Curricular Unit:Code:
Community Health Nursing I853ESC1
Year:Level:Course:Credits:
1UndergraduateNursing4 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese/English52
Learning Outcomes of the Curricular Unit:
Analyze the main health policies and fundamentals of PHC organization
Understanding community intervention models, emphasizing national health promotion and prevention programs
Demonstrate educational intervention capacities in health promotion and disease prevention
Competencies
Recognizes the importance of health promotion and disease prevention to help communities achieve health gains
Demonstrates competencies in the planning and execution of health education activities
Demonstrates ability to work in groups
Taking into account the Competence Profile of the General Care Nurse, we emphasize: Competencies: A2- competence criteria 5,6,7,8,9,10,11,12,13,14,15,16;B1,B2,B4,B5,B6-competence criteria 20, 23 to 26, 30, 32, 33, 35 to 39, 41 to 55, 60, 62 to 68, 74, 75; Competencies C1- Competence criteria 83, 85, 90, 96.
Syllabus:
Module 1 - HEALTH IN THE WORLD AND IN PORTUGAL
1 - Health / illness conceptions.
2 - Conceptual and contextual approach to Public Health:
3 - Health Policies and Systems:
Module 2 - COMMUNITY NURSING
1 - Health promotion: analysis of the different documents from the Alma-Ata declaration to the present day, concepts, theories and models.
2 - Community intervention strategies: education for health.
3 - Development of concepts of community, community health and community nursing.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In general, i tis entended the integration of the student in the functions and activities of the nurse in the area of Primary Health Care (PHC), starting with the methodologies of intervention in the community using the techniques of Health Education (HE), thus, the programmatic contents cover the contextualization of the nurses in PHC and their functions as educator in the different Functional Units of this service. Through the development of accompanying group work in which it is intended to build a health education, students should be able to contextualize the theme, perceive the best techniques of EPS preparation and develop health educator skills.
Teaching Methodologies (Including Evaluation):
The main objective of the methodologies to be adopted is individual and group responsibility, in the process of identifying the concepts underlying the situation and solving problems.
It is used the active-participatory methodology, bibliographical research, documentary analysis and techniques of role-play, always oriented by the teacher.
Assessment by frequency: a) A written test - weighting 60%; b) Preparation of a Health Education session with bibliographical support in a 1500 word abstract, a poster and a group pamphlet, and based on one of the national programs and projects. The EPS (poster / pamphlet) 10.0 values; summary 5.0 values; presentation 5.0 values - Weighting 40%.
The final grade will result from the arithmetic average between the written tests and the written work (success the classification of 9.5 or higher).
Failure to appear - classification of 0 in the respective event.
Assessment by examination: Written test lasting 120 minutes which includes all thematic.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
As a first step, the need to analyze and reflect on new concepts implies the use of expository and active-participatory methodologies. In a second phase, using active teaching-learning methodologies (such as guided research and role-play techniques, diversifying learning scenarios) and integrating the student as an active part of the training process, enables the acquisition techniques to articulate theory and practice. Together, the classroom operationalization of health education methodologies using the project methodology allows the consolidation of health educator competencies and the acquisition of communication skills in large and small groups. Documentary and bibliographical research on the themes of health education in the context of the National Health Programs, mobilizes the students for integral and integrated learning in the context in which they will develop the practice.
Reading:
Castro, A. et al (2003). O ambiente e a saúde. Lisboa, Instituto Piaget
Conselho de Enfermagem (CE) (2001). Padrões de qualidade dos cuidados de Enfermagem: enquadramento conceptual; enunciados descritivos
Direcção-Geral da Saúde (DGS). (2015). Programa Nacional de Saúde Escolar. Lisboa, Portugal
Direcção-Geral da Saúde (DGS) (2016). Plano Nacional de Saúde: Revisão e Extensão a 2020
Moreno, S. et al. (2000). Enfermagem Comunitária. Macgraw-Hill
Musarella, M. et al.(1996). Alimentação, poluição e habitat. Lisboa, Instituto Piaget
Ordem dos Enfermeiros (2012). Condições do Exercício Profissional em Enfermagem em Estabelecimentos Prisionais
Redman, B. (2002). A Prática da Educação para a Saúde. Lisboa, 9ª ed, Lusociência
Rogers, B. (2003). Enfermagem do trabalho – Conceitos e práticas. 3ª Edição, Lusociência
Sakellarides, C. (2010). Políticas de saúde - Saúde e sociedade. Loures, Diário de Bordo, Lda