Curricular Unit:			Code:
Nursing Care in Family and Community Context I			1077CCF1
Year:	Level:	Course:	Credits:
3	Undergraduate	Nursing	5 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
- Recognize the importance of health promotion and disease prevention to achieve health gains in the family and the community; - Demonstrate knowledge of interventions within the scope of educating, instructing and training in the field of health promotion and disease prevention in a community context; - Develop skills within the scope of autonomous and interdependent interventions in professional nursing practice in the community and in the family; - Know the basis of the organization of Primary Health Care (PHC) in Portugal and the contextualization of the family nurse in the health team; - Demonstrate knowledge and skills about the nurse's intervention in PHC in the various stages of family development in the life cycle by applying the nursing process to the family; - Integrate the knowledge of the other curricular units, for the design of nursing care for the family and the community.
Syllabus:
1. Community nursing: - Health promotion: concepts, theories and models. - Development of the concepts of community, community health and community nursing. - Community intervention strategies: health education (models, objectives, techniques, specific intervention groups). - Organization and functioning of the CSP. - Functions of the nurse in the different functional units of the PHC and articulation between the multidisciplinary team. 2. Nursing care in PHC - Nursing consultation in PHC. - Home visit in CSP. - Family nursing: nursing process applied to the family; family assessment instruments (laboratory practice); nursing intervention in the family. - Monitoring of children and adolescents in PHC. - Monitoring women in PHC. - Monitoring of pregnant women in PHC.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In general, the intention is to integrate the student in the functions and activities of nurses in the area of Primary Health Care (CSP), starting with the notions of intervention in the community, recognizing community intervention in its aspects, thus, the programmatic contents cover the contextualization of nurses in PHC, and their functions in the different Functional Units in this organization, with an emphasis on their intervention as an educator both in specific groups of the community and as a family nurse. As Family Nurses, knowing the guidelines for intervention in family management in all national health programs appropriate to each age group and life cycle stage, is essential to achieve an adjusted intervention, so the approach of different national health programs in its aspect of assistance in PHC is essential to contextualize them.
Teaching Methodologies (Including Evaluation):
The curricular unit is developed in contact hours and in the student's autonomous working time. For the intended objectives, expository, interrogative, rolpelay, case studies and simulation teaching methodologies are used. Theoretical classes are essentially expository and interactive. Theoretical-practical classes are designed to deepen the themes taught with the aid of appropriate didactic material (simulators, models, videos, among others) and for the demonstration, execution of techniques and procedures that will later be developed by students in simulated practices, under the guidance and supervision of a teacher. The continuous assessment regime consists of a moment of written test (60%) and the development of group work (40%). UFP Pedagogical Regulation applies to all items.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
In a first phase, the need to analyze and reflect on new concepts implies the use of expository and active-participatory methodologies. In a second phase, and using active teaching-learning methodologies (such as guided research and "role-play" techniques, and laboratory practices diversifying the learning scenarios, case studies) and integrating the student as an asset in their training process, it makes possible the acquisition of the indispensable techniques to articulate the theory and the practice, mobilizing for the family nursing the necessary knowledge for family evaluation and development of the skills of the family nurse.
Reading:
- Castro, A. et al (2003). O ambiente e a saúde. Lisboa: Instituto Piaget. - Direcção-Geral da Saúde (DGS) (2016). Plano Nacional de Saúde: Revisão e Extensão a 2020. Lisboa: Portugal. - Direcção-Geral da Saúde (DGS). (2015). Programa Nacional de Saúde Escolar. Lisboa: Portugal. - Figueiredo, M. H. (2012). Modelo dinâmico de avaliação e intervenção familiar: Uma Abordagem Colaborativa em Enfermagem de Família. Loures: Lusociência. - Hanson, S. M. H. (2005). Enfermagem de Cuidados de Saúde à Família: Teoria, Prática e Investigação. Loures: Lusodidacta. - Internacional Council of Nurses (2016). Classificação Internacional para a Prática da Enfermagem (CIPE®) Versão 2015. - Moreno, S. et al. (2000). Enfermagem Comunitária. Macgraw-Hill. - Redman, B. (2002). A Prática da Educação para a Saúde. Lisboa, 9ª Ed. Loures: Lusociência. - Sakellarides, C. (2010). Políticas de saúde - Saúde e sociedade. Loures: Diário de Bordo, Lda.