Mission
To generate, transfer, and apply scientific knowledge focused on prevention and the improvement of population well-being across the life course.
We work to understand the social determinants of health, design and implement innovative strategies, and evaluate interventions that contribute to reducing inequalities, improving the quality of care, and informing more equitable, efficient, and person-centred health practices and policies.
In addition, the research group is committed to training researchers capable of addressing emerging social and health challenges with an ethical, critical, and transformative perspective.
Vision
We aspire to generate significant social, economic, and scientific impact through the production of rigorous evidence, the implementation of innovative strategies, and the evaluation of interventions that contribute to improving population health and well-being.
We aim to promote a prevention-oriented research model capable of reducing inequalities, guiding decision-making, and transforming professional practice, health education, and health policies.
Our vision is to become a reference centre in the development of effective, sustainable, and person-centred solutions that generate structural changes in society.
Main Research Lines
The research group has 2 main research lines and 4 areas of expertise:
Line 1. Prevention and Determinants of Health
- 1.1 Social Determinants of Health
| Objective: To generate and disseminate knowledge on the influence of social determinants on health across the life course, from preconception to adulthood. |
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Achievements (completed or ongoing)
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Challenges for the next 3 years |
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We have demonstrated how non-standard employment conditions affect health trajectories and chronic stress.
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We are working to show the impact of maternal mental health on child development; frailty in kidney transplantation; dietary patterns in immigrant populations; and nursing leadership in people management and health outcomes.
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We are analysing biomarkers to help identify states of health and disease and strengthen prevention and health promotion.
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To deepen longitudinal methodologies that allow identification of reverse causality (not only cross-sectional associations).
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To integrate qualitative and quantitative data to capture the voices of affected individuals and the social and cultural context.
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To assess the economic impact of working conditions on mental health and well-being.
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- 1.2 Prevention and Health Promotion
| Objective: To design, implement, and evaluate interventions focused on prevention and health promotion, facilitating knowledge transfer to contribute to a more efficient, sustainable, and quality-of-life-oriented health and social system. |
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Achievements (completed or ongoing)
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Challenges for the next 3 years |
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We have conducted studies on the experiences of patients and families in different contexts, incorporating qualitative assessments that highlight the importance of the nursing role and quality of care.
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We have participated in cross-cultural validation of instruments, descriptive cohort studies, and clinical trials.
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We have secured research contracts to describe and analyse accessibility to treatments in chronic diseases.
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To involve patients and the general public in research, from project design to dissemination of results.
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To translate research findings into concrete institutional changes (protocols, hospital policies, etc.).
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To assess the economic impact of prevention and health promotion interventions.
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Line 2. Education and Health Competencies
- 2.1 Innovation in Learning Environments
| Objective: To design, implement, and evaluate innovative pedagogical strategies based on neuroscientific discoveries about human learning and adult learning models, in order to improve knowledge integration and retention, develop professional skills and competencies, transform behaviours, and foster healthy, respectful, and transformative learning environments. |
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Challenges for the next 3 years
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We have collaborated with healthcare and educational institutions on simulation-based practice projects, development of educational platforms, and the design of healthy clinical learning environments (emotional management of clinical placements).
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We have participated in inter-university studies on Generation Z students' perceptions, motivation, and expectations; the use of clinical simulation, virtual reality, and other active methodologies in health education.
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We are working to raise awareness of students' well-being in relation to their intersectional positions and educational spaces.
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To scale up innovative training interventions (simulation, emotional management, active learning) with proven effectiveness to reach more students, professionals, and institutions.
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To evaluate the impact of training in prevention and health promotion interventions at the competency level, in health outcomes, and at the economic level.
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To support health education institutions in implementing sustainable teaching innovations oriented toward prevention and health promotion.
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- 2.2 Nursing Roles and Competencies
| Objective: To define, develop, and evaluate new nursing roles and competencies that enable a more effective response to social and health inequalities and to support the transition from a curative care model to a preventive one, integrating a holistic and contextual vision of health. |
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Achievements (completed or ongoing)
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Challenges for the next 3 years |
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We have defined and contributed to consensus on specific competencies for nurse anaesthetists through Delphi studies.
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We have conducted qualitative studies on ethical and moral dilemmas faced by perioperative nurses, particularly during COVID-19.
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We have advanced knowledge in the advanced practice of nurse anaesthetists, kidney transplant nurses, and nurse managers with leadership roles.
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To strengthen the integration of ethical, moral, and relational competencies in nursing education and evaluation.
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To adapt professional competencies to emerging healthcare challenges (health technologies, demographic changes, crisis contexts, pandemics, etc.).
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To assess the impact of competencies on health outcomes, patient safety, and satisfaction.
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To contribute to the definition and consensus of a competency-based professional development model for nurses.
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