Curricular Unit:			Code:
Epistemology, Models and Processes of Nursing			1077EMPE
Year:	Level:	Course:	Credits:
1	Undergraduate	Nursing	12 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	156
Learning Outcomes of the Curricular Unit:
- To define nursing as a discipline and profession; - To differentiate the models and theorists in nursing; - To identify manifestations of independence / dependence in various self-care; - To develop knowledge, attitudes and skills for the use of conceptual tools that allow it to critically analyze nursing care; - To develop competences within the scope of autonomous and interdependent interventions of the professional nursing practice to the person in their self-care; - To reveal competence to reconcile nursing care to the person in their self-care, applying the nursing process using the language classified; - To demonstrate knowledge, skills and competencies to identify the survival chain and operationalize basic life support; - To develop interpersonal skills for the establishment of a therapeutic relationship; - To integrate the knowledge of the other curricular units, for the conception of nursing care to the person in their self-care.
Syllabus:
1. Contextualization of nursing 2. Construction of scientific knowledge in Nursing 3. Nursing Process. 4. Health / disease concepts 5. Clinical and non-clinical risk 6. Self-care 7. Vital Signs 8. Basic Life Support 9. Clinical Training
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
With the acquisition of theoretical, practical-theoretical and laboratory knowledge, students are expected to be able to transfer them to the development of early nursing care competences. The presentation of the contents culminates with the accomplishment of a clinical teaching of observation to conceptualize the nursing care to the person in their different self-care and to establish a therapeutic relationship with the person who is the target of the care, initiating the development of competences at this level.
Teaching Methodologies (Including Evaluation):
For the intended objectives, expositive, interrogative and simulation training methodologies are used. Theoretical lectures are essentially expositive and interactive. Theoretical-practical classes are designed to deepen the themes taught with the aid of suitable didactic material (simulators, models, videos) and for the demonstration, execution of techniques and procedures that will later be developed by students in simulated practices, under guidance and lecturer supervision. The clinical training of observation will allow observing and establishing a therapeutic relationship with the person targeted by the care, starting the development of skills at this level. The continuous assessment regime consists of two moments of written test (50%), evaluation of laboratory practices (40%) and development of an individual case study in clinical observation training (10%). In every item the Pedagogical Regulation of UFP is applied.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodology focused on the theoretical, theoretical-practical and practical information of the topics covered, including the use of appropriate didactic resources such as videos and manipulation of anatomical models, allows the student to acquire knowledge, skills and attitudes for the conception of nursing care the person in their self-care. The simulation and the presentation of practical cases makes possible an adequate transfer of these contents for the development of competences of nurses of general care. Namely through the clinical teaching of observation developing the initial process of therapeutic relationship and beginning to conceptualize the nursing care in the various self-care. It is expected that this moment will be accompanied by one of the teachers of the curricular unit, promoting an integrated view of theoretical concepts, basic instruments, techniques and initial procedures.
Reading:
Doenges, M., Moorhouse, M. (2010). Aplicação do processo de Enfermagem e do diagnóstico de Enfermagem: um texto interativo para o raciocínio do diagnóstico. (5ªed). Loures: Lusociência. Internacional Council of Nurses (2016). Classificação Internacional para a Prática da Enfermagem (CIPE®) Versão 2015. Johnson, M. et al. (2009). Ligações entre NANDA, NOC e NIC: diagnósticos, resultados e intervenções de Enfermagem. 2ª Edição. Porto Alegre: Artmed Editora. Marriner, A.; Alligood, M. (2004). Teóricas de Enfermagem e a sua Obra. (5ª ed). Loures: Lusociência 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. Potter, P., Perry, A. (2006). Fundamentos de Enfermagem. Conceitos e procedimentos. Loures: Lusociência. ISBN: ISBN 972-8930-24-0
Lecturer (* Responsible):
Andreia Lima (amlima@ufp.edu.pt) Manuela Guerra (mmguerra@ufp.edu.pt) Sónia Almeida Teixeira (soniateixeira@ufp.edu.pt) Teresa Moreira (tmoreira@ufp.edu.pt)