ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Hours of tutorials: 2.25 Expository Class: 24 Interactive Classroom: 12 Total: 38.25
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Psychiatry, Radiology, Public Health, Nursing and Medicine
Areas: Nursing
Center Faculty of Nursing
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
1. To identify, integrate and relate the concept of health and care from a historical perspective, and to understand the evolution of nursing care.
2. To be aware of the various roles, responsibilities, and functions of the Nursing staff.
3. To understand, from an ontological and epistemological perspective, the central concepts that make up the nursing discipline.
4. To know the most relevant theoretical models, applying scientific methodology in the care process.
5. To know and apply nursing theories and nursing practice.
6. To know the most relevant principles of the history of nursing in Spain and Galicia.
Block I. Introduction to the historical and theoretical foundations of the profession.
Topic 1. Introduction to the history and science of Nursing. Professional Nursing. Nursing functions and competencies.
Topic 2. Ontology of the nursing discipline: the person, environment, concept of health, nursing care.
Topic 3. Epistemology of the nursing discipline.
Block II. History of nursing.
Topic 4. Domestic stage of care.
Topic 5. Vocational stage of care.
Topic 6. Technical stage of care.
Topic 7. Professional stage of Nursing care. Evolution to the current state of the profession.
Block III. The history of nursing in Spain and Galicia.
Topic 8. The nursing profession in Spain.
Topic 9. The nursing profession in Galicia. The road to Santiago.
Topic 10. Outstanding professionals: Isabel Zendal Gómez, Elvira López Mourín.
Topic 11. Most relevant nursing institutions and societies.
Block IV. Models and theories.
Topic 12. Biomedical model, nursing or holistic model.
Topic 13. Nursing models attending to the role of nursing: Naturalistic models, Models of substitution or help, Models of interrelation.
Topic 14. Most representative Nursing care models I. Categorization paradigm: Florence Nightingale.
Topic 15. Most representative Nursing care models II. Integration paradigm: Virginia Henderson, Faye Glenn Abdelah, Marjory Gordon, Dorothy Johnson, Bertalanffy, Talcott Parson, Dorothea Orem, Lydia Hall, Hildergard Peplau, Joyce Travelbee, Ida Jean Orlando, Ernestine Wiedenbach, Myra Estrin Levine, Imogene King, Callista Roy, Ohioana Betty Newman, Nola J. Pender.
Topic 16. Most representative Nursing care models III. Integration paradigm: Larry Purnell, Campinha Bacote, Martha Rogers, Jean Watson, Rachel E. Spector, Madeleine Leininger, Ramona Mercer, Patricia Benner, Margaret Newman, Rosemarie Parse.
BLOCKS I, II Y III
Mandatory:
- Siles González J. Historia de la Enfermería. Alicante, Aguaclara, 1999.
Reccommended:
- Bermello López, L., Pego Pérez, E. R., & Rodríguez Pérez, I. (2023). Elvira López Mourín: enfermera pionera, participó en el primer vuelo sanitario en España en 1922. In Feminismo en la línea del tiempo, desde las (in) visibilidades al concepto de felicidad (pp. 432-456). Dykinson.
- Campos Villar, C., & Pego Pérez, E.R. Las nodrizas del Hospital Real de Santiago de Compostela entre 1803 y 1808. Invest. Educ. Enferm. 2023; 42(2):e03
Deben, C. El Hospital De Los Reyes Católicos En La Historia De Santiago. Ed: Everest, D. L. 1968.
- Donahue M. Historia de la Enfermería, Barcelona; Doyma; 1987.
- Eseverri Chaverri, C. Historia de la Enfermería española e hispanoamericana, Madrid; Ed.
Universitas, S.A. ; 1995.
- García Barrios, Calvo Charro. Historia de la Enfermería, Malaga: Secretariado de Publicaciones
e Intercambio Científico de la Universidad de Málaga; 1996.
- Hernández Conesa, J. M.ª. Un Análisis Histórico de los Cuidados de Enfermería, Madrid:
Interamericana McGraw – Hill; 1995.
- Hernández Martín, F. Historia de la Enfermería en España, Madrid: Síntesis; 1996.
