General information

Subject type: Basic

Coordinator: Carolina Chabrera Sanz

Trimester: First term

Credits: 4

Teaching staff: 

Carmen Rosell Moreno
Elisabeth Rosell Moreno 
Gemma Garreta Parés 


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

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

  • 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


This subject aims to provide the student with tools that optimize the learning process.

The subject consists of an introduction to the use of methodological resources for searching scientific bibliography, understanding and organization of information in Health Sciences

We also work on learning models, decision-making resources such as critical thinking, characteristics of a critical thinker and how to apply it to clinical practice. 

The organization of the study, the work methodology, the cognitive strategies and the improvement of communication skills, both written and oral, are the basis for optimizing the integration of the student in the university world.

For this reason, from the beginning, the student is provided with methodologies to achieve the skills, which will be necessary in the development of his academic and personal career.

Learning outcomes

LO 1. To know the structure and operation of UPF and the ESCST educational project

LO 2. Know the different types of computer programs

LO 3. Acquire basic notions about Internet networks and health information.

LO 4. Identify the characteristics of the scientific literature.

LO 5. Identify the systemic and analytical perspective of disciplinary knowledge.

LO 6. Practice reflective narrative as a source of self-learning and self-assessment.

LO 7. Develop skills for reflective practice.

LO 35. Identify the skills required for teamwork.

LO 47. Consult and use sources of information and databases related to nursing.

Working methodology

MD1. Expository class sessions

MD4. Individual work

MD5. Presentations of topics by students

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

MD11. Self-employment


PRELIMINARY Session Week zero

- To know the structure and operation of UPF and the Tecnocampus educational project

BLOCK A - Professor Elisabeth Rosell

1. Communication in the field of nursing

  • The adequacy
  • Consistency
  • Cohesion
  • The correction

2. Scientific writing

  • Objective of the scientific text
  • The style of the scientific text
  • Grammar at the service of scientific style
  • Written communication strategies
  • Oral communication strategies
  •  Differences between writing and speaking.
  • Characteristics of oral speech.
  • Non-verbal and para-verbal language.
  • Analysis and practice of oral speeches.

BLOCK B - Professor Gemma Garreta

1. Introductory concepts.

  • Introduction to research.
  • Research phases.
  • Introduction to sources of information.

2. Literature review.

  • Characteristics of the literature review.
  • Phases of the literature review: definition of the problem, formulation of the PICO question, formulation of the objectives, search strategies, limits and obtaining and discussion of the results.
  • Identification of sources of information in health sciences.
  • Practical examples.

3. Bibliographic references and citations.

  • Introductory concepts.
  • The bibliographic citation.
  • The bibliographic reference.

4. Mendeley (Reference Manager).

  • Introduction to Mendeley as a reference manager.
  • Installation
  • utilities

BLOCK C - Professor Dra. Carme Rosell

1. Learning styles. Time management

2. Critical thinking. Critical judgment in nursing

3.Clinical records and information transfer

4. Work development tutorials


Learning activities

With regard to the training activities and the methodology used in them, the following table summarizes them, including the credits assigned to each of the activities and the competencies that are worked on in them. The aim of this combination of activities is for the student to play an active role in their educational cycle and to interact with the rest of their classmates through cooperative learning activities, encouraging critical thinking.





AF1. Master class


Face-to-face session attended by all students enrolled in the subject. In this session, the teacher presents the contents, usually with the support of multimedia presentations


AF6. Work in group


Debate, problem solving, case study

CB2, CB3, CB4, CB5, CG11

AF7. Individual work


Monitoring activities and formative evaluation to guide on learning concepts, skills and attitudes.

Pedagogical guidelines to improve cooperative and individual learning.

CB2, CB3, CB4, CB5, CG11

AF9. Personal study


Readings of recommended texts, articles, guides, etc.

Preparation of the topics for group work and presentation of the same.


Evaluation system

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

Evaluation system

  Total weighting

                            Partial weighting

Written exam





Open questions

Continued avaluation



80% Working memory

20% Participation in seminars


 Presentation of the work











The quantitative (from 0 to 10) and qualitative qualification system (suspended, approved, notable, excellent, honors registration) is used according to RD 1125/2003

  • The student who does not attend a seminar will obtain, in this case, a mark of 0, except for justified absence. The reason for the absence will be assessed to decide whether the grade is retained or left unqualified.
  • The final work must be posted in the virtual classroom, individually, on the set date. In case of not delivering it, the grade will be 0. No deliveries will be accepted by any other means. 
  • In order to pass the subject, it is necessary to obtain a minimum grade of 5, both in the continuous assessment and in the final exam. 
  • Seminars and the oral test are not recoverable.


The recovery will be carried out with an examination with the same structure and weighting as that carried out in the 1st call.

Of the part of continuous evaluation, will only be able to recover the written memory, having to carry out an individual work, of similar characteristics to the 1st announcement.

According to UPF regulations, students will have the option of retrieving subjects that have obtained the qualification of 'suspended', which are the only ones that can be modified in the recovery process.

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



Baró, T. (2011). Speaking and convincing: [recipes for making good public presentations]. Barcelona: Serbal. 

Amadeo, I., & Sole´, J. (2009). Practical writing course. Barcelona: Educaula. 

Boeglin Naumovic, M. (2007). Reading and writing in university: from the chaos of ideas to the structured text. Alcalá de Guadaíra¿: MAD. 

Cassany, D. (2018). The kitchen of writing¿: an essential manual for all those who have to start writing. The Pocket

Cassany, D. (1999). Build the writing. Barcelona: Paido´s. 

Cueva Martín, A. de la., Aleixandre Benavent, R., Rodríguez i Gairi´n, JM, & Universitat de València. (2001). Sources of information in health sciences. Valencia: University of Valencia. 

Estrada, JM (2007). Chapter 2: Bibliographic search and its application in PubMed-MEDLINE. SEMERGEN - Family Medicine, 33 (4), 193–199. 

Techniques for searching and using information. (2013). Madrid: Editorial Universitaria Ramón Areces. 

Turull, A., Ardanuy Baró, J., Arroyo and Amayuelas, E., & Arroyo and Amayuelas, E. (2017). Work and communication techniques¿: instrumentarium for the legal and social sciences. Barcelona¿: Huygens Editorial. 

Lluch, G., & Nicolás, M. (2015). Academic writing¿: planning, documentation, writing, citation and models. Barcelona¿: Editorial UOC.

Critical thinking, clinical reasoning, and clinical judgment: a practical approach. Author:Rosalinda Alfaro-LeFevre  2021

Edition: Seventh edition. Publisher: Elsevier

De la Cueva, A., Aleixandre, R., Rodríguez, JM (2001). Sources of information in health sciences. University of Valencia.

Pacios, AR (2013). Search techniques and use of information. Ramón Areces University Publishing.

Technocampus (2021). Information resources. 

Open University of Catalonia. (2022). Open University of Catalonia.


Amat Salas, O., Rodrigo de Larrucea, J., & Rocafort Nicolau, A. (2017). How to do research¿: final degree project, master's thesis, doctoral thesis and other research projects (First ed.). Barcelona¿: Editorial Profit.