Clinical Teaching in Nursing Vulnerable Groups

Objectives

Students should be able to:
1) Develop the capacity for autonomy in the planning, implementation and evaluation of intervention projects with vulnerable target groups.
2) Demonstrate teamwork capacity maintaining collaborative relationships with colleagues and supervisors.
3) Demonstrate effective response capacity to the needs and specificities of the target intervention group in the interactions it develops with it.
4) Respect the rights of persons under intervention in the ethical, legal and deontological aspects.
5) Demonstrate effective communication skills in established interactions with all intervenients in clinical education.
Competences
This course contributes with knowledge and skills for the development of general competences expected of graduates in Nursing from the University of the Azores (Cf. https://cutt.ly/ag7ifqt) with regard to: Instrumental Competences – 1,3,4,5,6,9,11&12; Interpersonal Competences – 13,14,15,19&20; Systemic Competences –21,22,24,25,26&28; Competências do Enfermeiro de Cuidados Gerais/Ordem dos Enfermeiros – A1 (1, 2 & 4); A2 (5,6, 7, 8, 9, 10, 11, 12, 14, 15, 17, 18& 19); B1 (20, 21, 23, 24, 25, 26, 28, 29&30); B2 (33, 34, 35, 36,37, 38, 40,41, 42&43);B3 (44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 55, 58, 59 & 60);B4 (61, 63, 64, 65&66); B5 (68, 70&71);B6(74, 75, 76, 77, 78&79); C1 (83 & 87)& C3(91, 92, 93, 94 &96).

Program

The activities to be developed by students during clinical education are as follows:

×         Identification of the target health needs

×         Formulation of objectives

×         Design of strategies and actions to be developed

×         Formulation of evaluation indicators

×         Implementation of the project

Project evaluation

Teaching Methodologies

The most appropriate methods to achieving the learning objectives, at the end of the clinical teaching period, aim to promote the acquisition and/or deepening of competencies in students. So the Discovery Method was chosen, to promote a gradual autonomization in the teaching-learning process. This method allows students greater commitment and proactivity in the responsibility for their own academic development. At the same time, and since it is intended that students can articulate the knowledge acquired in other curricular units and mobilize the most diverse knowledge, at this moment of learning, the Interrogative Method will be used, because it allows to control the acquired knowledge and stimulate students to develop skills of argumentation, critical-reflexive judgment and reasoned decisionmaking, essential aspects within the scope of student autonomy.

Bibliography

 Decreto-Lei n.º 161/96, de 4 de Setembro.
 Regulamento do Exercício Profissional dos Enfermeiros. Diário da República,1.ª série A, N.º205.
 Edelman, C.; Connelly, E. (Eds.) (2014). Health promotion throughoutthe live span. 8thEd. Missouri: Elsevier.
 Lei nº 156/2015 de 16 de setembro. Segunda alteração ao Estatuto da Ordem dos Enfermeiros, conformando-o com a Lei n.º 2/2013, de 10 de janeiro, que estabelece o regime jurídico de criação, organização e funcionamento das associações públicas profissionais. Diário da República, 1.ª série, N.º181.
 Martín Zurro, A.; Cano Pérez, J. F. (2010) Aténcion primária: conceptos, organización y práctica clínica. 3ªEd. Barcelona: Elsevier.
 Martos García, Raul (2007). Fundamentos de la educación para la salud y la atención primaria. Madrid: Ed. CEP
 Stanhope, M.; Lancaster, J. (2011). Enfermagem de Saúde Pública: cuidados de saúde na comunidade centrados na população. 7ª ed. Loures: Lusodidacta.