- Mazzeo, Tilar J. Los niños de Irena; Mexico; Aguilas; 2017.
- Nigtingale F. Notas sobre Enfermería. Qué es y qué no es, Barcelona: Salvat; 1990.
- Pego Pérez, E.R., Rodríguez Pérez, I., & Bermello López, M.L. (2024). La Cruz Roja española en la profesionalización enfermera entre 1912 y 1939. Revista Ene de Enfermería, 18(1).
- Pego Pérez, E.R., Rodríguez Pérez, I., & Bermello López, L. (2024). El techo de cristal de las enfermeras desde una perspectiva feminista. Dykinson.
- Pego Pérez, E.R., Rodríguez Pérez, I., & Bermello López, M.L. (2023). La profesión enfermera en el ejército y en la aeronáutica española (1855-1931). Revista Ene de Enfermería, 17(3).
- Pego-Pérez, E. R., Rodríguez-Pérez, I., & Bermello-López, M. (2023). Curso y final de la vida profesional de Elvira López Mourín. Ene, 17(1).
- Pego Pérez, E. R., Fernández Rodríguez, I., Del Río Nieto, M.C., & Iglesias Barreira, R. (2022). Satisfacción del profesorado del Grado en Enfermería con el proceso de convergencia del Espacio Europeo de Educación Superior en España. Revista Ene de Enfermería, 16(3).
- Prats et al. Diccionario de Historia, Madrid, Anaya, 1986.
- Vázque Gallego, Jesús. Los hospitales del camino francés en Galicia. Sada (A Coruña) Edicións do Castro; 2001
- Villares,R. Historia de Galicia, Vigo, Galaxia; 2004.
BLOCK IV.
- Benavent Garcés et al. Fundamentos de Enfermería, 2ª ed. Madrid: Difusión Avances de Enfermaría; 2003
- Berman et al. et al. Fundamentos de Enfermería. Conceptos, proceso y práctica, 8ª ed. (2 vol.). Madrid: Pearson; 2008.
- Castell, A. Conceptos de Enfermería. Madrid: UNED. 1980
- Fernandez Ferrin, C. Enfermería Fundamental. Barcelona: Masson. 1995.
- Henderson V. La naturaleza de la enfermería. Reflexiones 25 después. Madrid: Interamericana. 1994.
- Henderson V. Nite. Enfermería Teoría y Práctica. México: Prensa Médica Mexicana. 1987.
- Hernández Garre et al. et al. Fundamentos Teóricos de Enfermería. Teorías y Modelos, 1ª ed. Murcia: DM; 2010.
- Kozier. Enfermería Fundamental. Concepto. Procesos y Practicas. Madrid: Interamericana. 1993.
- Marriner-Tomey. Modelos y Teorías de Enfermería. Barcelona: Elsevier. 2011.
- Nightingale, F. Notas sobre enfermería. Barcelona: Salvat; 1990
- Potter, P. Fundamentos de la Enfermería. Madrid: McGraw-Hill
In accordance with Order CIN/2134/2008, ANECA White Paper and memory of the title.
Core Competencies (F).
- To identify, integrate and relate the concept of health and care, from a historical perspective, to understand the evolution of nursing care.
- To understand from an ontological and epistemological perspective the evolution of the central concepts that make up the nursing discipline.
- To understand the most relevant theoretical models.
- To apply scientific methodology in the care process.
- To be aware of the various roles, responsibilities and functions of a nurse.
- To acquire relevant knowledge and ability to apply nursing theories and nursing practice.
- To acquire relevant knowledge and ability to apply ethics, legislation and humanities.
- To know the most relevant aspects of the history of nursing in Spain and Galicia.
Partial skills (P).
- To work in a holistic, tolerant, non-judgmental, careful and sensitive manner, ensuring that the rights, beliefs and wishes of different individuals or groups are not compromised.
- To adjust their role in order to respond effectively to the needs of the population or patients. When necessary and appropriate, be able to challenge existing systems to meet the needs of the population and patients.
- To accept responsibility for their own learning and professional development, using evaluation as a means to reflect and improve their performance and increase the quality of the services provided.
