Curricular Unit:			Code:
Clinical Nursing Supervision: Supervision Practices and Strategies			1099SCEP
Year:	Level:	Course:	Credits:
1	Postgraduate	Clinical Nursing Supervision	5 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
- Identify and reflect on the main models of clinical supervision in Nursing - Recognize and reflect on the pedagogical principles applicable in the context of clinical supervision in Nursing - Recognize clinical supervision as a tool that promotes the interconnection between Nursing theory and practice - Identify clinical supervision practices and strategies in Nursing - Reflect on the clinical supervision strategies in Nursing and the operationalization of them
Syllabus:
1 - Models of clinical supervision 2 - Pedagogy in clinical supervision 3 - Clinical supervision as a promoter of theory-practice interconnection 4 - Clinical supervision practices and strategies in Nursing 5 - Operationalization of clinical supervision strategies in Nursing
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 clinical supervision practices and strategies in Nursing. This contact will allow the acquisition of skills related to the definition of best practices and strategies for clinical supervision in Nursing depending on the supervised and the context in which he is inserted.
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 and theoretical-practical classes. In the curricular unit, several pedagogical methods will be combined, namely expository, demonstrative, interrogative. The continuous assessment regime consists of a work (90%) and participation throughout the classes (10%). With regard to the work, your assessment will be weighted as follows: written work (60%); oral presentation of the work (40%). 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 allows the acquisition of essential knowledge and reflection on the practices and strategies of clinical supervision in Nursing. The exemplification of practical cases and the work of groups allow the consolidation of reflection skills regarding the adaptation of supervisory practices and strategies to the supervised and the context.
Reading:
-Abreu, W. C. (2007). Formação e Aprendizagem em contexto clínico. Fundamentos, teorias e considerações didáticas. Coimbra: Formasau. Formação e Saúde. -Cutcliffe, J. R., Sloan, G., & Bashaw, M. (2018). A systematic review of clinical supervision evaluation studies in nursing. International Journal of Mental Health Nursing. doi: 10.1111/inm.12443 -Martin, P., & Kumar, S. (2019). The holy grail of clinical supervision. Medical Education. doi:10.1111/medu.13927 -Milne, D., & Martin, P. (2018) Supportive clinical supervision: Supported at last. J Adv Nurs., pp 1,2. doi: 10.1111/jan.13816 -Russell, K. P. (2019). The art of clinical supervision: Strategies to assist with the delivery of student feedback. Australian Journal of Advanced Nursing, 36 (3), 6-13. -Sloan, G., & Watson, H. (2002). Clinical supervision models for nursing: structure, research and limitations. Nursing Standard, 41-46. doi: 10.7748/ns2002.10.17.4.41.c3279