Módulo: Mecanizado (MEC)apliense.xtec.cat/arc/sites/default/files/GP unit 1 and 3_ SAN0I... · Web viewGuia del Professor 1. Aims. UNIT 1: To understand the human needs and their

AF_ SAN01 _Emotional Care Guia del Professor

1. Aims

UNIT 1: To understand the human needs and their classification according to different models. To compare a hierarchical model (Maslow) with a non-hierarchical one (Virginia

Henderson). To use vocabulary related to the human needs. To understand the concept of self-actualization. To understand the role of a nurse according to Virginia Henderson model.

UNIT 2: To learn communication skills that are necessary for providing quality emotional care to patients.

To distinguish verbal and non-verbal communication. To use active listening strategies. To empathise with the patients.

2. Materials and methodologyUNIT 1Food for thought (30 minutes)

TIPS All units begin with an introductory section called: Food for thought.

o This section contains basic questions related to the topic of the unit so that the students can reflect on how much they know about human needs before starting to work.

o Food for thought should take approximately 30 minutes of class time.

The teacher should take this into account when explaining and correcting the task:o Priorization, hierarchy and humans needs are subjected to some degree of

subjectivityo Students may not be aware of the fact that when they suffer from a disease we

may not be able to satisfy some of our basic needs.

AF_SAN01_ Emotional Care/ Guia del professor.Maria Redon 1

Human Needs: Concept and models.FOOD FOR THOUGHT

1. What are human needs? Write a list of human needs2. Arrange those needs in order of importance from the most important to the least

important3. Compare your list and prioritization with your classmates’. 4. Do you think that everybody has the same human needs?5. Do patients have more needs than a healthy person? Why do you think so?

o Regarding the question: What’s nurse and nurse assistant role? The answer could be :

To reach the independence of the patient as soon as possible. We should take care of our patient’s needs during the nursing process;

above all nursing assistants have a very important role in the implementation step of the nursing process.

KEY

a. The correct order of human needs according to Maslow, from the top to the bottom of the pyramid is:

5. Self-actualization4. Esteem

3. Love/Belonging2. Safety

1. Physiological needs

Figure 1. Maslow Pyramid

b. Possible answers 5. Self-actualization: studies, learning from classes or from others. 4. Esteem: healthy self-esteem, being capable of passing your exams, of making friends.3. Love/Belonging: talking with your friends, expressing emotions, belonging to a club.2. Safety: housing (flat, apartment, cave), money for food, etc. 1. Physiological needs: breathing, eating, drinking, sleeping, resting, etc.


Task 1. Human needs according to Abraham Maslow (1 hour)

Find below Maslow’s hiearchy of needs. This diagram is a pyramid with 5 levels. Each level represents different human needs.

1. Self-actualization 2. Safety3. Love/Belonging4. Physiological needs5. Esteem

a. Complete the blanks in the pyramid below with the following list of human needs:b. Place the words in your list of human needs under each of the Maslow categories.

TIPS Encourage the students to describe what physiological needs are, what they think that

safety and love mean. Students can answer this by thinking about their daily activities. If students do not know what belonging, esteem and self-actualization mean, explain

these concepts using examples or showing them some images to help the students to understand the words.

TO KNOW MOREYou can find more information about human needs according to Maslow on this website.

http://www.slideshare.net/carterfsmith/maslow-hierarchy-of-needs-presentation

Task 2. Human needs according to Virginia Henderson (1 hour)

KEY: Maslow’s needs are divided into 5 levels and they are hierarchised. A need would have to be mostly satisfied before someone can give his/her attention to the next higher need. However Virginia Henderson describes 14 needs and they are not hierarchised. What is more, worship according to one’s faith does not appear in Maslow needs.

TIPS

I may recommend giving this task as homework. Students can use the dictionary to look up the verbs or nouns. Facilities: the building for a specific purpose, service. (Attention, facilities is a false

friend!)


