General information

Subject type: Optional

Coordinator: Carolina Chabrera Sanz

Trimester: First term

Credits: 4

Teaching staff: 

Gemma Garreta Parés

Teaching languages

  • Spanish
  • Catalan


Basic skills
  • CB4_That students can convey information, ideas, problems and solutions to an audience, both specialized and non-specialized

  • 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

  • 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

  • CG6_Basing nursing interventions on scientific evidence and available media

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

  • CG12_Know the ethical and deontological code of Spanish nursing, understanding the ethical implications of health in a social context of transformation

  • CG2_Planning and providing nursing care aimed at individuals, families or groups, oriented to health outcomes, assessing its impact, through clinical practice and care guidelines, which describe the processes by which a patient is diagnosed, treated or treated health problem

  • 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

  • CG8_Promote and respect the right to participation, information, autonomy and informed consent in the decision-making of the people cared for, according to the way in which they live their health-illness process

  • CG17_Perform nursing care based on comprehensive health care, which involves multiprofessional cooperation, integration of processes and continuity of care

  • CG19_Enjoy autonomy and critical ability to use ICT

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


The Service Learning subject (ApS) is one of the 4 ECTS subjects that make up the optional offer of the Degree in Nursing.

The educational proposal of the ApS combines curricular learning processes and service to the community to respond to a real need of a vulnerable group. The main objectives of this subject are: convey academic knowledge with an intervention that responds to a real need and has social utility, participate in the training of citizens and future nursing professionals from reflective practice and ethics and finally, show to future Nursing professionals areas of professional action often little known.

The Nursing profession is represented in the fight for the 17 Sustainable Development Goals (SDGs), challenges framed in the so-called Agenda 2030 for sustainable development, and which aim to "ensure a sustainable, peaceful, prosperous and equitable life around the world for everyone, now and in the future". For this reason, in this subject these objectives will be worked on transversally and from a nursing perspective, using a participatory and innovative methodology such as ApS. The approach and contact between the students and a vulnerable group in our context, often invisible by society, will involve reflection and intervention to provide a solution to some of the health needs detected in a collaborative and participatory way between different actors in our society.

Three institutions will participate in this subject to respond to the educational and health needs of the community: the Degree in Nursing of TecnoCampus (students and teaching), the Mataró City Council and a social entity as a representative of the community. The involvement of the three institutions will mean collaborative work, in which the future nurse will be represented as an essential part of the process.



The ApS takes place in six phases that take place progressively: (F1) Introduction to the educational proposal; (F2) Diagnosis and detection of needs; (F3) Intervention design; (F4) Implementation of the Service; (F5) Evaluation; and, (F6) The recognition of the participants.

The contents of the ApS subject are worked on progressively as progress is made in the process of creating the Service. 

Phase 1. Introduction to the educational proposal of Service Learning.

Introduction to the participatory methodology of the ApS and the proposal of this subject.

Presentation and contact between the different groups and actors that make up the project.

Phase 2. Diagnosis. Detection of the needs of the group.

Analysis of the reality of the various actors participating in the project.

Critical and constructive reflection of reality.

Start of student involvement as agents of social change in the creation of the intervention.

Phase 3. Design of the intervention.

Implementation and development of the previously agreed service with all the actors involved.

Phase 4. Implementation of the service (intervention).

Implementation by the students of the intervention.

Phase 5. Evaluation.

Evaluation of the learning acquired and the impact on the training in student values, and the service provided to the community.

Phase 6. Recognition.

The closing of the Learning Service is consolidated with an act of mutual recognition, between the various actors who participated: students, recipients and organizations.

Evaluation system

The system for evaluating the skills and learning outcomes of this subject includes different evaluation activities for Subject 8 - Optionality:


Evaluation system

Minimum weighting

Maximum weighting

SE1. Exam




SE2. Individual works




SE3. Teamwork




SE4. Classroom participation




SE5. Seminars





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.



Deeley, SJ. (2016). Service-Learning in higher education. Theory, practice and critical perspective. Narcea, SA de Ediciones.

Morín-Fraile, V., Escofet, A., Esparza, M., Novella, A., and Rubio, L. (2020). Guide 1. Service learning and reflective practice. Catalan Association of Public Universities. 

Puig, JM, Batlle, R., Bosch, C. and Palos J. (2006). Appentage Service. Educate for citizenship. octahedron


UNESCO (2017). Education for Sustainable Development Goals. Learning Objectives. UNESCO Publishing.

Head of state Organic Law 2/2023, of March 22, of the University System. Official state bulletin no. 70 (2023).