Curricular Unit:			Code:
Personal and Professional Training and Development			1099FDPP
Year:	Level:	Course:	Credits:
1	Postgraduate	Clinical Nursing Supervision	2 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	26
Learning Outcomes of the Curricular Unit:
- Reflect on the training processes in Nursing - Identify the personal and professional characteristics of the person who assumes the role of clinical supervisor - Recognize strategies to enhance personal and professional development of the supervisee - Recognize clinical supervision as a supportive process and not merely an evaluative one - Know all the steps for attributing formative suitability to contexts of clinical practice.
Syllabus:
1 - Nursing training 2 - Personal and professional characteristics of the clinical supervisor 3 - Potentiation of the supervised personal and professional development 4 - Clinical supervision as a dynamic, interpersonal and formal support process 5 - Processes for attributing formative suitability to clinical practice contexts
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus contents of this course are designed to allow the introduction of fundamental concepts about nursing education as a tool for personal and professional development. This contact will allow you to acquire skills related to generic issues related to nursing training.
Teaching Methodologies (Including Evaluation):
The curricular unit is developed in contact hours and in the student's autonomous working time and is organized in theoretical classes. In the course unit several pedagogical methods will be combined, namely expository, demonstrative, interrogative. The continuous assessment regime consists of a written assignment and respective presentation and defense in the classroom with a weighting of 100%. UFP Academic Regulations apply 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 interrogative methods. In a second phase, the demonstration of examples makes it possible to acquire knowledge that is indispensable to knowledge related to nursing education. The exemplification of practical cases allows the consolidation of competences for the analysis and reflection on nursing education.
Reading:
Bassa J., Fenwicka J. & Sidebothama M. (2016). Development of a Model of Holistic Reflection to facilitate transformative learning in student midwives. Women and Birth xxx (2016) xxx–xxx. http://dx.doi.org/10.1016/j.wombi.2017.02.010 Locsin R. (2002) Quo Vadis? Advanced Practice Nursing or Advanced Nursing Practice? Holist Nurs Pract. 16(2): 1-4. Rouleau G., Gagnon MP., Côté J., Payne-Gagnon J., Hudson E. & Dubois CA. (2017) Impact of Information and Communication Technologies on Nursing Care: Results of an Overview of Systematic Reviews. J Med Internet Res. 2017 Apr; 19(4): e122. doi: 10.2196/jmir.6686: 10.2196/jmir.6686 Teekman B. (2000) Exploring re ¯ective thinking in nursing practice. Journal of Advanced Nursing, 2000, 31(5), 1125-1135.