General information


Subject type: Basic

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 6

Teaching staff: 

Meritxell Puyané Oliva

Teaching languages


  • Spanish
  • Catalan

Skills


Basic skills
  • 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

Specific skills
  • CE8_Identify the psychosocial responses of people to different health situations (in particular, illness and suffering), selecting the appropriate actions to provide help in them. Establish an empathetic and respectful relationship with the patient and family, depending on the person's situation, health problem and stage of development. Use strategies and skills that allow effective communication with patients, families and social groups, as well as the expression of their concerns and interests

  • CE10_Know and identify the psychological and physical problems arising from gender violence to train the student in the prevention, early detection, assistance, and rehabilitation of victims of this form of violence

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

  • CG11_Establish effective communication with patients, family, social groups and peers and promote health education

  • 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


 

This subject is part of the compulsory training of the degree in Nursing, which aims in the first place, that the student acquires a knowledge about the human development of people in general, and more specifically on the psychomotor, social, affective, and lifelong interpersonal development; second, it intends to lay the groundwork for effective communication with patients and family members, as well as personal self-care strategies.

It is considered that with the knowledge acquired by the future nurse you will obtain greater compression of the person's development and psychological resources to better manage their work profession.

 

Contents


BLOCK 1. PSYCHOLOGY OF DEVELOPMENT

TOPIC 1. Theories about development

TOPIC 2. Childhood

TOPIC 3. Adolescence

TOPIC 4. Adult age

TOPIC 5. Oldness

BLOCK 2. PSYCHOSOCIAL ASPECTS OF HUMAN RELATIONS

TOPIC 6. Communication processes

TOPIC 7. Stress management

TOPIC 8. Psychosocial balance and situations of life change

TOPIC 9. Self-care and prevention of burnout

 

SEMINARS

SEMINARS 1. Documentary "Difficult parents, children with problems"

SEMINARS 2. Eating disorders

SEMINARS 3. Emotion management

SEMINARS 4. Stress management. Relaxation techniques.

Evaluation system


The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 2 - Psychosocial Sciences:

 

Evaluation system

Minimum weighting

Maximum weighting

SE1. Exam

 

30%

60%

SE2. Individual works

 

5%

40%

SE3. Teamwork

 

5%

40%

SE4. Classroom participation

 

5%

10%

 

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

Delval, J. (1995). Human development. Madrid: Siglo XXI.

Lazarus RS (2000) Stress and emotion. Management and implications for our health. Bilbao: Desclée de Brower

Peaplau H (1990). Interpersonal relationships in nursing. Barcelona: Saved

Novel G, Lluch MT, Miguel MD (2003). Psychosocial nursing and mental health. Barcelona: Mason

Llor B, Abad MA, García M, Nieto J. (1998). Psychosocial sciences applied to health. 2nd ed. Madrid: Ed. Mc GrawHill

 

Palacios, J., Marchesi, A., & Coll, C. (1999). Psychological development and education (I). Evolutionary psychology. Madrid: Alliance.

Berger, K. (2007). Developmental psychology (childhood and adolescence). (7th ed.) Madrid. Panamericana

Mariscal, S., Giménez-Dasi, M., Carriedo, N., & Corral, A. (2009). Lifelong psychological development. Madrid: Mc Graw Hill / UNED

Complementary

Bowlby., J. (2006). Affective links: training, development and loss. Madrid: Morata

Sheppard, W., Willoughby, R. (1975). Child behavior. Learning and development. Chicago: Rand McNally College Publishing Company

Sheppard, W., Willoughby, R. (1975). Child behavior. Learning and development. Chicago: Rand McNally College Publishing Company

 

Caballo, V. (2005) Training in social skills. Madrid: Pyramid

 

Caballo, V. (2005) Training in social skills. Madrid: Pyramid