Clinical Teaching in Nursing Vulnerable Groups

Objectives

Learning Outcomes

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

Given the practical characteristics of a clinical learning, a varied set of contents will be mobilized by students to the necessary transferability from theory to practice that is required to achieve the goals and competencies

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. 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 decision making, essential aspects to the development of student autonomy.

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.