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The subject of Clinical Teaching of Introduction to Nursing Practice guarantees the student a privileged time of direct contact with different contexts of professional practice, with the purpose of being a structuring moment in the construction of their identity as a future nurse.
With this course unit, since the first year of the course (i) immersion in contexts of professional practice, (ii) observation of the field (s) of intervention of nurses and (iii) reflection and discussion about nursing practice amongst diversified clients in compliance with the social mandate of the profession and the objectives of the institutions is provided.
It is in acting in specific situations that nurses' competences are expressed and knowledge and attitudes that allow Nursing Care are mobilized. Thus, students will have the opportunity to observe, reflect and critically discuss nursing practice in the light of the training developed in the first year of the course, namely with regard to (i) the focuses of nursing care; (ii) the knowledge and attitudes that support professional practice.
This curricular unit emphasizes a perspective based on observation / reflection strategies that allow students to critically appreciate professional nursing practice, in specific contexts, in order to allow them to (re) construct / consolidate knowledge, with a view to the development of competencies in providing nursing care in a community and/or hospital context, based on the Regulation of Professional Nursing
Learning outcomes
Students should be able to:
1) Collaborate in the creation of a tool to support the observation of nursing practices that integrates the main dimensions and contributions of the curricular units already carried out.
2) Characterize the functioning and dynamics of health services in terms of their responsibilities and the role of nurses within the multidisciplinary health team.
3) Reflect on the use of the nursing process in clinical practice contexts.
4) Analyze reflexively the provision of nursing care observed in the light of regulatory documents of the profession in Portugal.
5) Discuss with peers the implications of the observation and critical reflection carried out, regarding their training process.
The privileged teaching methodologies will be: i) guided observation in different contexts of professional nursing practice and ii) the critical-reflexive analysis of the data collected.
Learning activities
Construction guided by faculty assigned to the curricular unit of a tool for observing the contexts of practice according to the knowledge acquired in the curricular units already attended in the 1st year of the nursing course.
Observation / Participant observation in different contexts of nurses' clinical practice in a multidisciplinary work context.
Recurrent discussion of data collected with professors and nurses in clinical practice. Autonomous search of complementary bibliography to support the analysis of the collected data.
Critical-reflexive systematization of the collected data.
Doenges, M. & Moorhouse, M. (2010). Aplicação do Processo de Enfermagem e do Diagnóstico de Enfermagem. Um texto interactivo para o raciocínio diagnóstico, 5ª ed. Loures: Lusociência.
Gottlieb, Lorien N. (2016). O Cuidar em Enfermagem Baseado nas Forças. Loures: Lusodiacta.
International Council Of Nurses (2015). CIPE versão 2015: Classificação Internacional para a Prática de Enfermagem. Lisboa: Ordem dos Enfermeiros disponível em https://www.ordemenfermeiros.pt/pesquisa-conteudos/?search_field=CIPE
Veiga, Bárbara S. et al. (2011). Manual de normas de Enfermagem. Procedimentos técnicos. 2ª ed. revista. Lisboa: ACSS.
Website para Consulta:
Legislação para Consulta:
Regulamento do Exercício Profissional dos Enfermeiros – Decreto-Lei nº 161/96 de 04 de setembro (com as alterações introduzidas pelo Decreto-Lei nº 104/98 de 21 de abril).
Estatuto da Ordem dos Enfermeiros – Lei nº 156/2015 de 16 de setembro. Regulamento do Perfil de Competências do Enfermeiro de Cuidados Gerais – Regulamento nº 190/2015 de 23 de abril
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