General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Third term

Credits: 4

Teaching staff: 

Esther Cabrera Torres
Gemma Garreta Parés 

Teaching languages

  • Catalan
  • Spanish




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

  • 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

Specific skills
  • CE6_Apply health care information and communication technologies and systems

  • CE16_Ability to describe the fundamentals of the primary level of health and the activities to be developed to provide comprehensive nursing care to the individual, family and community. Understand the role and activities and cooperative attitude that the professional must develop in a Primary Health Care team. Promote the participation of individuals, families and groups in their health-illness process. Identify and analyze the influence of internal and external factors on the level of health of individuals and groups. Apply the necessary methods and procedures in their field to identify the most relevant health problems in a community. Analyze statistical data related to population studies, identifying possible causes of problems and health. Educate, facilitate and support the health and well-being of members of the community whose lives are affected by health problems, risk, suffering, illness, disability or death.

  • CE22_Know the Spanish Health System. Identify the characteristics of the managerial function of nursing services and care management. Know and be able to apply group management techniques

General competencies
  • CG10_Protect the health and well-being of the people, family or groups cared for, ensuring their safety

  • CG9_Foster healthy lifestyles, self-care, supporting the maintenance of preventive and therapeutic behaviors

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

  • CG15_Working with the team of professionals as a basic unit in which the professionals and other staff of the healthcare organizations are structured in a unified and multidisciplinary and interdisciplinary way

  • 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

  • CG19_Enjoy autonomy and critical ability to use ICT


Current health problems are multicausal and complex and require well-articulated actions that combine different strategies, methods, and techniques. They need a multi-dimensional approach. Health education addresses the educational dimension and is one of the primary tools to be used at different levels (population, group, individual) in different areas (family, school, workplaces, health services…), alone or combined with other strategies.

This subject aims for students to know the concepts and principles of Health Education (EpS) as a fundamental strategy in health promotion that aims to train people, families and communities to make decisions. conscious and autonomous for the conservation and / or improvement of their health.

The student must understand the basics of EpS to get started in the application of the principles and methods of EpS in the design and development of EpS programs aimed at improving the health of individuals, family and community.



1. Concepts of health and education. Historical evaluation

• Concepts of promotion and prevention. Concept of health education (EpS). Objective of the EpS.

• EpS agents and fields of action. Empowerment. Patient empowerment.

2. Programming in primary care. Planning a health education intervention. Phases:

• Community diagnosis. Epidemiology. Health indicators.

• Formulation of objectives. Population. Design of activities. Distribution of resources.

3. The evaluation in health education programs

4. Characteristics of the teaching-learning process. Theoretical bases for the construction of a behavioral learning model

5. Communication in health education. Communication strategies. The motivational interview

The seminars will work in small groups on the different stages of project development, addressing in more detail each of the parts of the project (see schedule).

Evaluation system

The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 3 - Public Health, Communication and Research in Health:

Evaluation system Minimum weighting Maximum weighting
SE1. Exam 20% 40%
SE2. Individual works 20% 40%
SE3. Teamwork 20% 40%
SE4. Classroom participation 5% 40%
SE5. Seminars 10% 50%
SE7. Practical test 5% 40%


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.



Carey, P. (2000) ‘Community Health Promotion and Empowerment’, in J.Kerr (ed.) Community Health Promotion, Challenges for Practice. London: Balliere Tindall, Harcourt

Current evidence from the motivational interview in addressing health issues in primary care. DislipEM Study Collaborative Group. Primary Care 2013; 45 (9): 486–495

Homero, G., Sosa, MR, Martínez, F. Didactic models in higher education: a reality that can be changed. professorship 2018; 22(2): 448-69.

Martínez-Riera JR, del Pino-Casado R. (2020). Practical handbook of community nursing. 5th ed. Madrid: Elsevier.

William R. Miller and Stephen Rollnick. Motivational Interview. (2015) Helping people change. 3rd edition. paid

Berkel C, Mauricio AM, Rudo-Stern J, Dishion TJ, Smith JD Motivational Interviewing and Caregiver Engagement in the Family Check-Up 4 Health. Previous Sci. 2021; 22(6): 737–746.

Martín Zurro A, Cano Pérez JF, Gené Badía J. (2021). Primary care Concept, Organization and Clinical Practice in Family Medicine. 5th ed. Madrid: Elsevier.