Curricular Unit:			Code:
Nursing Care in Family and Community Context II - Clinical Teaching			1077CCF2
Year:	Level:	Course:	Credits:
4	Undergraduate	Nursing	16 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	208
Learning Outcomes of the Curricular Unit:
- Mobilize and integrate the knowledge, skills and competences developed in the curricular units so far for the application of the nursing process in the clinical contexts where clinical teaching is developed; - Demonstrate the ability to apply the Nursing Process to individuals and families following the guidelines of the National Health Plan and the different health programs in the context of primary health care; - Develop all activities inherent to the exercise of Family Nurse in a Family Health Unit (USF) or Personalized Health Care Unit (UCSP). - Demonstrate capacity and skills to provide nursing care to the family, using a scientific methodology and supporting their decision-making. - Integrate and interconnect knowledge from other curricular units, for the design and planning of nursing care in the family and community.
Syllabus:
In the course of Clinical Teaching, the diverse knowledge acquired in the Curricular Units previously taught and especially in the Curricular Unit of Nursing in the family and community I and Public Health can be mobilized: epidemiology and prophylaxis, as well as other contents that are covered in the course of the Seminars or that are come to demonstrate relevant during clinical teaching, always under the guidance of the teacher, supervisor and pedagogical assistant of clinical teaching.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus explored in the previous curricular units and mainly in the curricular units of Family and Community Nursing I and Public Health: epidemiology and prophylaxis, whether theoretical, practical and practical, are the contents that students now have the opportunity to explore and put into practice in real environment, with the USF and UCSP being the appropriate place to develop these skills, since this is where the nurse develops the functional content inherent to the functions of family nurse.
Teaching Methodologies (Including Evaluation):
The development of clinical teaching takes place in moments of presence in the care units, under the guidance of a pedagogical assistant and supervised by a teacher, for the development of skills in the cognitive, technical-instrumental and socio-relational domain, in a family context and community. The gradual character of the development of competences is reflected in the different assessment grids of the study plan. The continuous assessment is based on the assessment of clinical practice, according to the established model (70%), on the performance of an individual work (20% work and 10% presentation), with an emphasis on critical and reflective analysis of situations in the practice of care and the their performance, boosted in the seminars. UFP's Pedagogical Regulation applies to all items.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Clinical education allows the student to gradually become aware of the different roles and skills that nurses should have in providing care. The student must resort to documentary and bibliographic research on the themes of health education in the context of the National Health Programs, mobilizing students for an integral and integrated learning in the context of practice. As the integration in the clinical teaching environment progresses, as well as the influence of the pedagogical assistant and supervisor, they enhance the student's performance, permanently enabling him to make a structured decision based on scientific evidence, leading him to a process of gradual autonomy in the context of family nurses.
Reading:
- 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. - Ordem dos Enfermeiros (2003). Competências do Enfermeiro de Cuidados Gerais. Divulgar: Lisboa. - Ordem dos Enfermeiros (2011). Regulamento do Perfil de Competências do Enfermeiro de Cuidados Gerais. Divulgar: Lisboa.