Curricular Unit:			Code:
Community Health Nursing II - Clinical Education			852ESC2
Year:	Level:	Course:	Credits:
2	Undergraduate	Nursing	6 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
To know the organizational structure, functional, the activity plan and the articulation with the institutions of its geographic area of the place where it realizes the CE, integrating the functioning of the multidisciplinary health care team. To develop intervention skills in the field of health promotion and disease prevention, minimizing the impact of health problems Competences Demonstrates competences in the planning and execution of health education activities, adapting pedagogical methods and techniques according to the respective target groups Taking into account the competency profile of the General Care Nurse, we highlight the following competencies: Domain: A - Competence criteria 5,6,7,8,9,10,11,12,13,14,15,16,17,18,19 Domain: B - Competency criteria 20,21,22,23,24,25,26,28,29,30,31,32,33,35,36,37,38,39,40,41,42,43 , 4.44 Domain: C - Competence criterion: 83,84,85,86,87,88,94,96
Syllabus:
In the course of Clinical Teaching, the various skills acquired in the Curricular Unit of Community Health Nursing I, but also in all other Curricular Units, as well as others that are addressed during the Seminars or that may prove relevant during the EC, always under the guidance of the teacher, the supervisor and supervisor of the EC.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The program contents explored in the UC of ESC I, both theoretical and practical theoretical, are the contents that the students now have opportunity to explore and put into practice in real environment. Knowing where the EC is inserted is fundamental for the application of the techniques learned in a theoretical context, especially with regard to the techniques of Health Education.
Teaching Methodologies (Including Evaluation):
Teaching methodologies: 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 problem solving and integration into a multidisciplinary team. Using the role-play techniques already explored in the theoretical component, the student has the opportunity to gradually put into practice the health education strategies he has already learned and to explore the acquired competences. The use of bibliographical research works and reports strengthens the training course. Evaluation Classification of the practical component of the internship - carried out on the basis of the internship grading scale, to be completed by the coordinating nurse - weighting 70% Classification of the internship and work report and participation in the seminar - Weighting of 30%. Assiduity applies UFP Pedagogical Regulations
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
As it is one of the first CEs, it is natural that the level of autonomy always depends on the student's particular characteristics and previous personal experiences. In the initial phase, and even with the aim of deepening knowledge in the area explored in the context of school health, it is natural for the student to resort to documentary and bibliographic research on the themes of health education in the context of the National Health Programs, mobilizing the students to an integrated and integrated learning already in the context of the practice. As the integration in the EC environment is taking place, as well as the influence of the figure of the nurse advisor / teaching assistant and the nurse supervisor, they potentiate the performance of the student, empowering him permanently to the structured decision and based on the scientific evidence, leading to a process of gradual autonomy for health education techniques.
Reading:
Abreu, W. (2003). Saúde, Doença e Diversidade Cultural. Lisboa, Instituto Piaget. Conselho de Enfermagem (2001). Padrões de qualidade dos cuidados de Enfermagem: enquadramento conceptual; enunciados descritivos. Portugal: Ordem dos Enfermeiros. Imperatori, E. e Giraldes, M. (1993). Metodologia do planeamento de saúde. Lisboa, Obras Avulsas. Laverack, G. (2008). Promoção de Saúde: Poder e Empoderamento. Loures: Lusodidacta. Loureiro, I. e Miranda, N. (2010). Promover a Saúde: dos Fundamentos à Ação. Coimbra, Almedina. Moreno, S. et alli. (2000). Enfermagem Comunitária. Macgraw-Hill. Redma, B. (2002). A Prática da Educação para a Saúde. Lisboa, 9ª ed, Lusociência. Rodrigues, M., Pereira, A. e Barroso, T. (2005). Educação para a Saúde. Coimbra, Formasau Direcção-Geral da Saúde (DGS). Programas Nacionais de Saúde.