Guide in PDF format
Logo

Culture, Society and Health

Code: 106103
Credits: 6
2026/2027
Degree programme Type Course
Nursing FB 1

Contact lecturer

Name :
Rosario Fernandez Peña
Email :
roser.fernandezp@uab.cat

Teaching staff

Maria Dolores Bernabeu Tamayo
Rosario Fernandez Peña
Noelia Baena Naranjo
Mireia Vidal Ramperez
Andrea Moreu Valls
Alba Planella Jimenez
Daniel Gomez Garcia
Daina Parellada Moreno
Marta Molina Molina
Mariela Patricia Aguayo Gonzalez

Group languages

You can consult this information at the end of the document.

Prerequisites

-

Objectives

  1. Understand the concepts of culture, ethnicity and race.
  2. Apply the concepts of cultural relativism and ethnocentrism in the discussion of continguts and cases.
  3. Understand the Transcultural Nursing Model and Models of Cultural Competence, applying them to the resolution of cases.
  4. Apply the model of person-centred care in the discussion of continguts and cases.
  5. Understand the characteristics of the Biomedical Model and the Social Science Model and their impact on the health of people and communities.
  6. Know the social determinants of health and discuss the impact on the health/illness of individuals and communities.
  7. Understand the practices related to health, illness and death of the cultural groups most present in Catalonia.
  8. Understand the concepts of sex, gender, identity and orientation and discuss their impact on the health/illness of individuals and communities.
  9. Identify strategies to reduce discrimination and promote tolerance towards diversity.
  10. Become familiar with intersectional analysis of phenomena.
  11. Apply the gender perspective in infernal reasoning.
  12. Understand qualitative research methods and their application in research science.

Learning outcomes

  • CM08 (Collaborate with other professionals in the health and social fields to detect and care for victims of gender violence.) Collaborate with other professionals in the health and social fields to detect and care for victims of gender violence.
  • SM01 (Use scientific evidence in professional practice.) Use scientific evidence in professional practice.
  • SM06 (Analyse people's interactive behaviour based on gender and other social determinants, taking into account their implications for health and disease processes in a social and multicultural context.) Analyse people's interactive behaviour based on gender and other social determinants, taking into account their implications for health and disease processes in a social and multicultural context.
  • SM07 (Identify the stages in the cycle of gender-based violence.) Identify the stages in the cycle of gender-based violence.
  • SM08 (Identify situations of abuse throughout the life cycle.) Identify situations of abuse throughout the life cycle.
  • SM09 (Identify physical and psychological health problems stemming from gender-based violence.) Identify physical and psychological health problems stemming from gender-based violence.

Contents


  1. Conceptual differences between ethnicity and culture among others.

  2. Concepts of sex and gender. What is the gender perspective?

  3. Gender-based, racist and lgtbiqphobic violence. Early detection and prevention. Impact on the health of individuals and communities.

  4. Beliefs about health and illness in different cultural groups in our context.

  5. Social determinants of health.

  6. Transcultural Nursing.

  7. Theoretical models of international cultural competence.

  8. Biopower. Biomedical model vs. social model.

  9. Intersectionality

  10. Person-centred care model

  11. Model of humanised care

  12. Migrations and health

  13. Religion-based care

  14. Ethnonursing and other qualitative research methods.


 

Learning activities and methodology

Title Hours ECTS Learning outcomes
Lecture 30 1.2
Seminar 19.5 0.78
Self-study 98.5 3.94

The course is divided into two main blocks:

  1. THEORY: Lectures with discussion and classroom exercises in large groups. It is recommended to attend class regularly although it is not compulsory; it is up to the students to attend or not. The teaching materials worked on in theory classes will NOT be shared with students.
  2. SEMINARS: Case discussion seminars. In groups of 22-25 students, students will work on a series of situations that they will have to solve in groups and present orally. These activities are carried out in a medium-sized group and each group is assigned a teacher who will monitor and teach. It is compulsory to attend 100% of the seminars.

In addition, there are 98 hours of independent work in which students have to prepare exercises, notes, reflections, questions and other activities related to the classes.