- To undertake comprehensive and systematic assessments using appropriate tools and frameworks for the patient, taking into account relevant physical, social, cultural, psychological, spiritual and environmental factors.
- To evaluate, interpret and synthesize a range of information and data sources that facilitate the patient's decision.
- To know and apply the principles that support comprehensive nursing care.
- To apply the applicable legislation and the ethical and deontological code of Spanish nursing, inspired by the European code of nursing ethics and deontology.
- To provide care, guaranteeing the right to dignity, privacy, intimacy, confidentiality and decision-making capacity of the patient and family.
- To individualize care considering age, gender, cultural differences, ethnic group, beliefs and values.
- To develop those learning skills necessary to undertake further studies with a high degree of autonomy.
Complementary skills (C).
- To work in a professional, ethical and regulatory and legal code context, recognizing and responding to dilemmas and ethical or moral issues in daily practice.
- To enforce clinical judgments to ensure that quality standards are met and that practice is evidence-based.
- Maintain the dignity, privacy and confidentiality of the patient (using the skills...).
- To acquire relevant knowledge and ability to apply problem solving and decision making.
- To acquire relevant knowledge and ability to apply research and information principles.
Transversal competences (CT).
- Capacity for analysis and synthesis.
- Ability to manage information.
- Problem resolution.
- Work in a multidisciplinary and multilingual team.
- Critical thinking.
- Autonomous Learning.
- Creativity.
- Motivation for quality.
The course is divided into two major periods:
EXPOSITIVE TEACHING (24h):
The different theoretical contents of the subject will be explained and continuous assessment activities will be proposed, mainly reflections on concepts, reviews, critical text comments and Chicago-style citations.
INTERACTIVE TEACHING (12h):
Seminars will be held for the reinforcement and application of the theoretical contents, through the active participation of the student body, promoting critical thinking. They will consist, among other activities, in the realization and presentation of works, reviews and critical comments about the history of nursing, and works about the applicability of the main theoretical models. The citation style will be specified at the beginning of the course.
The tools available at USC (virtual campus, official webmail, Teams, ...) will be used in general.
Attendance at both expository and interactive sessions is compulsory. Students on dispensation/exemption from teaching should contact the coordination of the subject to adapt the continuous assessment activities to their personal situation. In no case will students be exempt from carrying out the proposed continuous assessment activities both during the expository and interactive periods.
It will preferably work in groups of up to 5 members, the groups will be formed at the beginning of the course and will be maintained for all the activities of the subject.
The number of activities, content, structure, style format, etc. will be presented during the teaching.
The subject could potentially be included in teaching innovation projects (e.g., Service Learning). Additionally, activities or the occasional collaboration of guest clinical or academic professionals specialized in relevant content could be available to bring students closer to the profession.
It is mandatory to complete all tasks/activities and assessments/exams of the subject.
CONTINUED EVALUATION:
The continuous evaluation will evaluate the following processes, both in the expository and interactive blocks:
- Completion of assignments: 20%
- Review and resolution of cases: 20%
FINAL EVALUATION:
The final evaluation will be determined by completing a final objective test, whose characteristics will be established at the beginning. It will be weighted at 60%.
The final grade will be the sum of all the parts mentioned above, to pass the subject it will be mandatory to acquire the passing score (5) in each of the tasks and activities at the continued evaluation, and at the final evaluation.
SECOND OPPORTUNITY:
In any case, the students who take the subject must carry out the continuous evaluation activities to pass the subject, with respect to the final evaluation, it will be determined by completing a final objective test.
Each ECTS is equivalent to 25 hours, of which 17 correspond to autonomous student work and 8 hours to face-to-face teaching.
For each hour of expository and interactive teaching, it is considered necessary to dedicate 1.5 hours to study and 1.5 hours of personal work (review of concepts and bibliography consultation). The distribution for this matter is as follows:
- Expository Classes: 24h
- Interactive classes-seminars: 12h
- Autonomous work: 76.5h
TOTAL: 112.5h
OTHERS:
- Tutorials: 2.25 h
- Evaluation tests: 2h
The historical contextualization of the different stages is recommended, in order to achieve, through the reading of a text, the realization of a critical commentary that includes the fundamental and historical elements of the profession.
Daily study and the preparation of a student notebook are recommended to be able to follow up on the subject.
Reading the proposed texts is recommended.
Establish links between the theoretical contents of the lecture classes and the observations and interventions made in the interactive ones.
Have access to the Virtual Campus of the subject.
Use tutorials to resolve doubts about the subject.
CLASS ATTENDANCE:
The Governing Council approved the Regulations on Class Attendance for Official Undergraduate and Master's Degree Programs at the University of Santiago de Compostela, held at the Governing Council meeting on November 25, 2024.
The USC is a face-to-face university, so attendance at all minimum sessions reflected in the title memory is mandatory. In the cases contemplated in the Faculty's regulations, students may request official exemption from teaching. In cases where exemption from class attendance is contemplated, subject to specific circumstances, the regulations issued in Instruction No. 1/2017 of the USC General Secretariat will be taken into account. In this regard, all relevant information can be found at the following link: http://www.usc.es/gl/centros/cc_educacion/dispensa_asistencia_clase.html
DATA PROTECTION AND ACADEMIC COMMUNICATION:
The regulations in force at the USC will apply:
Students must use the USC email address (@rai.usc.es) when communicating with faculty members via email.
Teaching and learning (classes/tutorials) is a private process, understood as a process of communication and exchange between the faculty member and the students enrolled in the course.
Mandatory compliance with data protection regulations: https://www.usc.gal/es/politica-privacidad-proteccion-datos.
ENVIRONMENTAL RESPONSIBILITY:
-Avoid plastic covers or other unnecessary external packaging.
-Whenever possible, use staples instead of binding.
-Print on both sides in "ink-saving" quality.
-Do not use blank pages as chapter or section dividers.
-Avoid appendices that do not directly relate to the topics covered.
GENDER PERSPECTIVE:
The gender perspective will be introduced transversally into the content.
In compliance with gender equality criteria in the university setting, it is recommended to use gender-neutral language both in everyday classroom work and in assigned academic work. We recommend the USC Guide for the Use of Inclusive Language (2018): https://xornalistas.gal/web/uploads/novas_adxuntos/adxunto/fa5/5c013549…
MOBILE USE:
The use of mobile phones in the classroom is restricted to use as a work tool, following the instructions given by the teacher. Students are responsible for any legal and academic consequences that may arise from improper use.
INSTITUTIONAL TECHNOLOGICAL TOOLS
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the Faculty and authorized as institutional tools by the University.
Emilio Ruben Pego Perez
Coordinador/a- Department
- Psychiatry, Radiology, Public Health, Nursing and Medicine
- Area
- Nursing
- Phone
- 881812053
- emilioruben.pego [at] usc.es
- Category
- Professor: Intern Assistant LOSU
| Tuesday | |||
|---|---|---|---|
| 11:00-12:00 | Grupo /CLE_01 | Galician | Classroom 2.03 |
| 12:00-13:00 | Grupo /CLE_02 | Galician | Classroom 3.01 |
| Wednesday | |||
| 11:00-12:00 | Grupo /CLE_01 | Galician | Classroom 2.03 |
| 12:00-13:00 | Grupo /CLE_02 | Galician | Classroom 3.01 |
| Thursday | |||
| 10:00-11:00 | Grupo /CLE_01 | Galician | Classroom 2.03 |
| 11:00-12:00 | Grupo /CLE_02 | Galician | Classroom 3.01 |
| Friday | |||
| 09:00-10:00 | Grupo /CLE_01 | Galician | Classroom 2.03 |
| 11:00-12:00 | Grupo /CLE_02 | Galician | Classroom 3.01 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.01 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.01 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.02 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.02 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.03 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.03 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 3.01 |
| 01.19.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 3.01 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.01 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.01 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.02 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.02 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 2.03 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 2.03 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_02 | Classroom 3.01 |
| 06.29.2026 10:00-12:00 | Grupo /CLE_01 | Classroom 3.01 |