Curricular Unit:Code:
Integration to the Professional Life (Hospital) - Clinical Education852IVPH
Year:Level:Course:Credits:
4UndergraduateNursing12 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese/English156
Learning Outcomes of the Curricular Unit:
The curricular unit aims to promote the perspective that nursing care can / should encompass the client, the family, the group and the community. And in order for the student to become a competent nurse in the area of ??hospital care and nursing care management, in the development of the profession and in the construction of a contributing conscience for the reinforcement of professional identity, the student must achieve the following objectives: Demonstrate the integration of knowledge learned throughout all curricular units; To base clinical decision-making on scientific evidence; Act in accordance with the ethical and deontological values ??of the profession; To fully assume the responsibility of all the acts that it practices revealing sensibility and proactivity in the development of health projects; Demonstrate mastery of critical thinking in problem assessment, diagnosis and management; Use the nursing process in the organization and documentation of care.
Syllabus:
During the internship, which takes place in Hospital Services, all the contents included in the Curs Curricular Plan can be mobilized
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The formative logic in the process of integration into professional life, used in clinical training, similar to the same used in the newly graduated nurses, ie, seeks to transmit a pattern of cultural activities, through experience, professional role models , so that the integration and subordination to this activity is performed as required.
The mutual influence of the position of supervisor nurse / teaching aid and nurse supervisor, enhance student performance, enabling him permanently to the structured clinical decision and based on scientific evidence. The theory has practical implications and the practical influence and update the teaching / learning process.
Teaching Methodologies (Including Evaluation):
The main purpose of the methodologies used is to ensure individual responsibility, the empowerment of professional autonomy, and the consequent integration into a multidisciplinary team. This final stage of integration into working life uses strategies of permanent tutorial supervision, through the nurse advisor / pedagogical assistant and the nurse supervisor. By problematizing and solving problem situations, the student gradually becomes aware of the different roles and inherent competencies that are required of them.
The use of works with bibliographic research, the method of oral presentation, by the student, for the team that integrates and reports consolidates the training course.
The social integration that happens in organizations is fundamental, where all the professionals take responsibility and collaborate in the formative process of the student. The student has the possibility in real scenario, assume his role, and explore the acquired skills.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
In any of the supervisory styles, the supervisor uses non-managerial methodologies (values, attends to the student's world and his initiatives, knows how to listen to the student, encourages, helps him to clarify his ideas and feelings and asks (focus their concerns on giving guidelines, establishing criteria and conditioning student attitudes) and collaborative (uses collaborative strategies and verbalizes what the student is saying, making summaries of suggestions and problems and helping to solve them). Thus, it allows to achieve the objectives of the Curricular Unit, namely to be able to promote the transfer of the acquired knowledge to the context of clinical practice, to reflect on the individual experiences lived in the internship context and to demonstrate a critical-reflexive attitude towards the practices.
Reading:
BUTTERWORTH, L. [et al.] – Wicked spell or magic bullet? A review of the clinical supervision literature 2001-2007. Nurse Education Today, vol. 28, p. 264-272, 2008.
KOIVU, A.; SAARINEN, P.; HYRKÄS, K. – Stress relief or practice development: varied reasons for attending clinical supervision. Journal of Nursing Management, vol.19, p.644-654, 2011.
MACEDO, M. - Supervisão na integração de enfermeiros à luz do modelo bioecológico. Dissertação de Mestrado. Aveiro: Universidade de Aveiro, 2012.
ORDEM DOS ENFERMEIROS - Divulgar: Regulamento do Perfil de Competências do Enfermeiro de Cuidados Gerais. Lisboa: Ordem dos Enfermeiros, 2012
PINTO, D. – Indicadores de estratégias de supervisão clínica em enfermagem. Porto: Escola Superior de Enfermagem do Porto. Dissertação de Mestrado, 2013.