Maslow was not the only one who established a list of human needs. Virginia Henderson also created her own inventory of needs.

a) Look at the next Henderson list of human needs and compare it with Maslow’s. Can you spot 2 differences?

b) Read the list of human needs according to this model. Identify verbs and nouns and translate them into your language. Use the table below.

http://www.slideshare.net/carterfsmith/maslow-hierarchy-of-needs-presentation

Final draft GP unit1 unit2 _v1_marianredon200614

KEY: Table 1. Verbs and nouns from Virginia Henderson Human Needs



Task 3. Self-actualization (1 hour)

TIPS Students must read the glossary before starting task 3. They should pay attention to actualize and achievement definitions. These terms are

essential to understand the video. This task would also be very useful to practice pronunciation. Teacher may use this task to remind students that _ness creates abstract nouns from

an adjective (goodness, whiteness, selfishness, closeness) These are some questions you may ask to the students before watching the video:

o Have you had some peak experiences?o Do you know self- actualizing people? o Have you ever met any of them?

These questions can help students to understand the video better.

“No one can do everything, but we nearly all are able to achieve more than we think we can”

Length: 9’ 59 minutes

Maslow’s Hierarchyhttp://www.youtube.com/watch?v=CF2c1q_OvdE

1. Where was Maslow from? 2. What are Maslow’s assumptions?3. What have you learnt about Maslow’s life and importance? 4. What are the characteristics of self -actualizing people? 5. What self-actualizing people does the video mention?

KEY:1. He was from New York, America.2. Human nature is basically good. Normal human development involves the actualization

of the goodness.

AF_SAN01_ Emotional Care/ Guia del professor.Maria Redon

GLOSSARYActualize /æktʃʊəˌlaɪz/ to make actual or real, to represent realisticallyAchievement /əˈtʃiːvmənt/ accomplishment, goal achieved, talentCode /kəʊd/ rules or lawsCoin /kɔɪn/ createCrowd /kraʊd/audience, populace, massesShelter /ˈʃeltəʳ/ refuge

We are going to watch a video that expands on the Maslow Hierarchy, particularly on the importance of self-actualization. Read these questions before watching the video.

5

http://www.youtube.com/watch?v=CF2c1q_OvdE


3. Responses can vary:a. He described human needs. b. He said that some needs have to do with survival, physically or psychologycally.c. According to Maslow the human needs are hierachised/prioritized.d. He studied psychology.e. He died in California.f. He was one of the founders of Humanistic Psychology.

4. Morality, autonomy, creativity, spontaneous personality or spontaneity, problem solving abilities, lack of prejudice, peak experiences

5. Peak experiences are high points in life when the individual is in harmony with himself and his/her surroundings.

6. Einstein, Gandhi, Teresa de Calcutta, Steven Hawking, Nelson Mandela…

TO KNOW MOREYou can find more information about Maslow’s biography and theory on this website.

http://webspace.ship.edu/cgboer/maslow.html

Task 4. Virginia Henderson: nurse role (1 hour)

TIPS

Students should learn the following vocabulary before starting the task Propose the students to build sentences using the words in the glossary Possible questions to ask: what are your aims? what tasks do you usually perform?


GLOSSARYAim /eɪm/ intention, objectiveGoal /ɡəʊl/ aim, intentionRole /rəʊl/ usual or customary function, as in a game of roleWill /wɪl/ determined intentionStrength /strɛŋθ/ the state or quality of being physically or mentally strongPerformance /pəˈfɔːməns/ the act, process, or art of performing

Virginia Henderson described the nurse's role as substitutive (doing for the person), supplementary (helping the person), complementary (working with the person). Her goal was to help the person become as independent as possible.

6

http://webspace.ship.edu/cgboer/maslow.html


KEY: The unique function of the nurse is to assist the individual, sick or well (healthy), in the

performance of those activities contributing to his/her health or to his/her peaceful death. The objective is that the nurse helps the patient to perform daily tasks that he/she would perform unaided if he/she had the necessary strength, will or knowledge. And to do this in such a way as to help him/her gain independence as rapidly as possible" (Henderson, 1966).

Length: 2.05 minutes

First lady of Nursing: Virginia Henderson: http://www.youtube.com/watch?v=c3mnNPozt_w

HIGHLIGHTSThe Goal of nursing: to gain independence and to improve the health of individuals and thus to reduce illness.

Task 5. Class quiz (1 hour)

TIPS Some students may have problems to form sentences.


sick death will independence health rapidly

a) Complete the gaps of Virginia Henderson definition of nursing with the following words of the box:

b) Listen to the interview of Virginia Henderson. Pay attention to the functions of the nurse. Check the previous task.

We are going to create and take part in a contest about human needs and models.

1. Work in teams of four people. 2. Create 2 multiple choice questions about both models. 3. Write the questions on the piece of paper your teacher is going to give you. 4. Present your questions in turns. 5. Answer the questions in turns.6. Discuss why only one of the answers is correct.

7

http://www.youtube.com/watch?v=c3mnNPozt_w


Help them by creating the first multiple choice question.

For example:1- Maslow’s needs are divided into:a. 5 levels.b. 4 levels.c. 3 levels. d. 2 levels.

2.-Virginia Henderson described:a. 14 needs.b. The nurse role.c. a and b are correct.d. None of the above answers are correct.



UNIT 2

Food for thought (30 minutes)

Empathy in communication

FOOD FOR THOUGHT1. What does communication mean?2. What is the difference between information and communication?3. Is feed-back important for an effective communication?4. Who are the sender and the receiver in the diagram below?5. Are we always the senders or the receivers of messages? Why? Do we

constantly exchange the roles?6. Is communication essential in patient care? Why?7. Are you a good communicator?


KEY

1. Ask your students for possible communications situations in health centers, in a patient’s ward, in the doctor’s office, in the emergency room admittance, doing health educational tasks.

2. Information: it is the transmission of a message from a sender to a receiver.

Communication: it is a bi-directional sequence of transmission of messages where the counterparts are both "senders and receivers".

3. Feed-back is audience response, which enables us to evaluate the effectiveness of our message. Effective communication is critical in health care settings where miscommunication may lead to misdiagnosis /misˈdaɪəgˈnoʊsɪs/ and improper or delayed medical treatment.

4. Answer in the diagram below.

5. Patients and hospital staff are both senders and receivers. They exchange their roles constantly.

6. Answers will vary.

7. Yes, I am. Because I am very friendly, extrovert, patient, assertive, not shy, and I can explain my opinion to other people clearly. I have good fluency in my mother tongue and I also use body language to enhance the communication.

9


TO KNOW MOREYou can find more information about non-verbal communication

1. Body Language at Work by Peter Clayton http://www.youtube.com/watch?v=t-eC2QQ-nSM&feature=player_detailpage

Task 1. Communication process (1 hour)


Feed- back

SENDERRECEIVERWhat I meanWhat I understand

Encode DecodeChannel

Noise

GLOSSARY

Wink /wɪŋk/ to close and open one eye quickly, deliberately, or in an exaggerated fashion to convey friendliness, etc.

Nod /nɒd/ to lower and raise (the head) briefly, as to indicate agreement, invitation, etc.

Close /kləʊs/ near in space or time; in proximity

Pitch /pɪtʃ/ the quality of a sound governed by the rate of vibrations producing it; the degree of highness or lowness of a tone.

Frown /fraʊn/ to draw the brows together and wrinkle the forehead, esp. in worry, anger, or concentration

Laugh /lɑːf/ to express or manifest emotion, esp. happiness or amusement, typically by expelling air from the lungs in short bursts to produce an inarticulate voiced noise, with the mouth open

Proxemics /prɒkˈsiːmɪks/ the branch of knowledge that deals with the amount of space that people feel it necessary to set between themselves and others

Sources: online dictionaries: http://www.wordreference.com/; http://www.oxforddictionaries.com/es/definicion/ingles/proxemics

ELEMENTS OF COMMUNICATION

10

http://www.oxforddictionaries.com/es/definicion/ingles/proxemics

http://www.wordreference.com/

http://www.youtube.com/watch?v=t-eC2QQ-nSM&feature=player_detailpage


TIPS Don’t forget to explain the previous concepts to the students. Use different examples to achieve the proper comprehension of the definitions.

Complete the diagram of verbal and non-verbal communication by writing the words in the list under the corresponding categories.

1. Pitch variation (highness or lowness)2. Body contact3. Posture4. Facial expression5. Hand movements6. Pauses7. Volume variation8. Sound9. Laughter10. Head movements11. Eye movement12. Winking

13. Nodding14. Untidiness15. Frown16. Shaking hands17. Stress on words18. Intonation19. Speaking speed20. Silence21. Buzzer sound22. Red light23. Pictogram



WRITTEN

COMMUNICATION

VERBAL NON-VERBAL

VOCAL

KINESICS(BODY LANGUAGE)

PROXEMICS

PARALANGUAGE

SIGNS

VOCAL NON-VOCAL

How are they saying something?What are they saying?

Pitch variation PausesVolume variationSoundLaughter Stress on wordsIntonationSpeaking speedSilence

PostureFacial expressionHand movementsHead movementsEye movementWinkingNoddingShaking handsFrownUntidiness

ClosenessBody contact

Buzzer soundRed lightPictogram


Task 2. Speak up. (1.5 hours)

KEY: The dialogue in the correct order.N: - Good morning! I’m Maria. I’m a nurse assistant. What’s your name?P: - My name is DavidN: - Sorry, could you spell your name please?P: - D-A-V-I-DN: - Hello Mrs, what is your relationship to the patient?R: - I am his sister and I am taking care of him this morning.N: - It’s nice to meet you Maria. David, did you sleep well last night?P: - No, I couldn’t fall asleep, I was awake until 2.00 pm.N: - So, you must be very tired, I understand you. Maybe, you should have a nap this afternoon. P: - Yes, Maria. I promise you that I’ll try to sleep this afternoon.N: - But, are you hungry, David?

STEP 1: Read the dialogue.1. Work in groups of 4 people.2. Read the mixed up dialogue below.3. Order the different sentences to make an assertive dialogue between a nurse assistant

and a patient. 4. Correct the order of sentences and pay attention to the pronunciation by listening to them.

Mixed-up dialogue:N: - Sorry, could you spell your name please?N: - Try to rest David and if you need something else just please ring the buzzer.N: - Hello Mrs, what is your relationship to the patient?N: - OK, I’m coming back in 2 minutes and I’ll fetch the water for you.N: -It’s nice to meet you Maria. David, did you sleep well last night?N: - Bye, David. Have a good day, Maria.N: - So, you must be very tired, I understand you. Maybe, you should have a nap this afternoon.N: - Good morning! I’m Maria. I’m a nurse assistant. What’s your name?P: - I would like a glass of water, please.P: - Yes, Maria. I promise you that I’ll try to sleep this afternoon.N: - But, are you hungry, David?N: - Very good, fruits are healthy food. Did you know that eating an apple a day keeps the doctor away?P: - Really, I didn’t know this saying.N: - Do you need anything else? P: - No, I couldn’t fall asleep, I was awake until 2.00 pm.P: - Thank you so much, Maria. You are very kind and assertive.P: - My name is DavidP: - D-A-V-I-DP: - OK, see you later.P: - No, thank you. I ate an apple one hour ago.R: - I am his sister and I am taking care of him this morning.


P: - No, thank you. I ate an apple one hour ago.N: - Very good, fruits are healthy food. Did you know that eating an apple a day keeps the doctor away?P: - Really, I didn’t know this saying. N: - Do you need anything else? P: - I would like a glass of water, please.N: - OK, I’m coming back in 2 minutes and I’ll fetch the water for you.P: - Thank you so much, Maria. You are very kind and assertive.N: - Try to rest David and if you need something else just please ring the buzzer.P: - OK, see you later.N: - Bye, David. Have a good day, Maria.

Introduction Patient care Advice Emotional support

-Good morning! I’m Maria. I’m a nurse assistant. What’s your name?

-Hello Mrs, what is your relationship to the patient?

-I am his sister and I am taking care of

-David, did you sleep well last night?

-No, I couldn’t fall asleep, I was awake until 2.00 pm.

-But, are you hungry, David?

-Do you need anything

-Maybe, you should have a nap this afternoon.

-Try to rest David and if you need something just please ring the buzzer.

-So, you are very tired.- I understand you.

-Very good, fruits are healthy food.

-Do you know that eating an apple a day keeps the doctor away?

TIPS:- Print the dialogue.- Listen to the dialogue twice.- Cut the sentences into strips and give one sentence to each student.- Say the first sentence aloud.- Students must read the dialogue in the correct order, saying their sentence.- They should repeat the dialogue, but this time with their sentence learned by

heart.

STEP 2: Role playing. 1. Work in pairs. 2. Decide who the nursing assistant is and who the patient is.3. Role play the dialogue.4. Project your voice.

STEP 3: Analyse the dialogue.1. Classify the sentences in the next categories:

a. Introduction: meeting questions and answers.b. Patient care: asking for needs, feelings or symptoms.c. Advice to the patient. d. Emotional support to the patient: calming, encouraging, understanding,

expressing empathy.

2. Use the table below to add more possible questions related to these categories.


him this morning.

-It’s nice to meet you Maria.

Other possible sentences:

- Good afternoon, can I come in?

- I am a healthcare assistant.- My name is….-

else?

-OK, I’m coming back in 2 minutes and I’ll bring you the water.

-Where do you feel the pain?

- Tell me if it hurts.

- Do you have any allergies?

- Are you cold?

- Do you feel nauseous?

- Are you OK/ready?

- Can I help you?

- Do you still feel sick?

- How can I help you?

- How do you feel now?

- It is important to do exercises every day.

- Please, take the pill every morning.

- Your calorie intake is very low, you should eat more.

- You shouldn’t skip breakfast.

-A balanced diet is a good idea.

- You should drink water.

- You shouldn’t smoke.

-Thank you so much, Maria. You are very kind and assertive.

- I am sorry.

- What do you think?

- Do you agree?

- I think you are right.

- I trust you.

- Have you understood?

- I can repeat it if you want.

- Thanks for your help.

- Can you hear me?

TO KNOW MOREYou can find more information about easy English conversations for seeing the doctor

At the doctor’s Office part 1 and 2 and giving advice.http://www.youtube.com/watch?v=Zk1L0m67pfUhttp://www.youtube.com/watch?v=Zk1L0m67pfUhttp://www.youtube.com/watch?v=TwVdMT3CGTU

Task 3. Communication skills. (1 hour)

http://www.youtube.com/watch?v=TwVdMT3CGTU

http://www.youtube.com/watch?v=Zk1L0m67pfU

http://www.youtube.com/watch?v=Zk1L0m67pfU


assertive body language confidence empathy

encourage handshake intonation listen

message self-esteem paraphrase repetition

Use the words in the box to complete a crossword puzzle about communication.Remember that across sense is (horizontal) Þ and down sense means ß (vertical).

TIPS You can help the students by giving them some clues (the first letter of each

word). You can provide sentences in which the meaning is clear to help the

students understand the word.

PHONETICS

a. Assertive /əˈs3ːtɪv/b. Body language /ˈbɒdɪ/ /ˈlæŋɡwɪdʒ/

c. Confidence /ˈkɒnfɪdəns/

d. Empathy /ˈɛmpəθɪ/e. Encourage /ɪnˈkʌrɪdʒ/

f. Handshake /ˈhændʃeɪk/g. Intonation /ˌɪntəʊˈneɪʃən/

h. Listen /lɪsn/

i. Message /ˈmesɪdʒ/

j. Paraphrase /pærəfreɪz/k. Repetition /ˌrepɪˈtɪʃən/

l. Self-esteem /ˌselfɪsˈtiːm/


Task 4. Empathy. (1 hour)


KEY:

b. We can explain the causes of the delay to the patient.

We must be patient, assertive and empathetic and avoid being nervous and aggressive.

We can apologise for our delay (sorry, I regret +..ing )

Who says these sentences? Doctor Patient

GLOSSARY

Regret /rɪˈɡrɛt/ to feel sorry, repentant, or upset about

Rude /ruːd/ insulting or uncivil, discourteous, impolite

Disappoint /ˌdɪsəˈpɔɪnt/ to fail to meet the expectations, hopes, desires, or standards of; let down

Active–listening is a communication technique, which requires the listener to feed back what they hear to the speaker, by way of re-stating or paraphrasing

TIPS:

Before watching the video:o Remind the students to read the glossary. o Ask these or other questions to the students to help them to understand

the video better. Have you ever seen an angry patient in a hospital? Why was this patient angry? Have you ever got angry or nervous in a health centre?

o Calm /kɑm/, attention the “l” doesn’t sound!

1. Brainstorming: imagine that a patient had to wait to see the doctor in the waiting room for a long time.

a. Do you think that he will get nervous and angry? Why?

b. What can you do to calm this angry patient?

2. Before watching the video: read the following sentences and make sure you understand them.

3. Listen to the video: answer this question: who says the sentences the doctor or the patient?

http://en.wikipedia.org/wiki/Paraphrasing

http://en.wikipedia.org/wiki/Communication


1. Finally, I ‘ve been waiting for over two hours.

2. Mmm,

3. It sounds that you are a bit frustrated.

4. Your assistant is completely unhelpful and rude.

5. It sounds to me that you waited a long longer than you had expected.

6. I know how important safety is to you.7. I feel a bit disappointment. 8. Taking care of that patient and her baby’s also very important

to me.9. I honestly had no idea how long I would be.10. Well you know Joe it sounds like you are maybe feeling a

little bit of regret.11. I do my very best to consider everyone’s needs Joe, yours

included.12. Aren’t?

KEY:

3.

Doctor says:

2. Mmm, 3. It sounds that you are a bit frustrated.5. It sounds to me that you waited a long longer than you had expected.6. I know how important safety is to you.7. I feel a bit disappointment.8. Taking care of that patient and her baby’s also very important to me.9. I honestly had no idea how long I would be.10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.11. I do my very best to consider everyone’s needs Joe, yours included.12. Aren’t?

The patient says: 1. Finally, I’ ve been waiting for over two hours.4. Your assistant is completely unhelpful and rude.


Difficult patient - angry about office wait – empathy

http://www.youtube.com/watch?v=vM3su8ZcriY

KEY:4.

a) Doctor: he nods, he moves his hands, he keeps eye contact, he smiles, he uses voice modulation, he makes pauses.b)6. I know how important safety is to you.

9. I honestly had no idea how long I would be.11. I do my very best to consider everyone’s needs Joe, yours included.10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.

c) 2. Mmm, 12. Aren’t?5. It sounds to me that you waited a long longer than you had expected.3. It sounds that you are a bit frustrated.10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.d)3. It sounds that you are a bit frustrated.5. It sounds to me that you waited a long longer than you had expected.10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.

Lenght: 4,29 minutes

4. After watching the video: answer the following questions:

a. Does the doctor use body language? Can you give some examples?

b. Which sentences above does the doctor use to show empathy?

c. Which sentences above denote an active listening?

d. Which assertion does the doctor use to paraphrase?

http://www.youtube.com/watch?v=vM3su8ZcriY


KEYa.

Empathy: I know how important his safety is to youI understand your situation. Let me explain to you the cause of my delay.I admit my fault.I am so sorry to have kept you waiting so long.If I were you I would get nervous too.

Paraphrasing: It sounds that you are a bit frustratedSo, you are saying to me that you are very upset, aren’t you?You have told me that you were attending to an emergency, haven’t you?

b. POSSIBLE DIALOGUE D: Good morning, Mr Smith.

P: I have been waiting for a long time and I have abdomen pain. I am feeling so bad.D: I understand your situation. Let me explain the cause of my delay to you. P: I think that you should have warned us that you might be late.D: I am so sorry to have kept you waiting so long but I was busy with an emergency. Emergencies are unexpected. P: You have told me that you were attending to an emergency, haven’t you?P: I am nervous and exhausted and I have an intense pain in lower right side of my abdomen. I am an emergency too. I need that you help me immediately.D: If I were you I would get nervous, too. So, you are saying to me that you have intense pain now, aren’t you?P: Don’t worry; I am with you.

TO KNOW MOREYou can find more information about communication skills for nurses.

5. Work in pairs

a. Choose 2 sentences from the video task and write more possible questions/ answers related to these categories (empathy and paraphrasing).

b. Create a dialogue integrating those sentences into a new dialogue.

c. Role play the dialogue.


http://www.youtube.com/watch?v=UcxQTTln19c

HIGHLIGHTS

SUMMARY OF EFFECTIVE COMMUNICATION:

- Verbal.- Non-verbal.

- Clear message.

- Active listening.

- Showing you are engaged.

- It’s important to be open and honest when communicating with patients or their families.

- Blocking behaviours leads to poor quality patient care.

- Consider you own needs and limitations and the resources you have available.

- Adjust your vocabulary.

- Encourage the patients to express their feelings.

http://www.youtube.com/watch?v=UcxQTTln19c

Documents

Módulo: Mecanizado (MEC)apliense.xtec.cat/arc/sites/default/files/GP unit 1 and 3_ SAN0I... · Web viewGuia del Professor 1. Aims. UNIT 1: To understand the human needs and their