Order Sas/1729/2010, Of 17 June, Which Approves And Publishes The Training Programme Of The Specialty Of Nursing Family And Community.

Original Language Title: Orden SAS/1729/2010, de 17 de junio, por la que se aprueba y publica el programa formativo de la especialidad de Enfermería Familiar y Comunitaria.

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Article 21 of the law 44/2003, of 21 November, management of the health professions and article 7 of the Royal Decree 450/2005, of 22 April, on nursing specialties, respectively, establish the procedure for approving the training programs of health in general and the specialities of nursing specialties in particular anticipation of their publication in the Official Gazette for general knowledge in both cases.

The National Commission of the specialty of nursing family and community, has developed the first training program in this field within the framework of the current lines of it.

The program has been ratified by the National Council of specialties in health sciences, an advisory body of the ministries of health and Social policy and education in specialized health training. It has also been studied, analyzed and reported by the Committee on human resources of the national health system which includes part, among others, directors of health of the various autonomous communities and the Director General of University policy of the Ministry of education.

Virtue, in accordance with the provisions of article 21 of the law 44/2003, of 21 November, and in article 7 of Royal Decree 450/2005, of 22 April, previous reports of the Committee on human resources of the system national health and the Ministry of education, have: first.-to approve the training programme of the specialty of nursing family and community whose content is published as an annex to this order.

Second. - the training program shall apply to the specialty of nursing family and community residents who obtain square in training in educational units of that specialty, from the annual convocation of selective tests for access to places of specialized health training which include squares of this specialty.

Final disposition.

This order shall enter into force the day following its publication in the "Official Gazette".

Madrid, June 17, 2010.-the Minister of health and Social policy, Trinidad Jiménez García-Herrera.

Annex the specialty of nursing family and community officer program name: family and community nursing. Duration: 2 years. Prior qualification: Diploma/graduate u. in nursing 1. Introduction, historical reference and current framework of the specialty from the appearance of the first district nurses in Liverpool in the second half of the 19th century, from public health nurses created by Lillian Wald years later in the United States, or more closely in our country, the first visiting nurses at the beginning of the 20th century, many have been the vicissitudes and transformations in both the formation and the development of what we know today as Family and community nursing.

The primitive name of public health nursing continued being used until the Decade of the 1970s, moment in which the world Organization of the Salus (who) and the Pan American Health Organization (PAHO) raised the need to clarify the contribution of nursing to improve the health of communities and the need for fundamental changes both in the conception and the reform of curricula. The name of «Community nursing» begins to be used in 1974 by the who to convene the first seminar called «Community Nursing», which was carried out to sketch a community approach to nursing care. Therefore is no coincidence the evolution conceptual and designation of «public health nursing» to «community care nursing».

WHO believes that the nurse specialist nursing family and community 'has deep knowledge on the complexity, both of persons, families and groups and of the interactions that occur between them. Likewise, it has meet the community that offers services, the resources available, the different ways of interacting between its members, etc.» Anticipating so same as this specialist is "ready to intervene in public health bodies, since it can identify elements in the neighborhood or community to influence in positive or negative way on the health of the family and the people that make it up, so it must be an active participant in the community in regards to health programs including local schools, non-governmental organizations, community groups, cultural, social, religious, etc. Drawing up a Community action as an essential element of primary health care.

While each country is at a different stage in the process of development of community nursing, basic ideas that define it are shared around the world. In Spain, despite the absence of a regulated training program of the specialty of nursing family and community, has developed a specific nursing care community coincident with the introduction of the new model of primary health care started in the Decade of the 1980s and which emanated from the Declaration of Alma Ata. The adoption of subsequent standards that established the mode of nursing in primary health care, the regulation of such model by Royal Decree 137/1984, of 11 January, about basic structures of health, publication of the General health law, incorporating studies of community nursing and nursing at the University level and the inclusion of subjects such as public health in the curriculum of study plans they have been factors that have contributed to the current foundations of nursing family and community.

This change of the old structures of the health situation was seen as an opportunity to bet by modernity and the comparability with health practices of more advanced countries. It was compensate health conception hospitalocentrista based on the disease and the techniques accepted in every moment and argued for a model of professional practice closer to the citizen, participatory, multidisciplinary, preventive and focused on health.

After the promising eighties of the past century, the process of evolution of the nursing specialties has been slow since on the one hand, health and academic structures not adapted, at first, to the new realities and opportunities opened up by the health-care reform of 1986, and on the other, by the dynamics of health-care reform that was expressed in a complex process of transfer of competencies in the field of health to the different autonomous communities, which today is considered completed.

After the first step taken by Royal Decree 992/1987, of 3 July, on obtaining the title of nurse specialist, the new Royal Decree 450/2005, of 22 April, on specialities of nursing has finally enabled the development of the specialty of nursing family and community program which will allow to give an optimal response to the needs arising from demographic changes social and economic that have been produced and they are generating new ways of adaptation to the environment and a process of change in health problems requiring planning, management and delivery of effective and efficient care nurses aimed at individuals, families and community.

The purpose of the present program of the specialty in nursing family and community, is to develop a process of active learning that allows contextualizing knowledge and integrate it into the daily dynamics of the nurses in training; exercising at the same time and broadly numerous skills of so that, at the end of their training period, you have levels of competence needed to carry out the specialty and are able to develop a continuing education throughout their professional lives.

This programme is an important step in the model of development of the nursing profession designed by law 44/2003, of 21 November, management of the health professions and by Royal Decree 450/2005, of 22 April, on nursing specialties. The implementation of this model has to be necessarily progressive and be carried out taking into account the guidelines contained in the third additional provision of the aforementioned Royal Decree, the characteristics of each health service as well as the competencies that correspond to the autonomous communities in planning, organization and human resources management.

It is not, therefore, mimic or repeat the pattern in other professional groups of specialists, or generalize the category of nurse specialist in the field of primary health care, but to combine the role of these professionals who have advanced training, with the needs and possibilities of the health system, combining the role of the nurse practitioner with a key figure flexible and useful for the health system such as that of general care nurse.

2. the values of family and community nurse society presents some claims on health arising from specific circumstances: demographic and economic factors, diseases prevalent, information technology, population movements and habits of health, rights of the citizen, etc. Specialist nursing family and community, through quality care will ensure a professional practice based on professional values that legitimize it to society, responding to the demands of health resulting from the factors referred to above.

The Mission of the nurse family and community is the professional participation in shared care of the health of individuals, families and communities, in the "continuum" of their life cycle and in different aspects of promotion of health, prevention of illness, recovery and rehabilitation in their environment and socio-cultural context.

The action of the nurse family and community is oriented by principles and scientific, humanistic and ethical foundations of respect for life and human dignity. Your practice requires interdisciplinary, multi-professional action and teamwork thinking and participation active persons who attends, with holistic vision of the human being in relation to family, social, and environmental context.

For the proper fulfilment of its mission, the values that are listed below should guide the formative process of nurse specialists in nursing family and community: a) commitment and guidance to individuals, families and community: people in its holistic, throughout his life and in their natural surroundings, with families and communities with their interactions , their culture and also in their environment and are active players in the attention given the nurse family and community. His performances are aimed at sharing of their health and well-being, not reduced to the clinical intervention in the presence of disease improvement and maintenance.

(b) commitment to the society, fairness and the efficient management of resources: the nursing family and community to develop its activity in the field of primary health care is the first contact and gateway to the health system. It has a high social responsibility for the efficient use of health care resources, since their inappropriate use represents not only a danger to people, but also an unnecessary expense that deprives the society of other resources.

Family and community nurse as a professional working in the primary care level should facilitate access to the healthcare system, eliminating any physical, structural or organizational barrier that hinders it. Also facilitate and promote citizen involvement responsible and active in the search for answers to their health problems and planning of health services.

Family and community nurse acquires a special commitment with the more social disadvantaged for reasons of social class, gender, ethnicity, age, disability, disease, etc. with the aim of maintaining a principle of equity in access to care. So it plans, directs, and implements specific health programs targeting the needs of these and other groups at risk in their daily activities.

Family and community nurse cooperates and participates actively with organizations and community networks, non-governmental organizations, associations of mutual aid and other public or private institutions that are intended to improve the health of all people.

(c) commitment to the continuous improvement of quality: the nursing family and community makes its decisions based on up-to-date scientific evidence and this keeps up their knowledge, skills and professional attitudes, at the time making involved people in the decisions that affect their health.

Besides knowing the basic tools of the quality of care, it applies them both in the self-evaluation of the quality of care provided as in the study of the needs and expectations of the people.

Family and community nurse recognizes as a prerequisite of quality care the value of the work in team and participation and co-responsibility of the persons who provided your care.

(d) commitment to ethics: the nurse family and community is demanding with itself, with own sanitary administration and with the rest of the actors involved in it, for the fulfillment of its mission.

Family and community nurse based his commitment with people in the principles of bioethics and, especially, given the idiosyncrasies of its scope, on the principle of autonomy (self care and responsibility). It ensures respect for the rights of users and patients in the healthcare system as stipulated in the management of the health professions Act and the basic law governing the autonomy of the patient and of rights and obligations in terms of information and clinical documentation.

It will keep the rigour and ethics in the performance of their duties of teaching and research.

(e) commitment to the security of users and patients: the nurse family and community will promote and develop the knowledge and culture of safety of persons which serves. Collaborate and participate in projects that promote and evaluate safe practices.

(f) commitment to professional development: the nurse family and community is committed to the overall profession development and particularly its main scope of work, the nursing intervening with families, communities and public health.

The versatility of the family nurse and community work is a feature of the specialty and an incentive to actively participate in the research, development, consolidation and updating of its own body of knowledge and action framework.

3. competence of the nurse specialist nursing family and community 3.1 features General. - This program focuses on the development of specific competencies to acquire specialist nursing family and community, ensuring that the resident has acquired the knowledge, skills, attitudes and values that make up these skills that have begun to acquire in the formation of the degree and will be expanding in depth and specificity, training specialized.

Develop advanced competencies that make up the professional profile of this specialist in family and community level, which in any case means the creation of exclusive of performance areas, since these skills are inscribed in the framework of the principles of interdisciplinarity and multidisciplinarity of professional teams in health care which enshrines the law 44/2003 , 21 November, management of the health professions.

(3.2 grouping of competencies in the specialty of nursing family and community — in the context of the health system the advanced skills of these professionals can be grouped into the following sections: to) competencies related to caregiving advanced direct clinical care in the field of family and community care to people throughout their life cycle and families at all stages , both in regards to its management, such as planning and development, according to the needs of the population and demands for health services. (Paragraph 5 of this agenda).

(b) public and community health-related competencies, relating to the design of education programs for health, epidemiological and environmental surveillance, and emergency and disaster situations. (Paragraph 6 of this program).

(c) teaching-related skills, both aimed at individuals and families as to students and other professionals. (Paragraph 7 of this agenda).

(d) powers related to the management of care and services in the field of family and community, in order to apply them according to the principles of equity, effectiveness and efficiency and developing strategies for the improvement of the quality of care in community care. (Paragraph 8 of this program).

(e) competencies linked with research, whose purposes are: using the best available scientific evidence, generate knowledge and disseminate the existing. (Paragraph 9 of this program).

(3.3 skills priority. - are considered priority competencies oriented a: to) identify the health needs of the population and provide the correct response of health care to citizens in any field (Center of attention, address, school, place of work).

(b) establish and direct networking sentinels of care epidemiology.

(c) develop indicators of activity and criteria of quality of care in the family and community level.

(d) increase the tracking and longitudinal care to assess the individual and the family from the perspective of the need for care, in your environment and in all stages of life, with special attention to those who must be cared for at home.

(e) respond effectively to the needs of the population with chronic diseases prevalent, to situations of disability, risk of getting sick and fragility.

(f) designing and developing strategies of intervention and community participation, focusing on health promotion and disease prevention.

(g) ensure the continuity of care and care, through the effective management and coordination of human resources and materials available.

(h) allow multiprofessional teams operate, through participation, reflection, analysis and the consensus and respect to own competences and other specialists and community level and public health professionals.

(i) improve the practice nurse at the family and community level through research in care nurses and to participate in multiprofessional research lines.

4. General features of the programme and teaching methodology 4.1 legal regime of training.

4.1.1. the system of specialized health education in our country has included the nursing family and community, as one of the specialties related to article 2 of the Royal Decree 450/2005, of 22 April, on nursing specialties.

In this regard as he is established in the articulo15 of the law 44/2003, of 21 November, management of the health professions, specialised training in health sciences, is an education and official character which aims to provide own corresponding specialty specialists knowledge, techniques, skills, and attitudes , simultaneously to the gradual assumption by the interested party of the responsibility inherent to the autonomous exercise of it.

4.1.2. to obtain the title of the specialty of nursing family and community, the resident nurses shall comply with the training programme in educational units multiprofessional care family and community, accredited training to comply with General accreditation approved for this purpose, for a period of two years full time.

4.1.3. the access to training, your organization, monitoring, assessment and accreditation of educational units multiprofessional care family and community, will take place as provided for in Royal Decree 183/2008, of 8 February, which are determined and classified the specialties in health sciences and develop certain aspects of specialized health training.

Monitoring and rating of the formative process of acquisition of skills during the period of residence be held through formative evaluation ongoing, annual and final, and as indicated in the Royal Decree 183/2008, cited.

4.1.4. the legal regime governing the employment relationship linking the nurse practitioner with the entity holder of the teaching unit where is this form, shall be subject to the provisions of the Royal Decree 1146 / 2006, of 6 October, which regulates the special employment relationship of residence for the training of specialists in health sciences.

4.2. general program objective: acquisition of skills. - the overall goal of this program is that at the conclusion of the training period the resident nurse has acquired professional competences listed in paragraph 3, through the development of specific competencies that referred to in paragraphs 5, 6, 7, 8 and 9, whose minimum activities places of learning and training schedule are specified in paragraphs 10 and 11 of this program.

This practico-clinica training is the backbone of this program since residence system is fundamentally about learning making.

4.3 methodology teacher. - use educational, both face-to-face and semi-present, techniques with a teaching methodology which gives priority to active learning tutored, creative educational methods that ensure the weighting and coordination with clinical training, through an experiential learning that involves a working relationship between the resident and the assignee of the teaching unit where is it forming.

For the acquisition of the competencies listed in this program, training managers carry out teaching strategies that encourage critical thinking and allow the integration of theoretical training with clinical and research training that is carried out in the various devices that make up the teaching unit.

In the learning process of these specialists, it is necessary that the same internalize that scientific advances are desfasan, promptly, so it is necessary to awaken residents concern with learning and assume that the commitment to the process of formation remains throughout his active life, acquiring a professional attitude adequate to the present. This objective is included as annex II to this program legal references and most significant bibliografiitas, related to the formation of the nurse specialist nursing family and community, for teaching units where these specialists are formed. These references may be updated periodically on the proposal of the National Commission of the specialty.

The theoretical training and clinical practice of this program will be held during the workday, without prejudice to the hours which they grant continuous care and personal hours of study outside of the day.

Common transversal training with other specialties in Health Sciences (Bioethics, methodology of research, radiation protection, clinical management, etc) will be handled to the extent possible, along with the residents of the different specialties into the teaching Commission of health unit/centre that corresponds.

He is considered favourable methods of learning the following: to) tutored self-training: active methodologies focused on learning in which the resident takes on responsibility for the process under the guidance and direction of the tutor. It can be performed in different ways: use of resident learning tools: teaching portfolio and book of the resident.

Directed learning: reading or recommended visualizations (books, videos, articles of interest, Web pages, etc.), learning based on problem solving, and discussion of cases and practical problems.

Realization of interactive distance learning courses.

Attendance at courses, symposiums, conferences and workshops related to the areas of knowledge of nursing family and community.

Preparation and exhibition of training sessions.

(b) field self-learning: realization of training in real-life situations of medical practice, in which resident lives critical and reflexive way the real situation in which its self-learning takes place. It can be performed in different ways: direct observation: the resident sees what the guardian does.

Tutored intervention: the resident carries out its activities in the presence of the guardian, while the resident has not yet acquired competition enabling it to fully assume responsibility for the activity.

Direct intervention, not supervised directly by the tutor when the guardian has already proven the acquisition of competence of the activity that the resident will perform autonomously.

Obtaining information in other indirect ways: audit of stories, patient opinion, opinion of other colleagues of equipment, etc.

Video-grabaciones of interventions of resident and subsequent analysis with the tutor.

Field work.

(c) transmission of information sessions: the guardian conveys complex information on a specific subject, to encourage the creation of a conceptual framework. You can use the visual support or material demonstration deemed necessary to promote understanding. The sessions can be: Classic lecture.

Participatory class.

(d) discussion sessions: learning is based on discussion of issues or problems between residents and the head of the formation. They can be held: seminars.

Resolution of cases, clinical sessions sessions.


(e) practical sessions: resident rehearse and learn the task that will be carried out later. They can be: real-life situations.

Simulated situations: group work, role games, simulators, computer programs, etc.

4.4 care continued. - concept of continuing care services have a formative character, during the two years that hard training in the specialty and will be scheduled subject to the regime of day and breaks that current legislation.

The guards will be on any device of the teaching unit and will be planned taking into account the fulfilment of the objectives of the training program.

We recommend carrying out between two and four guards monthly.

4.5 protection radiation. training - during the delivery of the program the resident nurse will form in radiation protection with the objective of acquiring basic knowledge in this area, to be adjusted as provided in the European guide «Protection radiological 116», in the terms referred to in the annex I to this program. For this purpose, the nurses in the specialty of nursing family and community training will acquire training in radiological protection provided for in the joint, April 21, 2006, the Directorates-General of public health and human resources resolution and Economico-presupuestarios services of the then Ministry of health and consumption, by means of which remembers incorporate training in radiological protection in certain training programs in specialties in health sciences.

5 clinical skills advanced at the family and community level 5.1 clinical and advanced methodology.

Capacity: to) apply conceptual models for nursing practice in the field of family and community care.

b) use the process nurse's assessment of the State of health, identification of issues of health/nursing diagnoses and objectives of the user (family or group), treatment interventions planning nurse and assessment of outcomes.

(c) establish an effective communication and therapeutic relationship with patients, families and social groups in the field of specialty.

d) carry out diagnostic and therapeutic techniques, especially related to the prevention and control of chronic diseases more prevalent.

(e) planning, directing, developing and evaluating, together with other specialists and professionals, programmes of attention to chronic diseases present in the family and community level.

(f) use and indicate the use of drugs and other health products related to nursing in the field of family and community care in accordance with current legislation, with special attention to the processes of chronicity and dependency situations.

(g) integrate and provide other non-pharmacological therapeutic measures as diet, techniques of relaxation or exercise in the alterations of health more prevalent in the field of speciality with special attention to the processes of chronicity and dependency situations.

(h) planning, directing, developing and evaluating, together with other specialists and professionals, programs of minor surgery in the areas of family and community nursing intervention.

(i) to detect situations that require coordination or referral to other professionals, specialists, or levels of care.

(j) work in teams, in family and community care.

(k) document and record the process of attention using new information and communication technologies in the area of specialty.

(l) manage the ethical and legal conflicts that arise as a result of the practice of nursing family and community, to solve them or in their case referring them to others.

(m) manage, lead and develop family and community care from the perspective of the patient's safety.

(n) lead, designing and implementing a health care and some family and community nursing care based on case management.

Learning outcomes: conceptual models nursing is used as guide of the process of care in clinical practice.

Gets precisely the relevant objective and subjective data in the assessment of the State or situation of health.

It organizes, synthesizes, analyzes and interprets data from different sources to make judgments about the problems of health/diagnostic nurses.

It assesses the accuracy of the diagnosis nurse in family and community care and treatment nurse outcomes.

He knows and carries out interventions nurses related to chronic diseases more prevalent based on current evidence, with special attention to which are developed at the home of the patients who need it.

He meets and performs nursing interventions in situations of dependency and fragility, with special attention to which are developed at the home of the patients who need it.

You know the rules concerning use, indication and authorization for drugs and medical devices.

Discover drugs and health products related to nursing care that are developed in the field of specialty to achieve effective and efficient management and use.

Performs the procedure of precise clinical reasoning to make prescriptions.

Known and used as part of the treatment nurse non-pharmacological therapeutic measures as diet, techniques of relaxation or exercise in the most common in the field of specialty health alterations.

It discusses the knowledge and beliefs of individuals, families and communities about drugs, non-pharmacological therapeutic measures and sanitary products.

It implements, coordinates and executes programs of minor surgery and other diagnostic and therapeutic, techniques with technical and legal security for both patient.

It promotes the full participation of patients in the process of decision-making about their health.

It identifies and acts in conflict situations.

Detects ethical or legal conflict in the practice of family and community care and is able to apply the principles of bioethics or the rule of law.

Know and apply the concepts and the rules of professional secrecy, informed consent, confidentiality, autonomy of the patient and rational use of resources in the field of family and community.

It recognizes the diversity and multiculturalism.

It handles the persuasive communication.

Known and active necessary diversion channels.

It uses language nurse taxonomies.

Identify and use new applicable technology tools in attention and communication.

It handles the basic concepts related to the safety of the patient.

Designs and uses systems of notification of adverse effects of drugs and other health products.

It makes reporting and learning systems to facilitate the analysis of the causes that originated the error and prevent them.

He leads in its scope of work, the dissemination and acquisition of a culture of patient safety.

He knows and applies the Modal analysis of failures and errors (FMEA) method for the analysis of security problems.

Rotations and educational activities: clinical rotations in the health center and other clinical devices.

Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: focus on holistic health problems. Advanced management of methodology and taxonomy of nurse in EFyC language. Therapeutic communication. Empathy. Advanced EFyC safe for the patient and the evidence-based techniques. Techniques for the implementation of diagnostic and therapeutic interventions. Use of drugs, medical devices and other common treatment approaches in the EFyC... Different models and tools for coordination and continuity of care between different levels of health care. Efficient economic impact for the health system. Responsibility with the optimization of health resources.

5.2. the attention in infancy.

Capacity: to) rating consistently, within the context of family and community, the child development in their physical, psychological, cultural, environmental and social aspects.

(b) to promote the health of the children in the family and in the community, with special attention to the school.

(c) prevent the disease of children and girls in the family and community context.

(d)) providing specialized care at the community level, together with other specialists and other professionals as needed, in emergencies: changes in child development, health problems of acute type, disabilities and chronic health problems.

Learning outcomes: early detected abnormality in the child health and development situations.

It implements programs that will encourage habits and healthy behaviors in the school and in the community, identifying and coordinating the different health agents.

It facilitates and promotes autonomy by the parents in caring for their children.

It contributes to sexual development in children.

Power the self-responsibility of the children in their individual health and the Group and environmental.

It works in team with the educational system and with other professionals and specialists.

It prevents, detects and intervenes in situations of child abuse and child marginalization.

Preventing children's accidents and its potential consequences, together with families and the school.

Designs, directs, executes and evaluates related health programs: child health, school health, other.

It provides care in the family and community level in coordination with other members of the team.

It promotes the adaptive processes required both the environment and people, in the event of illness or disability.

It facilitates the adaptation of the family environment for the continuity of care in the home.

Rotations and educational activities: clinical rotations at the health center. Interventions at the school. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: the child development and assessment (scales, exploration, methods and systems) tools. Dynamics and family adjustments in relation to the child and to his State of health. Methods of education for health adapted to the school environment. Vaccination programs.

Integrated approach to the health of children in their social and family environment/unit. Respect for the rights of children.

Application of scales and assessment systems. Child health education techniques. Application and adaptation of vaccination guidelines.

(5.3 attention in adolescence: capacity: to) assess the development of the adolescent in their biological, psychological and social aspects.

b) to promote the health of adolescents in their aspects, biological, psychological and social, individual and group.

(c) prevent the disease of adolescents in their aspects, biological, psychological and social.

(d) preventing accidents of adolescents and its aftermath.

(e) provide specialized care to adolescent health problems at the community level, together with other specialists and other professionals when necessary.

(f) encourage the development of sexual and gender identity, detecting possible difficulties.

(g) help families to effectively address the crisis of adolescence.

Learning outcomes: identifies health problems associated with developing psychological, biological and social teenagers.

Promoting self-care, self-esteem, social skills and life healthy in general (physical activity, food, sexual health, relationships...).

It promotes responsible behavior with respect to activities involving risk.

Detecting early health risk behaviors related to alterations of the power, self harm...

Directs, works or participates in programs of EpS aimed at adolescents.

It promotes the effective family coping with situations of risk (pregnancy, substance abuse, violence, etc.).

It works with adolescents with problems of health with special attention to: disorders of eating behavior and body image, antisocial behaviour, violence and abuse, drug addictions and addictions, among others.

It helps and supports the teenager in making decisions about health problems.

It promotes the effective family coping with disease situations.

It contributes to the promotion of sexual health.

It promotes the acceptance of adolescent sexual condition.

Trained to the use of methods of problem solving, decision making and social skills.

Precociously detecting gender-related identity issues.

It contributes to the adoption of healthy reproductive behaviour.

He collaborates with parents in addressing problems related to adolescence, their negotiation and the resolution of problems and conflicts.

Rotations and educational activities: clinical rotations in the health center and young inquiry. Interventions in the educational, cultural centers and youth leisure. Child and youth mental health units.

Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: global development of adolescents, instruments and strategies of assessment processes. Health education of adolescents, with special attention to sexual health and risk management. Dynamics and family adjustments in relation to adolescents.

Entirety of the health of adolescents and their families. Empathy and relationship therapy to this age group.

Effective communication with adolescents. Relationship of trust and support. Negotiation. Use of the method of resolution of problems.

5.4. attention to overall health in adulthood.

Capacity for: a) plan, develop, execute and evaluate programs of promotion of health and prevention of disease of the adult in its aspects biological, psychological and social prevalent in adulthood, both individually and in groups.

(b) plan, execute and evaluate care management programs to people with illness and dependency in terms of equality, developing them, both in medical devices and in family or home and community environments.

(c) identify and act in situations of violence, especially against gender-based violence.

(d) plan, execute and evaluate programs concerning the chronicity and disability by developing them both in medical devices and in family or home and community environments.

Learning outcomes: Adviser responsible for decision-making on health.

It encourages personal autonomy and prevents dependency.

It promotes mental health.

He advises on the use of measures of protection against accidents.

It prevents complications arising from a situation of health altered.

It encourages effective coping of altered health situations.

Evaluates the quality of life of the people attending the biological, psychological, and social spheres.

It identifies the existence of factors of risk for health, with particular emphasis on healthy lifestyles and specific prevalent in the community health problems.

It identifies, assesses and controls the evolution of the chronic problems of health and the specific problems of health management in the community.

Promotes healthy lifestyles and self-care both individually and internationally or in community settings.

Identify and intervene before signs and symptoms of gender violence, labour etc.

It mobilizes resources to addressing problems of health, with special attention to the problems of disability or dependence in the family environment.

Get to know the methodology of home care in the field of family and community nursing.

Rotations and educational activities: clinical rotations at the health center and other devices. Physical exercise and health centres. Education units to chronically ill patients. Evaluation and homecare devices. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: physical, chemical, biological and social risks associated with the alteration of the health in the adult. Prevention measures of specific prevalent in the community health problems. Specialty care and specific therapeutic.

Comprehensive approach, biopsychosocial, of health. Approach to risk assessment and health intervention. Respect for the decisions of the person.

Management of the scales of assessment and clinimetricos standardized test. Clinical skills to provide specialized care. Cognitive restructuring and reinforcing behavioral techniques. Effective communication techniques. Methodology of home care.

(5.5 attention to sexual, reproductive health and gender: capacity: to) promote the sexual and reproductive health in both men and women.

(b) intervene in programmes of sexual and reproductive health in populations with special needs such as disabled, people at risk of social exclusion, etc.

(c) promote health during pregnancy, childbirth and puerperium in family and community environments, and participate with other members of the team or specialists in the planning, direction, coordination and evaluation of specific activities.

(d) to promote the health of the woman and the man in climacteric stage.

(e) to promote prevention and early detection of male and female genital cancer and breast.

(f) detect and act in situations of gender violence.

(g) preventing, detecting and intervening in the health problems of women and men linked to gender at the community level.

Learning outcomes: related to sex and gender with the processes of health in both men and women.

Promoting sexual health.

It integrates into the specialized care of nursing, sexuality, and the couple's relationship as aspects involved in health.

Informs, advises and makes partners individuals and couples on afectivo-sexuales pleasant and healthy behaviors.

It enables people to informed choice and responsible use of contraceptive methods.

Collaborates in the monitoring of contraceptive methods, including emergency contraception, following the guidelines that determine the specialists in the field of Gynecology and obstetrics.

Participates in the development of education and Council for sexual and reproductive health programmes.

It is oriented to the demand for IVE and derived specialists that in each case corresponds.

It deals with the influence of the most common chronic diseases and their treatments in sexual response.

Detects early difficulties in perception in gender identity and directs or leads to other professionals as necessary.

It detects early sexual dysfunctions in individuals and couples, and advises or drift to other professionals as necessary.

He knows and uses existing resources to meet the needs related to sexuality and reproduction in populations of special features such as disabled, people at risk of social exclusion, etc.

Power self care of pregnant women.

It identifies factors of social risk in pregnancy.

It captures early pregnant women and contributes to your health monitoring.

Advisor for the effective coping with pregnancy and the suitability of the environment.

It works to adapt family, home and community environments to promote breastfeeding.

He collaborates in the proper recovery and adaptation of family, home and community environment after birth.

Provides assistance to the delivery of emergency in the area delivered.

It reinforces self-esteem and self-knowledge of the climacteric age people.

It promotes the knowledge, coping and self-care before more frequent in climacteric stage changes, both physical and emotional and social.

Promotes the adaptation of sex to be enjoyable and safe.

Plans and participates in programs to promote the health of women and men in climacteric phase.

Spread of male and female genital cancer, and breast screening programmes and implements actions of the European Community.

Awareness to men and women for the acceptance of the Diagnostics of genital cancer and breast.

Power breast and genital cancer preventive healthy lifestyle habits.

He collaborates in the education of men and women respect and coexistence between genders.

It prevents and detects early risk of gender-based violence.

It serves the victims of gender-based violence.

He acknowledges discomfort of women in response to the social determinants of gender.

He works in the first level of care, the bio-psycho-social discomfort of women and men with a comprehensive approach that includes constraints of gender and subjectivity.

Rotations and educational activities: clinical rotations in the center of health, contraception and family-oriented, and the corresponding hospital units, such as delivery, puerperium units room... Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes, and skills:

Sexual health: education and counseling. Contraception in the community setting. Women and the environment adaptations to pregnancy and the puerperium. Delivered emergency childbirth. Techniques and resources for the prevention and early detection of genital cancer male and female, and breast. Effective coping of the climacteric changes. Determinants of gender in health. Health in relation to gender violence problems.

Vision of health from a gender perspective. Conception holistic of sexuality. Respect for their own decisions related to sexuality and reproduction. Empathy with the victims of gender-based violence.

Education for health. Trust, confidentiality and therapeutic communication.

(5.6 attention to elderly people: capacity: a) plan, develop, implement and evaluate programmes for the promotion of the health of the elderly in their family and community environment.

(b) plan, develop, execute and evaluate, together with other professionals and specialists, programs of prevention of the complications and health problems more common in the elderly in their family and community environment.

(c) detect and intervene early so the health problems prevalent in the elderly in their family and community environment.

(d) detect and intervene early in situations of fragility or social isolation of elderly people.

(e) develop health care programs in situations of dependence.

(f) training of persons manage family caregivers for care of the elderly in the family.

(g) to manage targeting persons care family caregivers in the family environment.

(h) identify and mobilize resources (own, social or community network) to better adapt to the needs of the elderly and their caregivers.

(i) identify needs and promote the proper use of materials and instruments support and adaptation required to perform the basic activities of daily life.

(j) take care in your environment to the patient and his family at the end of life, respecting their decisions.

Learning outcomes: autonomy of the elderly in the performance of activities of daily life in their family and community environment.

It promotes health physical, psychological, social, cultural, environmental, sexual and spiritual of older persons with the greatest possible autonomy.

It promotes home care as a preferential area of care to older dependents or with serious health problems.

It stimulates the creation and maintenance of networks and self-help groups.

Identify and intervene early in cases of abuse so wholesale.

It prevents accidents and falls, taking care of the security of their environments, especially the home.

It encourages and enhances mobility and balance through exercise.

It prevents complications in the elderly with mobility restricted at home.

It prevents complications the elderly arising from alterations of health and treatment regimens.

Values for the autonomous performance capabilities.

Help in adapting to the role changes due to age and supports to elderly people at the loss of your partner and other loved ones.

It detects early cognitive, physical, relational and functional impairment of the elderly person.

It provides specialized care to compensate for dependencies and functional limitations.

It recognizes critical signs of poor prognosis.

It identifies people carers as main subjects of care.

It supports people caregivers in making decisions regarding care.

Collaborates to make people carers provide quality care, preventing the negative impact on their health.

He knows and uses efficiently support socio-health resources to the patient and his family.

Known and recommended materials and tools support and adaptation required to perform the basic activities of daily life.

Cared for and accompanies the person at the end of life.

It attends to the duel of the person and his family, preventing and addressing dysfunctional grief reactions.

She plans, implements, and coordinates together with other professionals and specialists palliative care programs.

Rotations and educational activities: clinical rotations by the Center for health and other social and health devices.

Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: risk factors for the global health of the elderly, techniques and scales for their evaluation. Effective coping strategies. «Fragile» elder care. Sexuality and affection in the elderly person. Resources health for support in the care of the dependent person and his family. Home care in the elderly. The caretaker as recipient of care. The process of end of life at the community level. Grief management. Situations of violence against elderly people.

Respect for people's personal, cultural and religious choices. Empathy to situations of loss (duel).

Use of assessment scales. Working with groups. Physical and sensory stimulation.

(5.7 attention to families: capacity: to) plan, direct, develop, and evaluate programs and comprehensive care to promote health and prevent problems in families, in contexts of health with special attention to the risk of disease.

(b) relate the influence on the family have health problems, at the cognitive level, the emotions, the daily activities and in terms of interpersonal relationships. As well as the influence of family dynamics on health problems.

(c) carry out interventions that promote health and prevent family problems, with special attention to problematic situations and crises.

(d) prevent and detect domestic violence.

(e) manage community and family programs for the prevention and detection of crisis and violence.

Learning outcomes: uses a methodology of analysis appropriate to work with families, using systemic strategies for formulating hypotheses, intervene, and evaluate.

It includes the scope of the family dynamics in the process of health and illness of its members.

Understand the scope of phenomena such as: the protection and the dependency of affected family members of health problems.

Comprehends and analyzes power in family relations, roles, communication systems and examines its relationship with the existence and management of health problems.

It includes the isolation of sick people and their families and intervenes to cushion the effects.

It is considered the care in their family context.

He knows and appreciates the health needs of families in their different stages of development.

It identifies the different stages of the development of families and helps their effective coping.

It empowers families in decision-making.

It trains and assists the family in coping with crisis or problem situations such as illness or death of a member, arrival of a new component, parental separations, etc.).

Detected psychosocial problems and families at risk, and provides proactive family counseling.

Develop the role of the family as a promoter of health.

Housing as a context of health values and recognizes the importance that has in the family health.

It provides access to resources for adaptation of the family in the processes of health and in crisis situations.

Meet and further systems and family support networks.

Manages group dynamics for intra-family conflict in contexts of health management.

It detects and intervenes at an early stage in situations of risk and/or domestic violence.

It identifies risk and family crisis situations and develops contingency plans.

Rotations and educational activities: rotations in the health center. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: family, structure, dynamics, types and family life cycle.

Power relations in the family, the roles and rules, the expression of feelings. The conjugal relations.

The concepts of systemic family intervention strategy.

Family care instruments: genograms, specific questionnaires (family APGAR, social support, stressful life events...). Early family counseling. Intervention with families in crisis management: duels, members with addictive behaviors, mental illness, in end of life, arrival of new children... Housing as a living space and determinant of health. The family perspective in individual health problems. The role of the family caregiver. Domestic violence. Group dynamics.

Perception of the family as a health. Acceptance and assessment of the capacity of the family for the promotion of their health. Respect for the decisions of the family.

Negotiation. Interview with couples and families. Management of instruments of family approach.

Working with groups. Work with families in conditions of equality (partnerships).

(5.8 attention before emergency, emergencies and disasters: capacity: to) individually or as a team to react to emergency situations.

(b) cooperate in the prevention and intervention in situations of emergencies and disasters.

Learning outcomes: effectively manage life support resources and techniques for attention on the urgent need at EU level.

Ensures the safety of the patient and the environment to prevent possible complications arising from the emergency situation at Community level.

It attends to the family and environment in emergency situations.

Identifies available resources in situations of emergency, your organization and responsibilities.

He collaborates on performance devices to emergencies and disasters.

Rotations and educational activities: clinical rotations at health center, urgent care points, centers of urgencies and emergencies and emergency health transport. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: urgent action protocols. Advanced life support techniques. Mobilization and transport of patients in emergency situation. Techniques for prioritization of problems.

Leadership and coordination capacity. Serenity in the decision-making process.

Situations of crisis and stress management. Decision-making capacity. Application of the techniques of life support, mobilization and transport of patients.

(5.9 attention to health in situations of fragility or capacity for health risk: a) promoting health and the integration of groups excluded or in risk of social exclusion (migrants, ethnic minorities and other groups).

b) manage interventions linked to problems: immigration, ethnic minorities. disability, underdevelopment, marginalization and others.

(c) detecting and early intervene in situations of socio-sanitary fragility of the people at all life stages.

Learning outcomes: identifies specific needs of minority, excluded groups or risk at Community level.

He collaborated in planning, coordination, implementation and evaluation of programmes of attention to minority, excluded groups or risk, at the community level (individual and group).

Prevent and detect situations of social and health care exclusion, fragility and social isolation.

Power the development of social networks.

He collaborates in the management of the health of socially excluded groups.

Working with intercultural groups.

Rotations and educational activities: rotations at health center. Collaboration with NGOs. Health devices. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: risk factors related to situations of marginalization and social isolation. Problems health more prevalent in this type of population. Existing resources.

Proactive in the pursuit of social conditions of risk. Empathy, tolerance and understanding of different attitudes. Respect towards others.

Strategies of coping with situations of social marginalization and approach. Approach to risk in the assessment of individuals and families. Expression and communication in other languages (sign language, other languages etc.) Revitalization of communities and groups for promoting Intergroup solidarity.

6 skills in public and community health capacity: to) analyze the situation of community health and plan and develop community health promotion programs.

(b) planning and developing health education programs in the community.

(c) design, execute and assess epidemiological surveillance programs.

(d) to promote and manage community participation.

(e) establish effective communication with institutions, community and services with different levels of health care.

(f) planning and developing actions on environmental health.

(g) collaborate with other specialists and professionals in the health programs in the work environments of the community.

(h) you know the system of information, monitoring and control of work-related accidents and occupational diseases.

Learning outcomes: researches, analyzes, and interprets the responses of the community to the problems of health, taking into account, among others, the gender perspective.

He collaborates with the community in the detection of the factors that affect their health.

It carries out research related to the promotion of health.

Identify educational needs for community health (EpS).

Plans, develops, and evaluates programs of EpS with the community.

He leads and make cross-sectoral socio-health intervention programs in prevention, promotion, and EpS.

Identifies and uses the concepts of economy in the management of health promotion programs.

Designs and evaluates informational and educational materials.

It involves the media in the EpS.

It handles information epidemiological and socio-cultural systems.

It develops and manages care epidemiology surveillance networks.

Precociously identify situations of risk to the health and activates relevant alarm mechanisms.

It prepares reports on relevant or emerging health problems.

He collaborates in the management of inspection and registration of food, public establishments and environment activities.

Identifies and evaluates community resources to meet the needs of health.

It promotes community participation.

It promotes and coordinates social networks, self-help, non-governmental organizations, voluntary groups and other resources.

Manage the planning of care and coverage of demands and needs in the community with other community sectors, public or private.

It recognizes and promotes the relationship between the environment and health.

He collaborated in the identification and prevention of environmental sources of risk in the community.

It identifies and assists in the management of the processes that are carried out in a public health laboratory.

Participates in the design and development of programs of the working environments of the community through collaboration with committees of safety and health at work or with other community health professionals.

It uses and interprets the data of the system of information, monitoring and control of accidents and occupational diseases.

Rotations and educational activities: rotations in health, epidemiological and of programs, inspection, food control and environmental health unit and other units of public health and health administration, health NGOs. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: promotion and health education programmes. Methods and techniques of social research. Measures and basic legal framework on protection and environmental monitoring and food security. Information systems and surveillance health and epidemiology. The management of community resources. Multicultural approach to health.

Promotion of community participation. Respect for the environment and sustainable development. Respect for other cultures and ways of life. Acknowledgement of the community as the core of the care action.

Promoting leadership and monitoring of health in the community. Development of Community intervention strategies that promote community participation. Planning, design and implementation of measures for the protection and prevention of health risks. Communication and group work.

7 capacity for teaching skills: to) identify and assess training needs and the factors that influence the learning of care in the family and community level, allowing us to provide an effective and efficient response.

(b) develop learning objectives.

(c) determine the teaching plan that best meets the identified needs/demands.

(d) decide on pedagogical formulas that use and better adapt to each specific case.

(e) manage and facilitate the preparation and use appropriate teaching material necessary for the teaching.

(f) manage the implementation of the education plan.

(g) assess the achievement of the learning people and education by persons.

(h) designing texts of disclosure: brochures, protocols, articles of opinion.

Learning outcomes: determines the level of knowledge of the group to which it is directed training.

Determines the motivation of individuals towards learning.

Determines the learning capacity of people, evaluating the pace of learning and skills to understand and retain depending on their level of education and age.

Learn and apply learning incentives.

Formula pedagogical objectives related to training needs.

It identifies the skills that have to be purchased.

Develops and plans a training strategy.

Selects and uses the means of support and supplementary material most suitable for the purpose of the program.

Transmits effectively the specific contents.

It assesses the impact of the training programme.

It produces texts and brochures for information and dissemination.

Discover the different means of disclosure.

Gender and language considered non-sexist in the preparation of information materials.

Rotations and educational activities: rotations in health centre and schools. With different groups health education activities. Elaboration of informative texts. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: educational planning. Educational strategies. Design and evaluation of educational materials. Evaluation of learning techniques.

Accessibility and removal of barriers to communication.

Respect for the choices and individual learning processes. Empathy. Active listening.

Communication. Use of ICT. Self-directed learning (learning to learn).

8 skills in management of care and services in domestic and capacity aspects: to) lead, coordinate and conduct the clinical care management processes. patients, families and social groups in the field of specialty.

(b) managing, leading and coordinating working groups and nursing team work and multidisciplinary.

(c) manage, lead and coordinate the continuity of individual, family and community care and health services.

(d) managing the information systems related to professional practice and propose improvements in the development of clinical documentation in the area of specialty.

(e) manage, lead and coordinate continuous improvement of the quality of care.

Learning outcomes: applies the basic tools of management by processes to clinical management.

Applies the based health assistance in the scientific evidence (ASBE) as a tool for clinical management.

It applies the patient-oriented models of management.

The different assessment instruments used in clinical practice.

Working as a team, in the different areas of work.

He leads, coordinates and stimulates the activity of the team.

It runs properly any type of working group.

Solve and properly manages the conflicts that arise in the team or work group.

He knows and describes the structure of the health system.

Discover the different models of organisation of AP. equipments

It handles different models of management and organization of the activity in the consultation, at home, in the community and in urgent activity.

It handles properly the tools that facilitate continuity of care.

You know the characteristics of the health information systems.

It handles different registration systems used in primary care and meet its practical utility.

It manages and interprets the most common indicators of activity in primary care.

Meet the primary health care information system.

It efficiently handles programs and computer applications used in primary care.

Know the theoretical basis and methodology of the electronic clinical record.

Identify shortcomings and makes proposals for the development of the software of the nurse documentation.

It applies the principles of the so-called 5s in all areas where it is necessary to ensure the safety of patients.

It ensures comprehensiveness, integration and global nature of care, minimizing fragmentation of care.

It ensures continuity and coherence of the work of the different professionals and establishments of the national health system.

It speeds up the interventions of the professionals who make up the health care system and the social assistance system.

It optimizes and streamlines the consumption and use of services and resources.

Avoid duplication or gaps in services and benefits.

It manages the comprehensive health care in patients of high complexity.

You know the concept of quality, continuous improvement of quality, and the various components that comprise it.

Know and apply the steps in the cycle of quality improvement.

He knows and uses various instruments used in each phase of the cycle.

He knows and manages the measurement of the perceived quality tools.

It handles the basics on the quality monitoring.

Participates in the design and development of a clinical practice guideline.

Get to know the European model of excellence.

Rotations and educational activities: rotations in the health center and management units. Workshops and theoretical sessions with active methodology.

Brief description of the contents, attitudes and skills: methodological foundations of clinical management: management by processes and management models. ASBE as an instrument for clinical management: decision-making, variability in clinical practice, clinical practice and evaluation of practice guides. Usefulness of efficiency and cost-effectiveness studies. Leadership and influence as a coordinator and facilitator of equipment. Structure and organization of the health system at all levels. Models of organization of the EAP. Continuous improvement of quality. Systematic and comprehensive assessment of the organization.

Positive attitude towards the evaluation and knowledge of the error as a method of improvement. Recognition of the value of teamwork.

Resolution of conflicts. Interpretation of indicators most commonly in primary care. Use of computer programs used in AP.

Elaboration of criteria or standards of quality from the scientific evidence. Identification and documentation of the processes of care, developing evidence-based clinical practice guidelines.

9 research capacity for skills: to) to base their clinical practice and the equipment that leads on the best available evidence.

(b) generate scientific knowledge.

(c) disseminating scientific knowledge.

Learning outcomes: understand and apply core concepts of the scientific method including the formulation of hypotheses, statistical errors and calculation of sizes of samples and statistical methods linked to the contrast of hypotheses.

It bases its day-to-day clinical practice on scientific bases.

Find and select your specialty-specific clinical documentation.

Read and interpret critically, with an applicative view, scientific documentation.

It develops procedures, protocols, and clinical practice guidelines.

Apply the ethical principles of scientific research.

Design, development and implementation of research projects, which are especially related to the specialty.

It identifies research needs from his clinical practice.

It innovates in the field of definition of diagnoses, interventions and outcomes in nursing family and community, especially in chronic and dependent sick, and attention to individuals and communities in situations of fragility or risk to your health.

Write own his field of scientific work.

It exposes and effectively defend themselves within his field of scientific work.

It transmits to citizens or to the population, so adapted and intelligible, the findings of scientific knowledge.

Rotations and educational activities: all rotations. Workshops and theoretical sessions with active methodology. Design of a research project.

Brief description of the contents, attitudes and skills: finding relevant information. Clinical practice guidelines, procedures and protocols. The ethics of the research. The logic of the research process. Qualitative and quantitative research strategies. Statistics and analysis of qualitative data. Knowledge of priority lines of research in family and community nursing. Standards for exhibitions of scientific communications, oral and written in the media most commonly used in family and community nursing.

Reflective attitude to clinical practice and scientific concern. Concern about ask and respond to questions arising from the practice. Interest so that the citizen receives highest quality nursing care. Sensitivity to share knowledge and that nurse advancement and discipline.

Management of the main sources of clinical guidelines. Realization of a critical reading of scientific publications. Development of research in their specialty field questions. Coordination and working in research teams. Communication for exhibition in public. Scientific writing.

10 rotations and activities minimum integral and personalized care community nurse obliges you to perform multiple interventions targeted to different groups and with different objectives and methodologies throughout your workday. Therefore, a resident who share day with an EFyC specialist nurse tutor, will meet in a same rotation, objectives of different headings of your training program.

The rotations will be planned for each resident subject to your individual training plan to be adjusted to the guide or training itinerary which will be adopted by the Commission on a proposal from the tutor teaching.

At least 60% of the training time will be held at the health center, in which the resident will carry out activities, both in consultation and in the homes of patients, as well as other devices, organizations and institutions in the community.

During the first year a rotation of at least four months, will be held at the health centre where the guardian pay services and to be finalized by the second year of the same way. The rest of the time will be distributed between time in the health center and rotations by other devices, depending on needs and resources.

Resident can perform external rotations not foreseen in this training programme in national or foreign centers on the terms laid down in article 21 of the 183/2008 RD.

Minimum activity skills in childhood care rotation device.

100 visits well-child visits.

Health Center.


acute/chronic 50 queries.



Participates in the development and execution of, at least, an intervention program in school health in all its stages.

Child and youth mental health center.

Attention in adolescence.

Intervention group in one of the following thematic units: sexual affective education, preventing unintended pregnancy, STI, violence, substance abuse, etc.

Health Center.


25 individual queries of teenagers.

Institute of secondary education.



Check young.



Community: Youth associations, youth centres of leisure culture or sport.



Child and youth mental health center.

Attention to overall health in adulthood.

300 queries nursing demand / scheduled in adults with acute and chronic health deficits.

Health Center.


50 scheduled home visits.

Mental Health Center.


Participate in planning and development and assessment, at least in a speech of group health of adults with chronic pathology education.

Unit evaluation unit.


Minor surgery: 20.

Hospital: Unit education diabetes or other chronic diseases.


Intervention programmes existing in the health centre diagnostic and/or therapeutic techniques (Control anticoagulation, domiciliary hospitalization etc.).

Sports Centre for adults.


Participate at least in a community-based intervention or community participation.



Intervention program of physical exercise for health.



200 C. health emergency.


Attention to sexual, reproductive health and gender.

Guidance for family planning: 15 couples.

Health Center.


Assessment and advice on STI 5 men and 5 women.

Family Counseling Center.


Educational intervention and emergency contraception: 10.

Device preparation for childbirth and pregnancy in primary care follow-up.


Care and follow-up for pregnant women: 10.

Hospital: Obstetrics and childbirth room, unit menopause, preventing Gynecologic cancer unit.


Collaborate in the 5 delivery assistance (the use of simulators is will boost).



Postpartum visits: 10.



Promotion of breastfeeding: 10.



Sexual health education and coexistence between genres: intervention in two groups.



Attention to the female and the male climacteric stage: 10.


Care for the elderly.

300 queries nursing demand / scheduled.

Health Center.


Workshops for carers: 2. Sports Centre for the elderly.


Intervention program of physical exercise for health.

Mental health center.


Care for patients with cognitive impairment at home: 25.

Unit evaluation unit.


Functional and cognitive assessment at home: 25.

Community centers of care of elderly (centers, geriatric etc.).


Interventions for cognitive, social, and functional maintenance of the elderly at home: 25.

Socio-sanitary coordination unit.


Coordination of community health resources: 5. palliative care unit or device (home, hospital, etc.).


Care to patients at end of life at home: 10.


Care for families.

Family valoracion-Intervencion at different stages of the family cycle: Health Center.


with newborn children: 2. with school: 2. with teens: 2. with "empty nest" syndrome: 2. one-to-one risk: 2. with immobilized family: 4. with the elderly with health problems: 25.



with people at end of life: 10.


Attention to urgencies and emergencies.

100 children's Hospital urgent care claims.

(Emergency and continuing care) Health Center.


100 hospital urgent care claims.

Pediatric Emergency admissions.


250 demands urgent attention in the center of health or home.

Hospital urgent care service.


10 interventions in emergency situations.

Emergency health transport service.

Public and community health.

2. activities for epidemiological surveillance (food, manipulative, food establishments, school dining, markets, sampling etc.).

Health Center.


Management activities in at least 3 health programs.

Unit epidemiology (counseling or health service).



Programs (counseling or health service) unit.






Devices of food control and food handlers.



Environmental health units.




Here a picture appears in the original. See the PDF document official and authentic.

Annex I programme of nursing family and community development of paragraph 4.5 resident nurses must learn, in accordance with provisions of the existing legislation, basic radiological protection adjusted as provided in the European guide «116 radiological protection», on the following matters: a) atomic structure, production and interaction of radiation.

(b) nuclear structure and radioactivity.

(c) quantities and units radiological.

(d) physical characteristics of the equipment of X-ray or radioactive sources.

(e) fundamentals of radiation detection.

(f) fundamentals of radiobiology. Biological effects of radiation.

(g) radiation protection. General principles.

(h) quality control and quality assurance.

(i) national and regulatory European legislation applicable to the use of ionizing radiation.

(j) operational radiation protection.

(k) specific aspects of radiation protection of patients.

(l) specific aspects of radiological protection of exposed workers.

The teaching of the earlier sections will focus taking into account the real risks of exposure to ionizing radiation and its biological and clinical effects.

Duration of training: the training content of the previous letters to), b), c), d), e), f), g), h), i), will be held during the first year of specialization. Its duration will be between six and ten hours, break-away blade in modules, which will be taught according to the training plan to be determined.

((The training content of the letters j), k) and l): will they be taught progressively in each of the successive years of training and its duration will be between two and four hours, highlighting the practical aspects.

Place of preparation: the training content of the letters to), b), c), d), e), f) g), h), i), will be taught by the members of a service of hospital Radiophysics / radiation protection / medical physics. ((The training content of the letters j), k) and l): will be taught in a health care institution with hospital Radiophysics service / protection Radiologica/fisica Medica, in coordination with the health care units of this institution specifically related to ionizing radiation.

Effects of training: training in radiological protection in the period of residence before mentioned, conforms to required by the applicable law for the training of specialists in health sciences, unless, in any case, such training involves the acquisition of the additional second level in radiation protection referred to in article 6.2 of the Royal Decree 1976 / 1999 of 23 December, which establish the criteria of quality in radiology, interventional procedures guided by fluoroscopy. (Order SCO/3276/2007, of October 23, - BOE November 13, 2007).

Organization of training: when so advise it the number of residents, specialties and services of-Radiofísica/Radiologica/fisica medical protection involved, the competent organs specialized health training of the various autonomous communities may take, in connection with the teaching commissions concerned, measures to coordinate its implementation with a view to the rational use of training resources.

Annex II legal and bibliographical references of indicative character related to the formation of the specialist nurse in nursing family and community.

1 legal references more significatvas: law 14/1986 of 25 April, General health.

Royal Decree 183/2008, of 8 November, which incorporated into Spanish law Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005, and the directive 2006/100/EC of the Council of November 20, 2006, relating to the recognition of professional qualifications, as well as to certain aspects of the practice of the profession of lawyer.

Law 41/2002, of 14 November, basic law governing the autonomy of the patient and of rights and obligations in terms of information and clinical documentation.

Law 16/2003, of May 28, cohesion and quality of the national health system.

Law 44/2003, of 21 November, management of the health professions.

Law 55/2003, of December 16, the framework statute of the statutory staff of the health services.

Royal Decree 450/2005, of 22 April, on nursing specialties.

Law 29/2006, of July 26, guarantees and rational use of medicines and sanitary products.

Royal Decree 1030 / 2006 of 15 September, which establishes the portfolio of services of the national health system.

Royal Decree 1146 / 2006 of 6 October, which regulates the special employment relationship of residence for the training of specialists in health sciences.

Law 39/2006, of 14 December, promotion of Personal autonomy and care for people in a situation of dependence.

Act 14/2007, 3 July, on biomedical research.

Royal Decree 1393 / 2007, of October 29, which establishes the planning of official university education.

Royal Decree 183/2008 February 8, 2008, which are determined and classified the specialties in health sciences and develop certain aspects of the system of specialised health training.

2 books: 2.1 community nursing, primary health care and public health.

Ashton, J. Seymour, H. New public health. Masson. 1990 Benítez del Rosario, MA. Salinas Martín, palliative care and primary care. Iberian Springer-Verlag. 2000 Bernabeu Mestre, J. Gascon Pérez, E. history of nursing in public health in Spain (1860-1977). University of Alicante. 1999 Colomer revolt, C. promoting health and social change. Masson. 2000 Contel, JC. Gene, J. Peya, M. homecare. Organization and practice. Iberian Springer-Verlag. 1999 duarte Climents, G. Salgado Gómez, J. Sánchez Gómez, MB. Community nursing-public health. ENFO-editions. 2008 franco Agudelo, S. Public health today. National University of Colombia. 2002 cold Osuna, A. community nursing. Masson. 2000 cold Osuna, A. public health and health education. Ed. Masson, S.A. Barcelona, 2004.

Girbau Garcia, MR. Community nursing. Masson. 2004 Jaffe, M. Skidmore-Roth, L. nursing home care. Harcourt Brace. 1998. Imedio Lopez, E. palliative care nursing. Editorial Médica Panamericana. 1998 Martin Zurro, A. Cano Perez, JF. Primary care. Concepts, organization and clinical practice (2 volumes). Elsevier. 2008 Martinez Riera, JR. Pine Casado, R. nursing in primary care (2 volumes). DAE. 2006 Mazarrasa, L. German, C. Sanchez, A. Sanchez, AM. Merelles, T. Aparicio, V. public health and community nursing (3 volumes). McGraw-Hill-American. 1996 Piédrola Gil. Public health and preventive medicine. Masson. 2008 ramos Calero, E. community nursing, methods and techniques. DAE. 2000 Sánchez, A. Aparicio, V. German, C. Mazarrasa, L. Merelles, A. Sánchez, A. community nursing (2 volumes). McGraw-Hill-American. 2000 Universitas-Miguel Hernández. Courses of palliative medicine in primary care (2 volumes). AstraZeneca. 2000 2.2. Health planning, education for health, participation and community intervention: Calvo Bruzos, S. in the Diaz school health Educación of Saints. 1992 Donati, P. Manual of Sociology of health. Diaz de Santos. 1994 García Calvente, mm. Mateo Rodríguez, I. Gutiérrez Cuadra, p. care and caregivers in the Informal system of health. Andalusian Institute of women. 1999 Garcia Ferrer, J. New social sustainability. Ariel sociology. 2000 Garcia, M. Saez, J. Escarbajal, A. health education. The commitment to quality of life. Aran. 2000 Catalan Gavidia, V. health, education and quality of life. Publishing Co-operative teaching. 1998 Gómez, C. Lozano Rius, M. health education. A cross curricular. Consellería de Sanitat IVESP. 1998 grace Fuster, E. Social support in community intervention. Paidós Social work 1. 1998 Heierle Valero, C. taking care among caregivers. Exchange of family support. Foundation Index. 2004 Juárez, f. educating in the classroom. Activities to work in education for health. Eneida health issues. 2001 Justamaante, M. Díez, MT. Education for health. Teaching guide. University of Alicante. 1999 mayan Santos, JM. Nursing and health care. DAE. 2005 Perdiguero, e. Comelles, JM. Medicine and culture. Studies between anthropology and medicine. Ediciones Bellaterra. 2000 Pérez, R. Sáez, S. Promotion and health education group. Millennium publishing. 2005 Pineaul, R. Daveluy, C. Health planning. Concepts, methods and strategies. Masson. 2002 Restrepo. Malaga. Health promotion: How to build healthy lifestyle. Pan American. 2002 Sáez, S. Font, P. Pérez, r. Marqués, F. promotion and health education. Millennium publishing. 2001 Saez, S.marques, F. Colell, R. health education. Techniques for working with small groups. Pages. 1998 Sanchez Alonso, M. The participation. Methodology and practice. Popular editorial. 2004 Sánchez Moreno, a. et to the. School health education: experience and participation. University of Murcia. 1997 Sánchez Vidal, a. Community intervention and prevention programs. PPU. 1993 Serrano González, MI. Education for the health of the 21st century. Diaz de Santos. 1997 Turabian, JL. Community participation in health. Diaz de Santos. 1992 2.3 communication and care family: Clydebank, T. Miller, D. Psicoterapia behaviour in primary care. Martínez Roca. 1986. Cibanal, L. Introduction to the systemic and family therapy. ECU. 2006 Cibanal, L. Maple, MC. Nurse/patient relationship. University of Alicante. 1991 Cibanal, L. Maple, MC. Carballal, MC. Techniques of communication and relationship of assistance in health sciences. Elsevier Spain. 2003 Cibanal, l. Martinez Riera, JR. Basics of family nursing. ENFO editions. 2008 Gimeno, to. The family the challenge of diversity. Ariel psychology. 1999 Gomez Sancho, M. How to give bad news in medicine. Group medical classroom. 1996 Minuchin, S. Fishman HC. Family therapy techniques. Paidós family therapy. 2004 Minuchin, S. Fishman HC. Families and family therapy. Gedisa. 2003 Valverde Gefaell, C. therapeutic communication in nursing. DAE. 2007 2.4 teaching and learning nursing: Foucault M. discipline and punish. Twenty-first century in Spain. 1998 Isralowitz Pedrola, JL. Navarro Matillas, B. caring for the trainer. Emotional and communication skills. EASP. 2005 Medina, JL. The pedagogy of care: knowledge and practices in training Univ. Nursing. Laertes. 1998 Medina, JL. Desire to care for and will to power. The teaching of nursing. Universitat de Barcelona. 2005 Schön, DA. The training of reflective professionals. Paidós. 1992 villar angle, LM. Cheerful pink, OM. Manual for excellence in higher education. McGraw Hill. 2004 2.5 research: Alvarez Cáceres, R. multivariate and nonparametric statistics with SPSS. Application CC SS. Diaz de Santos. 1994 red Armijo, R. Basic epidemiology in primary health care. Diaz de Santos. 1993 Badia, X. Salamero, M. Alonso, J. The measure of health. EDIMAC. 2002 Bobenriieth Astete, MA. The original scientific article. Writing, style and critical reading. 1993 Burns, N. Grove, SK. Nursing Research. Saunders. 2004 Coffey, A. Atkinson, p. find the meaning to qualitative data. University of Antioquia. 2003 Gerrish, K. Lacey, A. nursing research. McGraw Hill. 2008 Huth, eg. How to write and publish works in the health sciences. Masson - Salvat medicine. 1992 market, FJ. Gastaldo, D. Calderón, C. paradigms or designs of qualitative research in health. Basque health service. 2002.

Market, FJ. Gastaldo, D. Calderón, C. qualitative research in health in Latin America. Methods, analysis and ethics. Basque health service. 2002 Pearson, A. Field, J. Jordan, Z. clinical practice based on evidence in nursing and health care. McGraw Hill. 2008 Polit DF. Scientific research in the health sciences. McGraw Hill Interamericana. 1991 Richart, M. et to the. Bibliographic research in nursing and other health sciences. University of Alicante. 2001 Sandoval Casilimas, C. qualitative research. ICFES. 1996 Silva Ayçaguer, LC. Sampling for research in health sciences. Diaz de Santos. 1993 Wolcott, H. improving the writing of qualitative research. University of Antioquia. 2003 2.6 nursing management: Baudouin Meunier. The management of non-commercial organizations. MAP. 1993 Beckhard, R. Pritchard, W. strategy for change. Management in the business organization. Parramon. 1992 Blankenship Pugh, J. Woodward-Smith, MA. Practical guide for the direction of nursing staff. DOYMA. 1992 EUE Santa Madrona. The exercise of the address from the perspective of caring. Obra Social "La Caixa" Foundation. 2005 la Monica, the. Management and administration in nursing. Mosby/Doyma books. 1994 Lamata, f. et to the. Health marketing. Diaz de Santos. 1994 plain Señaris, j. et to the. Health management. Innovations and challenges. MASSON. 1999 Marriner-Tomey, A. Administration and leadership in nursing. Mosby. 1996 muir Gray JA. Evidence-based health care. Churchill Livingstone. 1997 rescuers sources, P. Sánchez Lozano, FM. Jiménez Fernández, R. Manual administration of nursing services. Ariel medical sciences. 2002 varo, j. strategic management of quality in health services. Diaz de Santos. 1993 Vuori, HV. The quality control of health services. MASSON. 1991. 3. Role of nursing journals: Revista Editorial Web Magazine.

Editions role.

http://www.e-rol.es/ nursing goals.


Clinical nurse http://www.enfermeria21.com/.


Evidentia http://www.elsevier.es/home/ctl_servlet?_f=110. Journal of evidence-based nursing.


http://www.index-f.com/evidentia/inicio.php nursing Index.


http://www.index-f.com/index-enfermeria/revista.php community nursing.


http://www.enfermeria21.com/ community nursing. International Journal of family and community health care.


http://www.index-f.com/comunitaria/revista.php Gaceta Sanitaria.


http://www.elsevier.es/home/ctl_servlet?_f=110 21st century health management.


http://www.elsevier.es/home/ctl_servlet?_f=110 health 2000.

Journal of the Federation of associations for the defence of public health.

http://www.fadsp.org/html/saud2000.htm primary health care.


http://www.elsevier.es/home/ctl_servlet?_f=110 culture of care.


http://www.index-f.com/cultura/revista.php American Journal of Health Promotion.


http://www.healthpromotionjournal.com/ public health papers.

Escola Nacional de Saúde Pública Sergio Arouca, Fundação Oswaldo Cruz.

http://www.scielo.br/scielo.php?script=sci_serial&pid=0102-311X&tlng=en&lng=en&nrm=iso Health Education Research.


http://her.oxfordjournals.org/ Journal of Public Health.


http://jpubhealth.oxfordjournals.org/ Public Health Nursing.


Cuban Journal of public health http://www.wiley.com/bw/journal.asp?ref=0737-1209.


http://bvs.sld.cu/revistas/spu/indice.html Revista de Saúde Pública.

 Revista Española de Salud Pública.


http://scielo.isciii.es/scielo.php/script_sci_serial/pid_1135-5727/lng_es/nrm_iso Revista Latino Americana de Enfermagem.


http://www.scielo.br/scielo.php?script=sci_serial&pid=0104-1169&lng=en&nrm=iso Ibero-American Journal of community nursing.

Association of community nursing.

http://revista.enfermeriacomunitaria.org/ 4. Websites of interest: Community Nursing Association: http://www.enfermeriacomunitaria.org/ Bandolier: http://www.infodoctor.org/bandolera/ Cochrane Library plus: http://www.update-software.com/Clibplus/ClibPlus.asp Federation of associations of community nursing and primary care: Fisterra http://www.faecap.com/: http://www.fisterra.com/ Guiasalud: http://www.guiasalud.es/home.asp Index of Nursing: http://www.index-f.com/ Instituto Joanna Briggs: http://es.jbiconnect.org/ Investén (Instituto de Salud Carlos III): http://www.isciii.es/htdocs/redes/investen/investen_presentacion.jsp Medline : http://www.ncbi.nlm.nih.gov/sites/entrez?db=PubMed Ministry of health and consumption: http://www.msc.es/ who: http://www.who.int/es/ Pan American Health Organization: http://new.paho.org/

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