General information

Subject type: Basic

Coordinator: Carolina Chabrera Sanz

Trimester: Second term

Credits: 6

Teaching staff: 

Meritxell Puyané Oliva


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



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.


Learning outcomes

Regarding the expected learning outcomes, the student at the end of the subject must:


RA5. Understand the dynamic perspective of human development.

LO 6. Identify the socio-cultural factors that influence a person's behavior.

RA7. Know the basic psychosocial aspects that shape the skills and attitudes of nursing, respecting beliefs and values.

RA8. Know the methodology of psychosocial sciences applied to health.

RA9. Analyze the different components of the object of study: person, environment, health and disease, in relation to the interdisciplinary biopsychosocial and cultural model studied.

LO10. Observe and comprehensively understand human development.

LO11. Recognize and interpret life-changing situations that alter or compromise people's biopsychosocial balance.


Working methodology

The methodology used will be as follows:

MD1-  Expository class sessions

MD2-  Seminars

MD3-  Teamwork

MD6-  Face-to-face tutorials in groups or individually

MD11- Self-employment

MD12- Cooperative learning



TOPIC 1. Theories about development

TOPIC 2. Childhood

TOPIC 3. Adolescence

TOPIC 4. Adult age

TOPIC 5. Oldness


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 1. Documentary "Difficult parents, children with problems"

SEMINARS 2. Eating disorders

SEMINARS 3. Emotion management

SEMINARS 4. Stress management. Relaxation techniques.

Learning activities

The following table summarizes the training activities, the credits assigned to each activity and the working hours:




Theoretical sessions




Face-to-face tutorials








Personal study

















Each ECTS is equivalent to 25 hours of student dedication, considering the time invested in the total of the activities related to the face-to-face time and the time of autonomous work, that the professor of the subject guides, as well as the reading times, information search, connection to the Virtual Classroom, elaboration of works.


Evaluation system

The evaluation will be performed from continuous form from what the student demonstrates in the different activities proposed.

Evaluation activity


Assessed skills

Group work / Poster


G1, G20, E12, E15, E17

Online Questionnaire / Emotion Management


G1, G6, G10, G12, G30


Final exam


G1, G3, G4, G11


Evaluation activity in recovery period





In accordance with current 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.

Attendance at seminars is mandatory. To have the right to take the exam and therefore to pass the subject, you must attend at least (3 of the 4 seminars). Failure to comply with this requirement will result in failure in the subject, not being able to take the final exam.

The total or partial copy in any of the learning activities will mean 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.




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


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