Clinical Teaching in Gerontogeriatric Nursing

Objectives

1. Identify the implications of the different dimensions of the phenomenon of aging and longevity of the elderly and family;

2. Identify the implications of existing policies and resources in the community in the practice of nurses;

3. Participate in programs and projects aimed at the elderly and family, in different care contexts;

4. Provide nursing care to the elderly and family, at all levels of health prevention.

Competences to be developed according to the competence profile of general care nurses:

- CGInst - 1, 2, 3, 4, 7, 12

- CInterp - 13, 14,15, 17, 19

- GGSis - 21, 23, 24, 25, 26

- CEnfCG - A2 (8, 11, 12, 15, 16)

- B1 (20, 21, 24, 25, 27)

- B2 (32, 34, 36, 37, 38, 40, 42)

- B3 (44, 45, 47, 52, 55, 58, 59, 60)

- B4 (62, 63, 64, 65)

- B5 (69)

- B6 (73, 77, 78)

- C2 (89)

- C3 (96)

Program

Learning Outcomes:
1. Develop skills for providing comprehensive nursing care to the elderly and their family, at all levels of prevention, in order to promote active aging;
2. Identify the implications of the different dimensions of the phenomenon of aging and longevity in the elderly and their family;
3. Identify the community's resources to respond to the needs of the elderly and their family.

Teaching Methodologies

The student's orientation in clinical teaching will be promoted by a nurse from the selected institution (clinical supervisor) and by a teacher (pedagogical supervisor).
Orientation, supervision and evaluation meetings of the teaching / learning process will be with the pedagogical supervisor, clinical supervisor and the student, with defined frequency and whenever necessary.
The nursing process will be the methodology to be adopted.
The pedagogical supervisor and the clinical supervisor will guide the student towards the promotion of active aging, through the implementation of individual and / or group activities, serving the selected client (s), keeping the personalization of care.
Students will be encouraged to:
- Develop interactive learning, through the mobilization of knowledge, scientific evidence and learning experiences already experienced, in order to support their decision and clinical intervention, developing critical-reflective thinking;
- Participate actively in their learning process with a view to developing their skills;
- Participate in seminars for reflection and analysis of clinical practices, among the group of students and pedagogical supervisors;
- Analyze critically and significant situations for their learning.

Bibliography

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