General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 4

Teaching staff: 

Carme Planas Campmany
Gemma Garreta Parés 


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

  • 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


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.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

The TecnoCampus will provide teachers and students with the digital tools needed to carry out the subject, as well as guides and recommendations that facilitate adaptation to the non-contact mode).

Learning outcomes

LO 49. Identify gender bias in existing knowledge about health-illness processes

LO 50. Know how to make inclusive and non-sexist use of language

LO 51. Know how to identify the intersection of gender inequalities with other axes of inequality (age, class, race, sexuality and gender identity / expression, functional diversity, etc.).

LO 52. Identify and be able to analyze the structural causes and effects of violence against women and other gender-based violence.

LO 53. Know how to analyze the impact of individual and population gender on the type of health care system

RA 56. Know and use the Contributions of women and gender studies in your discipline             

RA 57. Identify and problematize deviations, stereotypes and gender roles in your discipline and in the practice of your Profession.             

LO 58. Know how to make inclusive and non-sexist use of language.

LO 59 Understand the data and mechanisms of gender inequalities in access to economic and social resources that affect the health of women and men (worse or better nutrition; access to employment and type of work; access to employment). education and, therefore, prevention; access to ICT and, therefore, to health information; access to sport, etc.).

LO 60. Understand public policies affecting equality in health and gender mainstreaming instruments through their implementation in health-related plans and reports.

Working methodology

MD1. Expository class sessions

MD 2. Seminars

MD 3. Group work

MD 11. Self-employment


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.

Learning activities






AF1. Master class


MD1. Expository class sessions

CB1, CG4, CG7, CT1

AF2. Face-to-face tutorials


MD 2. Seminars

MD 3. Group work

CB1, CG4, CG7, CT1

AF5. Seminars


MD 2. Seminars

CB1, CB2, CB3, CT1

AF7. Work in group


MD 11. Self-employment

CB1, CT1

AF9. Personal study


MD 11. Self-employment

CB1, CT1


Evaluation system

The evaluation of the competences will be carried out continuously with the following activities:

Evaluation activity



SE5. Seminars


CB1, CB2, CB3, CG4, CG7, CT1

SE3. Work in group


CB1, CG7, CT1

AE1. Exam


CB1, CT1


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


To pass the subject, it is necessary to obtain one grade of 5 in the exam. This is the only assessment activity capable of recovery and will consist of a final exam in the recovery period where the minimum grade must be a 5.

In the event that any member of the group does not record the delivery of the work by individual or group decision, the work will be evaluated with a 0. This work cannot be carried out or recovered individually.

In accordance with current UPF regulations, you can only opt for recovery, if it has been suspended the subject. If the rating is Not Presented, you will not be eligible for recovery. The assessment activity with the possibility of recovery is the exam. Continuous assessment is not likely to recover.

In the case of failing the subject, it must be recovered next year (no note will be saved).

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.



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.

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: [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.

Bustreo, F., Ponchia, AG, Rocco, C., & Hinton, R. (2021). Strengthening the transformative potential of gender mainstreaming in global health. EClinicalMedicine, 34, 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.

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.

Gender equality. (s.d.). Department of Health. [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.

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


Castañeda, I., Díaz, Z. (2021). Inequality, social and gender. Revista Cubana Salud Pública 46 (4) [Electronic version], Available at:  [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.

Rausky, M., Ortale, S. (2021). Desiguladad in plural. Views, readings and studies in Gran La plata. IDIHCS. [Electronic version], Available at: [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:

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.

Murguialday, C. (2000). Dictionary of Humanitarian Action and Development Cooperation. Icaria and Hegoa. [Electronic version], Available at:> [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:  

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: