| Study programme competencies |
| Code | Study programme competences |
| A1 | To be able to recognize the main pathologies and geriatric syndromes through the application of new and innovative work methodologies adapted to the field of gerontology |
| A2 | Be able to apply the method of comprehensive geriatric and gerontological assessment in order to establish the bases for implementing the individualized care plan |
| A3 | To be able to incorporate the Geronto-geriatric intervention methodology into the individualized intervention plans |
| A4 | To be able to assume responsibility for their own professional development and their specialization in both the socio-health and health care for the older people in order to join the interdisciplinary teams of Geronto-geriatric assessment and intervention |
| A5 | Acquire knowledge that allows the student to establish the appropriate Geronto-geriatric resource according to the characteristics of the older person |
| A6 | Develop sufficient autonomy to participate in research projects and scientific or technological collaborations within the field of Gerontology, in interdisciplinary contexts both public and private and, where appropriate, with a high component of knowledge transfer. |
| A7 | Acquire advanced knowledge and demonstrating, in a context of scientific and technological or highly specialized research, a detailed and informed understanding of the theoretical and practical aspects and the methodology of work in the field of Gerontology |
| A8 | Know how to apply and integrate the knowledge acquired, the understanding of these, its scientific foundation and its problem-solving capabilities in social and socio-sanitary environments and defined in an imprecise way, including multidisciplinary contexts both researchers and professionals in the field of gerontology |
| B1 | Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context |
| B2 | That students know how to apply the knowledge acquired and their ability to solving problems in new or little-known environments within broader (or multidisciplinary) contexts related to gerontology and geriatrics |
| B3 | That students are able to integrate knowledge and face the complexity of making judgments from information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments. |
| B4 | That students know how to communicate their conclusions – and the knowledge and ultimate reasons that support them – to specialized and non-specialized audiences in a clear and unambiguous way |
| B5 | That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous |
| C6 | Acquiring skills for healthy lifestyles, and healthy habits and routines |
| C7 | Developing the ability to work in interdisciplinary or transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development |
| C8 | Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Impulsar a formación en materia de accesibilidade desde unha perspectiva preventiva e transversal. | AJ3 |
BC1 |
CC6 CC8 |
| Identificar o deseño universal como un ben social e de valor engadido para produtos e servizos. | AJ5 AR2 |
BC4 |
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| Entender a accesibilidade como un valor positivo que achega, mellora, e orienta ás persoas maiores. | AJ1 AJ2 |
BC2 BC3 |
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| Abordar as principais intervencións para fomentar o Envellecemento Saudable en relación ás TIC | AC1 |
BC5 |
CC7 |
| Profundar nos aspectos ambientais que inflúen, especificamente no benestar das persoas maiores, desde o deseño de contornas amigables. | AJ1 AJ3 AJ4 AR1 |
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| Contents |
| Topic | Sub-topic |
| TEMA 1. Capacidade, funcionamento e uso da contorna | 1.1 Conceptos e definicións. 1.2 Cuantificación de beneficiarios. |
| TEMA 2. Deseño universal | 2.1 Principios que rexen o deseño universal (Ron Mace). 2.2 Norma UNE 1700001. |
| TEMA 3. Produtos de apoio | 3.1 Consideracións de partida. 3.2 Definicións. 3.4 Clasificación xeral ISO. 3.5 Produtos de apoio como facilitadores da autonomía persoal. Novas tendencias. |
| TEMA 4. Accesibilidade cognitiva: Solucións transversais | 4.1 Definicións e referencias. 4.2 Abordaxes na contorna física e virtual. 4.3 Modelo para deseñar espazos accesibles. |
| TEMA 5. Accesibilidade física e sensorial | 5.1 Definicións e referencias. 5.2 Propostas para ir máis aló da eliminación de barreiras |
| TEMA 6. Envellecemento saudable. Contornas saudables. Cidades amigables | 6.1 Achegamento á terminoloxía e ás estratexias para levar a cabo un envellecemento saudable. 6.2 Programa da OMS para contornas adaptadas ás persoas maiores. 6.3 Rede de Cidades Amigables coas Persoas Maiores, que ofrecen e que facer para formar parte. |
| TEMA 7: Aplicación das novas tecnoloxías á saúde e benestar dos maiores | 7.1 Percepcións e actitudes dos maiores xerais cara ás TIC. 7.2 A persoa maior como axente activo da tecnoloxía. 7.3 Participación nas redes sociais. 7.4 Iniciativas utilizando as TIC en favor das persoas maiores, coidado e vida independente no fogar. |
| TEMA 8: Como impulsar a innovación das TIC aplicadas á saúde e o benestar dos maiores | 8.1 Experiencias en I+D+i en TIC |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Supervised projects | A1 A2 A5 A4 A6 A7 A8 B1 B2 B3 B4 B5 C7 C8 | 1 | 20 | 21 |
| Multiple-choice questions | A1 A2 A5 A4 A6 A7 B1 B2 B3 B4 | 1 | 8 | 9 |
| Guest lecture / keynote speech | A1 A2 A3 A5 A4 A6 A7 B1 B2 B3 B4 C6 | 16 | 16 | 32 |
| Critical bibliographical | A1 A2 A5 A4 A6 A7 B1 B2 B3 B4 B5 | 1 | 10 | 11 |
| 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 |
| Supervised projects | De revisión bibliográfica |
| Multiple-choice questions | Exame tipo test composto por corenta preguntas con catro respostas cada unha das cales unicamente unha será correcta. As preguntas mal contestadas restarán 0,33 puntos sobre as correctas, non restando as non contestadas. Para superar o exame o alumno deberá obter unha puntuación final do 65% do total unha vez restados os puntos das falladas. Ej; 30 ben, 4 mal e 6 non contestadas. A puntuación final será 30-4 0,33=28,68=6,5 |
| Guest lecture / keynote speech | Valorarase a asistencia e participación en clase |
| Critical bibliographical | Análise crítica artigos científicos |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Critical bibliographical | A1 A2 A5 A4 A6 A7 B1 B2 B3 B4 B5 | Análises críticas de artigos científicos | 20 |
| Supervised projects | A1 A2 A5 A4 A6 A7 A8 B1 B2 B3 B4 B5 C7 C8 | Traballos de revisión bibliográfica | 20 |
| Multiple-choice questions | A1 A2 A5 A4 A6 A7 B1 B2 B3 B4 | Exame tipo test composto de 40 preguntas | 55 |
| Guest lecture / keynote speech | A1 A2 A3 A5 A4 A6 A7 B1 B2 B3 B4 C6 | Valorarase a asistencia e participación en clase | 5 |
| Assessment comments | |||
| Sources of information |
| Basic |
Jesús Hernández Galán (2007). Ciudades globales amigables con los mayores : una guía. Biblioteca de la OMS
Margarita Sebastián Herranz; Isabel Valle Gallego; Ángela Vigara Cerrato. (2011). Guía de orientación en la práctica profesional de la valoración reglamentaria de la situación de dependencia: Productos de Apoyo para la Autonomía Personal. CEAPAT-IMSERSO
Muñoz, Raquel (2018). Inclusión digital y envejecimiento activo: la participación de los mayores en las redes sociales Digital inclusion and active aging: the participation of the elderly in social networks. Aula Abierta
Berta Liliana Brusilovsky Filer (2014). Modelo para diseñar espacios accesibles. Espectro cognitivo. . Colección Democratizando la Accesibilidad Vol.1. La Ciudad Accesible. |
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| Complementary | |
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| Recommendations | |||
| Subjects that it is recommended to have taken before | |||
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| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
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Recomendacións para o estudo da materia: · Asistencia regular ás clases. · Realización das prácticas de laboratorio. · Estudo diario dos materiais impartidos e da bibliografía básica. · Consulta da bibliografía complementaria recomendada. · Participación e discusión activa nas actividades que se organicen. · Realización das probas obxectivas que se vaian realizando. Para contribuír á consecución dunha contorna sostible inmediata e cumprir o obxectivo estratéxico 2 do "IV Plan de Actuación do Programa Campus Verde FCS (2020-2022)", o traballo documental realizado neste ámbito: a) A maioría solicitarase en formato virtual e soporte informático. b) Se está realizado en papel: - Non se utilizarán plásticos. - Realizaranse impresións a dobre cara. - Utilizarase papel reciclado. - Evitaranse borradores. |