Curricular Unit:			Code:
Nursing in Self Care - Clinical Teaching			1077EAUT
Year:	Level:	Course:	Credits:
2	Undergraduate	Nursing	11 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	143
Learning Outcomes of the Curricular Unit:
Understand the functioning and dynamics of the Services; • Understand the organization and prioritization of care; • Mobilize and integrate the knowledge, skills and competences developed in the curricular units of the study plan, until now for the application of the nursing process in the clinical contexts where clinical teaching develops, at the level of self-care. • Start the development of skills within the scope of autonomous and interdependent interventions of professional nursing practice to the person inserted in their socio-family context. • Develops skills that contribute to the improvement of learning. • Demonstrate capacity and skills to provide nursing care to the person inserted in their socio-family context using a scientific methodology and supporting their decision making. • Integrate and connect the knowledge of the other curricular units, for the conception and planning of nursing care to the person inserted in their socio-family context.
Syllabus:
During his probationary period , which takes place preferably Inpatient Unit of Medicine and Continuing Care Units Services are mobilized the various contents contained on Curricular Units of Epistemology, Nursing Models and Processes and Autonomy and Decision Process in Nursing Care courses as well as others that are addressed in the Seminar course.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Clinical Practice aims to promote the meeting between the professional and the student in a work context and is intended to complement the theoretical and practical training and the gradual awareness of the different roles of the nurse and the required skills. Considering the syllabus of the Foundations of Curriculum Units of Curricular Units of Epistemology, Nursing Models and Processes and Autonomy and Decision Process in Nursing Care , and the characteristics of the services where Internships are performed, it is expected that the student understands the coherence of theoretical knowledge, practical theoretical and practical acquired in units theoretical and clinical practice, and you know it and develop skills in the development of the nursing process, the relationship and therapeutic communication and the nursing register methodologies.
Teaching Methodologies (Including Evaluation):
Tracking the student based on the concept of clinical supervision as a process in which an experienced professional guides the student in human development, educational and professional, a systematic monitoring attitude of practice through reflection and experimentation procedures, supervision, one that is based on two models possible:. mentoring, with the use of pedagogical advisor figure (the nurse takes the responsibility to monitor, mentor and evaluate a group of students) or tutorials (student monitoring by an experienced Professional Service Evaluation is made based on an evaluation grid, built from the document "Nurse of the skills profile of the Rules of General Care" (Order of Nurses), the Training Report and participation in seminars. The student succeeds when its final classification is equal to or higher than 10.
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 you clarify your ideas and your feelings and asks hIM other information when they are needed) to 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 lets 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 stage context and demonstrate a critical and reflective attitude towards the practice.
Reading:
Bibliografia Principal: [1] POTTER, PERRY (2006).Fundamentos de Enfermagem -Conceitos e Procedimentos. Lusociência [2] COLLIÉRE, M.F. (1999). Promover a Vida. Da prática das mulheres de virtude aos cuidados de enfermagem.Lisboa, 2ªTiragem.Edicões técnicas e sindicato dos Enfermeiros Portugueses [3] Manual de Normas em Enfermagem, Procedimentos Técnicos (2011) em http://www.acss.min-saude.pt/Portals/O/Direccoes_e_Unidades/Manual%20Proc_Enfer [4] DUQUE, H. E MENOITA, E. (2009). Úlceras de Pressão – uma abordagem estratégica. Coimbra, Formasau. [5] HALLOUET, P. E EGGERS, J. (2006). Fichas de Cuidados de Enfermagem, Lisboa, Climepsi Editores. [6] LAZURE, H. (1994). Viver a relação de Ajuda: uma abordagem teórica e prática de um critério de competência da Enfermagem. Lisboa, Ed. Lusodidacta [7] GUYTON, Arthur C (1992). Tratado de Fisiologia Médica. Rio de Janeiro, 8ª ed, Guanabara Koogan
Lecturer (* Responsible):
Maria Cardoso (mcardoso@ufp.edu.pt) Teresa Moreira (tmoreira@ufp.edu.pt)