Objectives
1) To problematic family nursing taking into account its disciplinary and professional framework
2) Discuss the different concepts of the family nursing metaparadigm
3) Perspecting the family in its uniqueness and as an integrated system in wider systems in an ecosystem developmental context.
4) Discuss the functioning and development of the family in its life cycle and in its normative and non-normative transitions
5) Demonstrate knowledge and skills related to professional action of family nursing in the sense of promoting / maintaining your health project.
Syllabus
Family nursing: paths and contexts
International and national framework
Epistemological framework and theoretical sources
Family Nursing Metaparadigm: concepts and definitions
Family
Concept and evolution
Family structure, function and process
Communication and family competence
Family health
Concept and evolution
Ecological dimensions of family health
Conditioning factors of family health
Family health indicators
Family atmosphere
Concept and evolution
Structural levels: from micro to macro system
Social networks: types and functions
Nursing care for the family
Concept and evolution
Quality standards of family nursing care
Family transitions
Normative and non-normative transitions:
Developmental transitions
Evolutionary cycles, change and crisis
Growth and development
Family life cycle
Health / disease transitions
The family and health / disease processes: family coping
Situational transitions
Family violence
Social exclusion
Dependence on self-care
From evaluation to family intervention
From the areas of attention to the evaluation of results
Family assessment instruments:
Genogram / schedule
Ecomap
Family process assessment scales
Teaching Methods
The teaching methodology to be used is based on lectures on the teaching of content using audiovisual media projection and the active questioning of students in order to stimulate their participation and reflection on the contents taught.
As a structuring basis of the expository sessions, practical cases will be used to involve the students in the construction of the knowledge that underlies professional nursing action.
At key points of the subject, we will opt for the development of learning activities in laboratory of practice simulation.
Bibliography
Bettany-Saltikov, J. (2012). How to do a systematic literature review in nursing: a step-by-step guide.Berkshire: McGraw Hill.
Dang, D., & Dearholtht, S., (Ed.) (2018). Johns Hopkins Nursing Evidence-Based practice: Model and guidelines. Indianopolis: Sigma, Theta, Tau International.
Godshall, M., (2016). Fast facts for evidence-based practice in nursing. Implementing EBP in a nutshell. New York: Springer Publising Company.
Melnyk, B., & Fineout-Overholt, Ellen f. (2016). Evidence-based practice in nursing & healthcare: a guide to best practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.
Pearson, A., Wiechula, R., Court, A. &, Lockwood, C. [et al.] (2010). O modelo de cuidados de saúde baseados na evidência do Instituto Joanna Briggs. Revista Referência, IIª série, 12, 123-133.
Soares, H., [et al] (2013). Projeto Evidência: Investigação e formação sobre acesso a bases de dados de informação científica nos Açores. Rev Esc Enferm USP, 47(2), pp. 486-93.