Curricular Unit:Code:
Family Intervention and Community Nursing852EIFC
Year:Level:Course:Credits:
4UndergraduateNursing5 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese/English65
Learning Outcomes of the Curricular Unit:
Objectives
Know the background of the organization of the Primary Health Care in Portugal and the contextualization of the family nurse in the family health team, as well as the nurse intervention with emphasis on health promotion and disease prevention national programs, in the various stages of life family cycle development;
Identify and apply the appropriate family assessment tools to identify actual and potential risks;
Competencies
Recognizes the importance of health promotion and disease prevention in the context of family intervention to achiev health gains;
Demonstrates ability to group work.
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 22,23,24,25,28,30,32,33,34,35,36,37,38,39,41,42,43,44,45,50; C1-Competence criteria: 83,94,96.
Syllabus:
Module 1 - Evolution, organization and operation of Primary Health Care (PHC) in Portugal;
Module 2 - Nursing Care in Primary Care
Module 3 - Family Nursing: Models of family assessment: Dynamic Model Of Family
Module 4 - Follow-up of children and adolescents in PCH - technical guidelines: nursing care related to the growth and development of children and adolescents and health promotion in different stages.
Module 5 - National Vaccination Program according to guidelines
Module 6 - Women's Health and Maternal Health: Follow-up of women in PHC technical guidelines.
Module 7 - Framework for the monitoring of adult and elderly health in PHC.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In the first objective, the students go through the construction of the NHS in Portugal and the emergence of PHC, as well as the last reform to which they were subject, highlighting the functions in each Functional Unit of PHC and the articulation between them, focusing on the interventions and actions of the Family nurse.
As family nurses know the guidelines for intervention in family management in all national health programs appropriate to each age group and life cycle stage, it is essential to achieve an adjusted intervention, so the second objective, have this purpose and the approach to the different national health programs in their care sector in PHC is essential to contextualize them.
This intervention in a family context will have to resort to techniques of health education and the development of skills already learned in previous UC, but now applied to the family context and its development throughout the life cycle.
Teaching Methodologies (Including Evaluation):
Interrogative, expositive and demonstrative.
Oral presentation of programmatic content.
Active / participative methodology, supported by audiovisual media.
Work on bibliographical research with teacher support, content systematization, reflexive analysis and guided research, analysis of case studies in theoretical-practical classes, and role-play techniques, diversifying the learning scenarios.
Evaluation
Frequency: a) Written test of 0-20 values - quotation 70% and excluding the thematic evaluated by the group work; b) Elaboration of group work on the theme Module 3 - Family Nursing - quotation of 30%.
Attendance, the Pedagogical Regulation of the UFP is applied.
Assessment by exam: Written test lasting 120 minutes - includes Module 3 - Family Nursing, evaluated by frequency in group work.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
As a first stage, the need to analyze and reflect on concepts implies the use of expository and interrogative methodologies. In a second stage, using active teaching-learning methodologies (such as content systematization, reflexive analysis and guided research, analysis of case studies in theoretical-practical classes, and role-play techniques, learning scenarios) and by integrating the student as an active part in their training process, enables the acquisition of the indispensable techniques to articulate theory and practice. Documentary and bibliographical research on the themes of health education throughout the life cycle 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:
Conselho de Enfermagem (2001). Padrões de qualidade dos cuidados de Enfermagem: enquadramento conceptual; enunciados descritivos. Ordem dos Enfermeiros.
Direcção-Geral da Saúde (2016). Plano Nacional de Saúde: Revisão e Extensão a 2020;
Rogers, B. (2003). Enfermagem do trabalho – Conceitos e práticas. 3ª Edição, Lusociência.Russel, N. (1996) – Manual de educação para a saúde. Lisboa: DGS.
Hanson, S. M. H. (2005). Enfermagem de Cuidados de Saúde à Família: Teoria, Prática e Investigação. Loures: Lusodidacta. ISBN: 9789728383831
Figueiredo, M. H. (2012). Modelo dinâmico de avaliação e intervenção familiar: Uma Abordagem Colaborativa em Enfermagem de Família. Loures: Lusociência .ISBN: 978-972-8930-83-7
Kaakinen, J. R. & Birembaum, L. K. (2011) Desenvolvimento da família e apreciação da enfermagem da família (cap. 24, p. 575 - 602 ) In Stanhope, M. & Lancaster, J. Enfermagem de Saúde Publica. (7ª ed.) Loures: Lusodidacta.
DGS- Direção Geral de Saúde - Pogramas Nacionais.