| Study programme competencies |
| Code | Study programme competences |
| A2 | Ser capaz de escoller e aplicar a metodoloxía de investigación máis adecuada, cualitativa ou cuantitativa, en función da pregunta de investigación plantexada. |
| A5 | Ser capaz de identificar mediante a búsqueda en bases de datos bibliográficas as investigacións que se están a realizar no eido sociosanitario e recoñecer as potenciais liñas de investigación futura, propoñendo deseños de investigación en este campo específico. |
| A6 | Demostrar capacidade para interpretar e utilizar literatura científica, e informes sobre resultados de investigación. |
| A8 | Ser capaz de demostrar coñecementos e habilidades na construcción e validación de instrumentos de medición bio-fisiológica e psico-social. |
| A10 | Demostrar capacidade para liderar unha equipa de saúde, promovendo actitudes de colaboración, consenso, negociación e resolución de conflictos. |
| A11 | Desenvolver espíritu crítico para analizar e comparar os diversos modelos organizativos. |
| A12 | Ser capaz de identificar aspectos de influencia significativa na análise externa e interna de unha organización sociosanitaria. |
| A13 | Ser capaz de extrapolar de un escenario sociosanitario unha realidade determinada e proxectar unha mellora concreta. |
| A14 | Ser capaz para analizar e desplegar as liñas estratéxicas de un servizo sociosanitario. |
| A15 | Ser capaz de deseñar e xestionar a posta en marcha de intervencións innovadoras no ámbito da ordenación e da avaliación dos servizos sociosanitarios. |
| A17 | Adquirir os coñecementos necesarios para participar na toma de decisiones e na ordenación e avaliación das institucións sociosanitarias como responsables de servizos ou unidades. |
| A19 | Adquirir os coñecementos necesarios para participar nos procesos de ordenación e avaliación dos servizos sociosanitarios. |
| A20 | Ser capaz de fundamentar a xestión de conflictos no ámbito sociosanitario. |
| A21 | Ser capaz de identificar e aplicar o marco normativo vixente que regula a prestación de servizos sociosanitarios. |
| A22 | Coñecer os últimos avances en investigación e xestión no eido sociosanitario. |
| B1 | Aprender a aprender. |
| B2 | Resolver problemas de forma efectiva. |
| B3 | Aplicar un pensamento crítico, lóxico e creativo. |
| B4 | Traballar de forma autónoma con iniciativa. |
| B5 | Traballar de forma colaborativa en unha equipa interdisciplinar. |
| B6 | Comportarse con ética e responsabilidade social como ciudadano e como profesional. |
| B8 | Capacidade de análise e síntese. |
| B9 | Capacidade para aplicar os coñecementos na práctica. |
| B10 | Capacidade para adaptarse ás situacións novas. |
| B11 | Capacidade e habilidade de xestión da información. |
| B12 | Capacidade para organizar e planificar. |
| B21 | Implicación na calidade e búsqueda da excelencia. |
| B22 | Capacidade para motivarse e motivar a outros. |
| B23 | Habilidade para desenvolver estratexias para traballar nun contexto internacional. |
| B24 | Fomentar e aplicar os dereitos fundamentais e a igualdade entre homes e mulleres. |
| C2 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C5 | Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| C8 | Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Know the concept of Catastrophe and his differentiation go in other emergencies, his priorities and results. | AC2 AC5 AC6 AC8 AC10 AC11 AC12 AC13 AC14 AC15 AC17 AC19 AC20 AC21 AC22 |
BC1 BC2 BC3 BC4 BC5 BC6 BC8 BC9 BC10 BC11 BC12 BC21 BC22 BC23 BC24 |
CC2 CC3 CC4 CC5 CC6 CC7 CC8 |
| Know the concept of security, prevention, humanitarian and sanitary assistance. | AC2 AC5 AC6 AC8 AC10 AC11 AC12 AC13 AC14 AC15 AC17 AC19 AC20 AC21 AC22 |
BC1 BC2 BC3 BC4 BC5 BC6 BC8 BC9 BC10 BC11 BC12 BC21 BC22 BC23 BC24 |
CC2 CC3 CC4 CC5 CC6 CC7 CC8 |
| Gestion Of human and material resources. | AC2 AC5 AC6 AC8 AC10 AC11 AC12 AC13 AC14 AC15 AC17 AC19 AC20 AC21 AC22 |
BC1 BC2 BC3 BC4 BC5 BC6 BC8 BC9 BC10 BC11 BC12 BC21 BC22 BC23 BC24 |
CC2 CC3 CC4 CC5 CC6 CC7 CC8 |
| Centres of coordination. The distinct organisms involved in the catastrofe. Selection of victims, evacuation and treatments. Personal formed and specialized. | AC2 AC5 AC6 AC8 AC10 AC11 AC12 AC13 AC14 AC15 AC17 AC19 AC20 AC21 AC22 |
BC1 BC2 BC3 BC4 BC5 BC6 BC8 BC9 BC10 BC11 BC12 BC21 BC22 BC23 BC24 |
CC2 CC3 CC4 CC5 CC6 CC7 CC8 |
| Contents |
| Topic | Sub-topic |
| 1. CONCEPTUAL BASES And THERAPEUTIC OBJECTIVES. MEANING OF The WORD CATASTROPHE And His DISTINCT ACEPCIONS. | Reflections envelope to better way to do regarding the threats. Challenges stop the management of the help. |
| 2. SANITARY ASSISTANCE IN The CATASTROFES. TYPES OF SANITARY EMERGENCIES. TYPES OF SELECTION OF VICTIMAS. | The DISTINCT TYPES OF SANITARY EMERGENCIES. |
| 3. CATASTROPHE And GLOBALIZATION. TYPES OF REAL EMERGENCIES. HUMANITARIAN And SANITARY ASSISTANCE. | Paradigm of security as the protection of health and the protection of humanitarian aid |
| 4. XESTION OF PROBLEMS THAT EXPOSES A CATASTROFE. | The origin, the magnitude and the gravity of the Catastrophe how elements that exposes a catastrophe. |
| 5. HUMAN And MATERIAL RESOURCES | MANAGEMENT DOS HUMAN And MATERIAL RESOURCES IN A CATASTROPHE |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Workbook | A2 A5 A6 A8 A10 A11 A12 A13 A14 A15 A17 A19 A20 B1 B2 B3 B4 B5 B6 B8 B9 B10 B11 B12 B21 B22 B23 B24 C2 C3 C4 C5 C6 C7 C8 | 1 | 1 | 2 |
| Guest lecture / keynote speech | A8 A10 A11 A12 A13 A14 A15 A17 A19 A20 A21 A22 B1 B2 B3 B4 B5 B6 B8 B9 B10 B11 B12 B23 B24 C2 C3 C4 C5 C6 C7 C8 | 5 | 15 | 20 |
| Supervised projects | A2 A5 A6 A8 A10 A13 A14 A15 A17 A19 A20 A21 A22 B1 B5 B6 B8 B9 B10 B11 B12 B21 B22 B23 B24 C2 C3 C4 C5 C6 C7 C8 | 5 | 17 | 22 |
| Case study | A8 A10 A11 A12 A13 A14 A15 A17 A19 A20 A21 A22 B1 B2 B3 B4 B5 B6 B10 B11 B12 B21 B22 B23 B24 C2 C3 C4 C5 C6 C7 C8 | 10 | 19 | 29 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Workbook | They are a group of texts and documentation writing that collected and edited how source of profundización in the contained worked. |
| Guest lecture / keynote speech | Oral exhibition supplemented with the use of audiovisual means and the introduction of any questions directed to the students, with the aim to transmit knowledges and facilitate the learning. The kind maxistral is also known how "conference", "expository method" or "masterful lesson". This last modality sound to reserve it a special type of lesson imparted by a professor in special occasions, with a contained that supposes an original manufacture and based in the almost exclusive use of the word how road of transmission of the information to the audience. |
| Supervised projects | Methodology designed to promote the autonomous learning of the students, low the guardianship of the professor and in escenario varied (academics and professionals). It is referred prioritariamente to the learning of the "how to do things". It constitutes an option based in the asunción put students of the responsibility by the his propio learning. This system of teaching bases in two basic elements: the independent learning of the students and the tracking of this learning put professor-titor. - Poderan Be individual works or in group. - The groups estaran compounds by 3-5 students. - The sua realization and mandatory and computes 50% |
| Case study | Methodology where the subject confronts in front of the description of a specific situation that rises a problem that has to be comprised, valued and resolved by a group of people, through one process of discussion. The student situates in front of a concrete problem (case), that describes him a real situation of the professional life, and owes to be able to analyze a series of facts, referents it a particular field of the knowledge or of the action, to arrive the a decision reasoned through one process of discussion in small groups of work. - The groups estaran compounds of 3-5 students. - The realizacion of this activity and mandatory and computes a 50%. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Case study | A8 A10 A11 A12 A13 A14 A15 A17 A19 A20 A21 A22 B1 B2 B3 B4 B5 B6 B10 B11 B12 B21 B22 B23 B24 C2 C3 C4 C5 C6 C7 C8 | -Undertake exhaustive assessments, takes of clinical and systematic decisions using the tools and suitable frames stop the people and victims, taking into account the physical factors, social, cultural, of values and religious. -The participation of each of the members of the team in the resolution and discussion of the problems or situations exposed -The documentary sources. |
50 |
| Supervised projects | A2 A5 A6 A8 A10 A13 A14 A15 A17 A19 A20 A21 A22 B1 B5 B6 B8 B9 B10 B11 B12 B21 B22 B23 B24 C2 C3 C4 C5 C6 C7 C8 | - The methodology followed is through collaborative work, where the student acquires a role to perform the work - The group will owe to expose along cuadrimestre of one marry practise of a catastrophe. - The case will owe to contain the approach of the problem, the documentary sources, the procedures used and the resolution of the case. - The students will owe to identify his needs of learning, help to schedule the case, direct the discussions in the classroom, distribute roles of work, evaluate his own labor and it of the his mates. |
50 |
| Assessment comments | |||
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Both Case Studies as tutored projects, have final review because they are subject to continuous assessment with the relevant groups. The rating system is as follows: Approved 5-6.9 0-4.9 7-8.9 Notable Thriller. Outstanding 9-9.5. 9.6-10 honors. For the Class Honours should reach 9.6 - 10 Endnote, ie the sum of the percentages of Case Studies and tutored projects. |
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| Sources of information |
| Basic |
GOITIA, A.; ZURITA, A.; MILLAN, J.M. (1999). CLASIFICATION OF INJURED IN CATASTROPHES. SOCIEDAD ESPAÑOLA DE EMERGENCIAS, EMERGENCIAS 1999; 11:132-140
Hilda Herzer, Carla Rodriguez, Alejandra Celis, Mara Bartolomé y Graciela Caputo (2002). COEXIST WITH THE RISK OR THE GESTION OF THE RISK. 10 AÑOS DE LA RED.
Vicente Molinero A, et al. (2011). Field triage outpatient. Semergen. 2011.. ELSEVIER-DOYMA. doi:10.1016/j.semerg.2010.12.010
David P. Fidler (2007). Management of the help in cases of catastrophe: security and sanitary and humanitarian assistance. INTERNATIONAL REVIEW OF THE RED CROSS. Nº 866.
M. P. Acinas (2007). Management of the information and messages to the population in situations of emergency, evacuations and simulations. emergencias 2007;19:88-95
Alvarez Leiva, C (2008). Manual of attention to multiple victims and catastrophes. Aran Ediciones, S.L. 3ª edición
REQUENA HIDALGO, JESUS; CAMPINS ERITJA, MAR (2000). OF THE CATASTROPHES ENVIRONMENTAL To THE COTIDANIDAD URBAN. THE GESTION OF THE SECURITY And THE RISK. UNIVERSIDAD DE BARCELONA. GEO-CRITICA. COLOQUIO HISPANO CANADIENSE
Carlos Álvarez Leiva, Carmen Asencio Sánchez, Dolores Herrera Rojas, José I. Sánchez Olmedo, Juana M (). SANITARY ASSISTANCE TO THE CATASTROPHES. Hospital Militar de Sevilla
LAVELL, ALLAN; FRANCO, EDUARDO (1996). STATE, SOCIETY And GESTION OF THE DISASTERS IN AMERICA LATIN: IN SEARCH OF THE STRAY PARADIGM. LA RED; FLACSO; ITDG-PERU |
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| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |