hammarström, A., Johansson, K., Annandale, E., et al. (2014). Central gender theoretical concepts in health research: the state of the art. Journal of epidemiology and community health, 68(2), 185–190. https://doi.org/10.1136/jech-2013-202572

Gender equality. (s.d.). Department of Health. https://salutweb.gencat.cat/ca/el_departament/igualtat-de-genere/ [accessed January 23, 2022] 

Whitehead M. (1992). The concepts and principles of equity and health. International journal of health services: planning, administration, evaluation, 22(3), 429–445. https://doi.org/10.2190/986L-LHQ6-2VTE-YRRN

Carballo de la Riva, M. (2006). Gender and Development. The path to equity. Los libros de la catarata, Madrid, 2006.

Kuhlmann E, Annandale E (eds.) (2012) The Palgrave Handbook of Gender and Healthcare, second edition. Basingstoke: Palgrave link.springer.com/book/10.1057%2F9781137295408

Complementary

Castañeda, I., Díaz, Z. (2021). Inequality, social and gender. Revista Cubana Salud Pública 46 (4) [Electronic version], Available at: https://www.scielosp.org/article/rcsp/2020.v46n4/e1991/  [accessed November 26, 2021]

De la Cruz, C. (1998). Methodological guide to integrate the gender perspective in development projects and programs. Emakunde/ Basque Women's Institute.

Public Health Planning and Evaluation. (2009). Protocol for addressing sexist violence in the field of health in Catalonia. Generalitat de Catalunya, Department of Health.

Phillips SP (2005). Defining and measuring gender: a social determinant of health whose time has come. International journal for equity in health, 4, 11. https://doi.org/10.1186/1475-9276-4-11

Rausky, M., Ortale, S. (2021). Desiguladad in plural. Views, readings and studies in Gran La plata. IDIHCS. [Electronic version], Available at: https://www.researchgate.net/publication/355855753 [accessed November 26, 2021]

Ruiz-Cantero, MT, Tomás-Aznar, C., Rodríguez-Jaume, MJ, Pérez-Sedeño, E., & Gasch-Gallén, Á. (2019). Gender agenda in training in health sciences: international experiences to reduce time in Spain. Health Gazette, 33(5), 485–490.

Sen G, Östlin P. (2007) Unequal, unfair, ineffective and inefficient gender inequality in health: why it exists and how we can change it. Final report of the Women and Gender Equity Knowledge Network (WGEKN). Geneva: World Health Organization.

Shannon, G., Jansen, M., Williams, K., Cáceres, C., Motta, A., Odhiambo, A., Eleveld, A., & Mannell, J. (2019). Gender equality in science, medicine, and global health: where are we at and why does it matter? Lancet (London, England), 393(10171), 560–569.

Gonzalez, B. (2021) COVID-19 inequalities as a challenge for healthcare management. J Healthc Qual Res. 36(4): 183–185. [Electronic version], Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8284051/

Mauvais-Jarvis, F., Bairey Merz, N., Barnes, et al. (2020). Sex and gender: modifiers of health, disease, and medicine. Lancet (London, England), 396(10250), 565–582. https://doi.org/10.1016/S0140-6736(20)31561-0

Murguialday, C. (2000). Dictionary of Humanitarian Action and Development Cooperation. Icaria and Hegoa. [Electronic version], Available at: http://www.dicc.hegoa.ehu.es/listar/mostrar/108> [accessed December 10, 2021]

Graells Sans, A. and Insa Calderón, E. (2021). A multifaceted look at social inequalities in health. A future perspective. Social education. Journal of Socio-Educational Intervention, 77, p. 57-81.

Catalan Women's Institute. (2020). Gender violence 2020. Statistical dossier. Available at: https://dones.gencat.cat/web/.content/03_ambits/Observatori/03_dossiers_estadistics/Dossier_estadistic_VM_2020.pdf  

Tadiri, C. (2021). Methods for prospectively incorporating gender into health sciences research. Journal of Clinical Epidemiology. Volume 129, January 2021, Pages 191-197.

United Nations Office on Drugs and Crime. 2019. Global Study on Homicide. Gender-related killing of women and girls. United Nations.

Vásquez-Vera H, et al. (2021) Inequities in the distribution of COVID-19: an adaptation of WHO's conceptual framework. Health Gazette

Kalaitzi, S. (2020) “Navigating barriers to gender equality in the European Union context: The case of healthcare sector”, South Eastern European Journal of Public Health (SEEJPH). doi:10.4119/seejph-3492

General Directorate of Planning and Health. (2021). Model of care for the health of women who live or have experienced situations of male violence and that of their sons and daughters. 2021. Generalitat de Catalunya, Department of Health.

WHO. (2007). Gender tool. European strategy for the health and development of childhood and adolescence. Available at: