Curricular Unit:			Code:
Mental Health Nursing Care II - Clinical Teaching			1077CSM2
Year:	Level:	Course:	Credits:
3	Undergraduate	Nursing	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
Clinical practice: Understand the function and dynamics of Services Understand the organization and prioritization of care Identify the nursing diagnoses Develop communication skills Develop relational skills Develop education strategies for health Apply the methodologies for recording nursing practices recommended in the institution Understand the interrelationship between the different members of the healthcare team Demonstrate a critical and reflective attitude towards the practical seminars: Reflect on the individual experiences on stage in context Assess the evolution of their own learning Build the capacity of developing the Nursing Process, by conducting case studies Deepen knowledge of the subjects developed Make critical analysis of the work on stage Analyze problem situations, with a view to mobilizing knowledge
Syllabus:
During the clinical practice, which takes place preferably in Inpatient Units of Mental Health and Psychiatry Services, are mobilized the various contents contained in Curricular Unit of Mental Health and Psychiatric Nursing I, but also all other curricular units of the course, as well as others that are addressed in the seminars.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The Clinical practice is working time, watching, learning and assessment, as it promotes the meeting between professionals and students in a work context and complements the theoretical and practical training in the concrete conditions of the job, allowing the awareness of roles the nurse is called upon to develop and skills required for their performance. Taking into account the syllabus of the Course of Mental Health and Psychiatric Nursing I and the characteristics of services where Internships are performed, it is expected that the student understands the coherence of the acquired theoretical knowledge and clinical practice, and you know it and develop skills in identifying diagnoses in the relationship and therapeutic communication, the registration methods of care and the nursing process.
Teaching Methodologies (Including Evaluation):
Tracking the student in Clinical practice is based on the concept of clinical supervision, understood as a process in which a professional / experienced nurses and well-trained guides the student in human development, educational and professional, a systematic monitoring Attitude practice mainly through procedures reflection and experimentation, supervision this underpinning, depending on the host institution, in two possible models of tutoring, with the use of pedagogical advisor figure, that is, the nurse takes before the school the responsibility to monitor, mentor and evaluate a group of students or tutorial, which is characterized by student monitoring by an experienced professional in service. The evaluation is based on a grid of evaluation, built from the document " Regulation of the General Care Nurse " (Nurses Association), the Training Report and participation in Seminars. The student succeeds when it’s final grade isn’t less than 10 points.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
In any supervisory styles, the supervisor uses non-directive type methodologies (value, meets the world of student and their initiatives, know hear the student, encourages, helps him clarifying his ideas and his feelings and asks him other information when they are needed), managerial type (concentrates its concerns to provide guidance in establishing criteria and condition the student's attitudes) and collaborative type (uses collaboration strategies and verbalize what the student will telling you, making summaries of suggestions and problems and helping to solve them). So, the supervisor lets the student realize the objectives of the course, and in particular to be able to promote the transfer of knowledge to the clinical practice context, reflect on the individual experiences on clinical practice context and demonstrate a critical and reflective attitude towards the practice.
Reading:
AMARAL, A. C. (2010) – Prescrições de Enfermagem em Saúde Mental: mediante a CIPE. Lusociência-Edições Técnicas e Cientificas Lda., Loures. APA (2002) - DSM-IV-TR; Manual de Diagnósticos e Estatística das Perturbações Mentais; 4ª Edição; Editora – Climepsi. ISBN: 972-796-020-0 CHALIFOUR, J. (2007). A Intervenção Terapêutica – Os Fundamentos Existencial-Humanistas, Volume 2, Editor: Lusodidacta, ISBN: 9789898075215. CHALIFOUR, J. (2009). A Intervenção Terapêutica - Estratégias de Intervenção, Volume 1, Editor: Lusodidacta, ISBN: 978-989-8075-05-5. SEQUEIRA, C. (2006) – Introdução à prática clínica, Do diagnóstico à intervenção em enfermagem de saúde mental e psiquiátrica, Ed. Quarteto, 1ªed, Coimbra TOWNSEND, M. (2011) - Enfermagem em Saúde Mental e Psiquiátrica TOWNSEND, M. (2014). Conceitos de Cuidado na Prática Baseada na Evidência, 6ª Edição – Lusociência-Edições Técnicas e Cientificas Lda., Loures.