Curricular Unit:			Code:
Pedagogy and Didactics Principles			852PPDI
Year:	Level:	Course:	Credits:
2	Undergraduate	Nursing	2 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	26
Learning Outcomes of the Curricular Unit:
The Nursing exercise comprises the existence of teaching / learning situations associated with clinical practice and teaching of nursing, in the respective and varied contexts, whose resolution involves the permanent need for choices on alternative educational resources to apply to every situation. Thus, the fundamental objective of the Education and Teaching Principles of discipline is to provide the future nurse knowledge and skills for the use of teaching methods and teaching methods appropriate to each teaching situation / learning in providing nursing care, vocational training continuous and clinical teaching of peers or other professionals, with a view to optimizing the teaching / learning process. Thus, the student must achieve the objectives to know, understand and be able to apply the principles of communication and principles of pedagogy and didactics in their professional practice.
Syllabus:
1. The teaching process: basic aspects 1.1. Pedagogy and didactics 1.2. Pedagogical methods 1.3. didactic aids 2. Basic communication concepts 2.1. The importance of communication in interpersonal relationships 2.2. The elements of communication 2.3. Verbal and non-verbal 2.4. The importance of nonverbal communication 2.5. Communication principles face to face 2.6. Barriers to communication 3. Planning training 3.1. When? What? For whom? 3.2. As? 3.3. At where? 4. The training session 4.1. Log 4.2. The session course 5. Pedagogical Evaluation 5.1. how to Evaluate 5.2. when evaluating
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Topics such as "The teaching process" and "Basic communication concepts" contribute to the goals to know, understand and be able to apply the principles of communication in teaching / learning situations associated with clinical practice and teaching of nursing, in the respective and varied contexts. Similarly, the approach of themes related to the formation of action ("Planning the training: When, What, Who, How, Where?", "The training session: start and development" and "Educational evaluation" contributes to know, understand and be able to apply the principles of pedagogy and didactics in professional practice, thus being able to make choices about alternative educational resources to apply to every situation.
Teaching Methodologies (Including Evaluation):
The teaching and learning methods will be adapted each time according to the students and the teaching of the subject. Generally, the teaching methods will be directors (exhibition and demonstration) and semidiretivos (interrogative). The realization and presentation in classroom group work will also be a methodology for the study of some of the themes. The evaluation of the course is done through a written exam, which focuses on the taught syllabus. The class participation, particularly in the works, will also be considered. The student must obtain a minimum grade of 10 for approval.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The use of expository teaching methodology aims to provide the basic knowledge to students. With methodologies such as demonstrative and interrogative, students are helped to look for their own answers to the questions that arise about the issues under study, always with the support of the teacher to reflection.
Reading:
Bastable, S. B. (2010). O enfermeiro como educador. Princípios de ensino-aprendizagem para a prática de enfermagem. Artmed Editora. Belmiro, C. e Canário, R. (2012). Educação e Formação de Adultos. Educa. Cardim, J. C. (2011). Gestão da Formação nas Organizações. Lidel Estanqueiro, A. (2012). Saber lidar com as pessoas. Princípios da Comunicação Interpessoal. Editorial Presença. Fachada, M.O. (2012). Psicologia das Relações Interpessoais. 2ª Edição. Edições Silabo. Rodrigues, M. e Ferrão, F. L. (2012). Formação Pedagógica de Formadores. Lidel. Stefanelli, M. C. e Carvalho, E. C. (2012). Comunicação nos diferentes contextos da enfermagem - 2ª edição revista e ampliada. Editora Manole.