Objectives
Students should be able to:
1. Demonstrate ethical and legal skills in performance throughout clinical teaching.
2. Develop skills in providing nursing care to individuals, at various levels of provision, in a Health Service / Unit;
3. Demonstrate skills of critical analysis of practices promoting professional development.
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 General Competencies – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, & 12; Interpersonal General Competencies - 13, 14, 15, 16, 17,18,19 & 20; Systemic General Competencies – 21, 22, 23, 24, 25, 26, 27 & 28; Competências do Enfermeiro de Cuidados Gerais / Ordem dos Enfermeiros – A1 & A2; B1, B2, B3, B4, B5, B6 & B7; C1, C2 & C3
Syllabus
Generalist Nursing care (in Primary and / or Hospital Health Care contexts)
Teaching Methods
Teaching / learning methods will be predominantly interactive, geared towards global education: students are actively encouraged to integrate theory with practice through evidence-based research, analysis and substantiation of practices. Moments of orientation, sharing and group discussion will be used; directed research, etc. The supervision model is that of direct supervision by an exercise nurse, in a (co) training process, in a real work context. Co-responsibility takes the form of teaching based on living experience and reflective clinical practice. Considering that learning involves the active participation of the student, the clinical advisor and the pedagogical supervisor, it will be up to the student to define, also, their own objectives (general and specific) and describe, justifying, the activities / strategies to achieve these same objectives. The student should also be involved and create learning situations during clinical practice, in order to effectively and efficiently operationalize the desired skills. The clinical practice period culminates with the delivery of the clinical learning portfolio.
Bibliography
Buresh, B.; Gordon, Susanne (2014). Do Silêncio à voz. Loures: Editora Lusociência – Edições Técnicas e Científicas.
Carpenito- Moyet L. (2012). Diagnósticos de enfermagem: aplicação à prática clínica. (13ª ed.). Porto Alegre: Artmed Editora S.A..
Decreto-lei nº 161/96 – Regulamento do Exercício Profissional dos enfermeiros. D.R., 1ª série – A, nº 205, 4/9/1996.
Monahan, F. D.; Sands, Judith K.; Neighbors, M.; Marek, Jane F.; Green, C. J. (2015). PHIPPS – Enfermagem médico-cirúrgica: perspetivas de saúde e doença. Loures: Lusodidacta.Néné, M.; Batista M. A.; Marqes, R. (2016). Enfermagem de Saúde
Stanhope, M; Lancaster, J. (2011). Enfermagem de saúde pública. 7ª ed. Loures: Lusodidacta.