 

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Test 40% 2 0.08 CM08, SM01, SM06, SM07, SM08, SM09
Oral presentations 35% 0 0 CM08, SM01, SM06, SM07, SM08, SM09
Essays 25% 0 0 CM08, SM01, SM06, SM07, SM08, SM09
  1. Multiple-choice exam. Individual assignment which represents 40% of the final mark for the course.
  2. Oral presentations. Group assignment which represents 35% of the final mark for the course. In small groups, each group must present the resolution of their exercises and actively participate in the discussion established in the group. In those cases where irregular participation of a member/s of the group is detected, the teacher will be able to assess that person/s individually.
  3. Digital portfolio. Group assignment that represents 25% of the final grade of the course. In small groups, a digital learning portfolio will be created which will contain the main evidence consulted in the learning of the subject, notes made by the students, complementary videos, materials produced for the seminars, podcasts, websites, etc. At the beginning of the course, full instructions will be given on how to prepare it and how it will be assessed.

VERY IMPORTANT:

  • To pass the course, it is necessary to pass each evaluative activity with a minimum of 5.0 points in order to calculate the final grade. Otherwise, the course will be considered failed, and the student will have to retake it on the established dates.
  • Only the exam and the final written assignment can be retaken; students who fail the seminars will not be able to retake them due to the methodology used and the continuous assessment of these activities.
  • In order to have the right to the final retake exam, students must have attended all assessment tests.
  • Even though some exercises are group-based, it is mandatory for each student tosubmit a copy of the work in the designated Moodle space. If it is not submitted within the established deadlines, the submission will be marked as not presented (grade 0). Submissions by email will not be accepted.
  • Missing more than 30% of the seminars will be considered not assessable and, therefore, the course will be marked as failed.
  • There is no option to \"raise your grade\" in the exam. Thus, the grade obtained in the regular session will be the final one if it is equal to or higher than 5.0.
  • For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text correction or translation, and the creation of tables, graphs, diagrams, and infographics. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final result of the activity. Lack of transparency in the use of AI in this evaluative activity will be considered academic dishonesty and may result in partial or total penalization of the activity grade, or more severe sanctions in serious cases.
  • Any sign of plagiarism will result in failing the course with no option for recovery.
  • No disrespectful actions towards other students, teachers, PTGAS, or facilities will be tolerated. If necessary, the degree coordination will be informed to open an analysis committee, which may result in failing the course.
  • This course does not allow single assessment.
  • Each unjustified absence will result in a deduction of 0.5 points from the grade of each affected seminar. More than 3 unjustified absences will result in failing the seminar activity.
  • Assignments will not be accepted outside the established period.
  • Students have the right to review their assessment tests. The date for this will be set in Moodle.

 

FINAL GRADE OBTAINMENT:

The final grade for the course will be the sum of the different parts that make it up. According to agreement 4.4 of the Governing Council 17/11/2010 of the assessment regulations, the grades will be:

  • From 0 to 4.9 = Fail
  • From 5.0 to 6.9 = Pass
  • From 7.0 to 8.9 = Good
  • From 9.0 to 10 = Excellent
  • From 9.0 to 10 = Honors. The criterion for awarding honors is established by the teaching team and is not exclusively numerical. Active participation in voluntary extracurricular activities related to the course will be highly valued.

 

The following situations are considered justified absences:

  • Official exam (does not include driving test)
  • Acute illness
  • Specialized medical visit
  • Elite athlete competition (not training)
  • Death of a family member or close person

 

Bibliography

  • Berenguera Ossó, A. (2014). Escuchar, observar y comprender recuperando la narrativa en las ciencias de la salud : aportaciones de la investigación cualitativa. IDIAP Jordi Gol.
  • Galao Malo, R., Lillo Crespo, M., Casabona Martínez, I., Mora Antón, M.D. (2005). ¿Qué es la enfermería transcultural? Una aproximación etimológica, teórica y corporativista al término. Evidentia, 2(4).
  • Goffman, E. (2008). Estigma: la identidad deteriorada. En Amorrortu (Ed.), Journal of occupational medicine and Toxicology (London, England) (2a. ed., Vol. 2).
  • Heras González, P. (2005). La medicalización desde el punto de vista de los/as actores/actrices: la influencia en su identidad, perspectiva antropológica. En Mari Luz Esteban Galarza & J. P. Góme (Eds.), La salud en una sociedad multicultural: desigualdad, mercantilización y medicalización. X Congreso de Antropología (43-61).
  • Leyva-Moral, J. M. (2012). El climaterio y la biomedicina: reflexiones desde la enfermería y la sociología de la salud y la enfermedad. Revista ROL de enfermería, 35(3), 20-26.
  • Leyva Moral, J. M. (2014). La dominación del cuerpo femenino: análisis feminista del climaterio y las prácticas de cuidado profesional. Ene. https://doi.org/10.4321/s1988-348x2014000100005
  • Lillo Crespo, M., Casabona Martínez, I. (2006) Fenómenos migratorios, competencia cultural y cuidados de salud. Cultura de los cuidados, 20, 87-91
  • Lillo Crespo, M. (2018). ¿Por qué es necesaria una mirada enfermera global hacia los cuidados y el desarrollo de la competencia cultural en enfermería? Revista Colombiana de Enfermería, 16, 13.
  • López Rodríguez, S. (2019). El devenir «mujer» en Simone de Beauvoir. Dos Bigotes.
  • Marrero González, C. (2013). Competencia cultural: enfoque del modelo de Purnell y Campinha-Bacote en la práctica de los profesionales sanitario. ENE. Revista de Enfermería, 7.
  • McFarland, M. R. ., & Hiba B. Wehbe-Alamah. (2018). Leininger’s transcultural nursing: concepts, theories, research, & practice. McGraw-Hill.
  • Pérez-Ciordia, I. (2011). Las «no enfermedades» y la medicalización. JANO, 00, 73-76.
  • Purnell, L. D. (2005). The Purnell Model for Cultural Competence. The Journal of Multicultural Nursing & Health, 11(2), 7-15.
  • Roura, M., Domingo, A., Leyva-Moral, J. M., & Pool, R. (2015). Hispano-Americans in Europe: what do we know about their health status and determinants? A scoping review. BMC public health, 15(1), 472. https://doi.org/10.1186/s12889-015-1799-x
  • Serra Galceran, M., Mestres Camps, L., González Soriano, M., Leyva-Moral, J. M., De Dios Sánchez, R., & Montiel Pastor, M. (2013). Competencia clínico cultural : Análisis de la capacitación de los profesionalesde la salud. Index de Enfermería, 22(1-2), 16-19. https://doi.org/10.4321/s1132-12962013000100004
  • Societat Catalana de Medicina Familiar i Comunitària. (2013). Violencia de género y Atención Primaria de Salud: una visión desde la consulta. Editorial Médica Panamericana.
  • The World Professional Association for Transgender Health. (2012). Normas de atención para la salud de personas trans y con variabilidad de género. 7a edición.
  • Wehbe-Alamah, H., & McFarland, M. (2020). Leininger’s Ethnonursing Research Method: Historical Retrospective and Overview. Journal of Transcultural Nursing, 31(4), 337-349. https://doi.org/10.1177/1043659620912308
  • Yava, A. & Tosun, B. (Eds.) (2021). Transcultural Nursing: Better and Effective Nursing Education for Improving Transcultural Nursing Skills. Ankara Nobel Tıp Kitabevleri Ltd. 

Software

  • Mendeley
  • Zotero
  • Teams

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 101 Catalan second semester morning-mixed
(SEM) Seminars 101 Catalan second semester morning-mixed
(TE) Theory 102 Catalan second semester morning-mixed
(SEM) Seminars 102 Catalan second semester morning-mixed
(TE) Theory 103 Catalan second semester afternoon
(SEM) Seminars 103 Catalan second semester morning-mixed
(SEM) Seminars 104 Catalan second semester morning-mixed
(SEM) Seminars 105 Catalan second semester morning-mixed
(SEM) Seminars 106 Catalan second semester morning-mixed
(SEM) Seminars 107 Catalan second semester morning-mixed
(SEM) Seminars 108 Catalan second semester morning-mixed
(SEM) Seminars 109 Catalan second semester afternoon
(SEM) Seminars 110 Catalan second semester afternoon
(SEM) Seminars 111 Catalan second semester afternoon
(SEM) Seminars 112 Catalan second semester afternoon