Objetivos de aprendizagem e a sua compatibilidade com o método de ensino (conhecimentos, aptidões e competências a desenvolver pelos estudantes)
Recognize the references and theoretical foundations of assessment and family intervention;
Identify the models intrinsic to family assessment;
Differentiate techniques and instruments of family assessment;
Explain the assumptions intrinsic to the construction of diagnoses and nursing interventions, with emphasis on the various dimensions of family assessment;
Reflect critically on concrete clinical cases.
Conteúdos programáticos
Individual and family as partners in care
Models of assessment and intervention in the family: Calgary model of assessment and intervention; Dynamic model of assessment and intervention in the family (MDAIF)
Caring in Nursing based on strengths
Tools for assessment and family research: Genogram, ecomap, questionnaires, scales, family charts, and others
Family nursing interview, motivational interview, participatory dynamics, family conferences
Network intervention
Nursing process: clinical judgement and decision making, areas of attention/diagnoses and interventions in family health
Demonstração da coerência dos conteúdos programáticos com os objetivos de aprendizagem da unidade curricular
The course integrates programmatic contents based on the objectives outlined. The programmatic contents are organized by the theoretical framework inherent to the assessment and family intervention, theories and models of family intervention, family interview and the nursing process according to the focuses of attention, diagnoses and family interventions. The conditions are met for students to recognise the importance of the role of the family nurse in family assessment and intervention, and to respond to the needs of nurses regarding the care of families as the target of nursing care. The nursing intervention requires the use of theories and models that allow designing care oriented towards data collection and intervention planning. Intervention theories and models are an explanation of empirical knowledge and a reference for the practice of family care.
Metodologias de ensino e de aprendizagem específicas da unidade curricular articuladas com o modelo pedagógico
The proposed teaching methodologies focus on a reflective, contextualized approach to the understanding of different theories and models of assessment and intervention in family nursing, articulated with the professional experiences aimed at promoting the development of competencies, through expository and active methods (brainstorming, role play, videos and case studies, debate, individual/group work), reading and guided analysis of scientific articles. The teacher in this phase of the students' development is a "facilitator" of learning, coplanning with the student the autonomous work and in this way potentiating self-learning and metacognition, developing in the student its potential for lifelong learning. In the classroom, the active pedagogical methodologies, such as cooperative learning, flipped classroom, problem-solving strategies, mastery or mastery learning, concept maps, empathy maps, role-play, dilemmas, gamification, reflection; problematization of reality; and debates, among other student-centered active methodologies will enhance not only the learning of contentes but also the development of personal and relational skills necessary for teamwork in practice contexts. Strategies are mobilised that promote motivation, involvement, critical and reflective thinking, the possibility for the student to have immediate feedback, development of higher level cognitive skills, deep learning and complex problem solving. Planning of interactive sessions with critical questioning, debates, in order to increase motivation for the contents, for colleagues and the teacher understood as a "facilitator". Demonstration and training in the application of collaborative intervention techniques, such as family interviewing and motivational interviewing, will be carried out in a classroom context, using the principles inherent to the simulated practice in PL classes. In theoretical-practical classes, the interactive and reflective methodology with critical analysis of scientific evidence or practical cases is highlighted. In the hours of autonomous work, students will be guided to the realization of individual or group work, for example a research article (systematic reviews of a theme), na eposter or case study with the application of a model of assessment and family intervention and using instruments. In seminar classes, moments of knowledge integration are created in which students give meaning to the learning developed during the course presenting the research and reflection carried out revealing the domain of the skills developed by the transfer of knowledge in the specific area of the family nurse.
Avaliação
The assessment follows the course regulations. The form of assessment will be presented at the beginning of the curricular unit based on one of the following proposals:
The teaching-learning strategies to be used in this curricular unit advocate the principle of active participation of students, mobilizing
knowledge and professional experience, in the discussion of programmatic content, the development of group work and written test. Thus, quantitative assessment includes a written test (50%) and the development of individual/group work(s), with oral presentation (50%), that, depending on a problem that comes from its reality, may be used any kind of presentations: Films; Audios; Proposals for Protocols; Proposals for Training Plans and sessions; Role-Play; Skills development "toolkit"; eposter, "Serious Games"; Guide Lines; APP; appealing to innovation and creativity and concrete answers to the stated problem based on scientific evidence.
Demonstração da coerência das metodologias de ensino e avaliação com os objetivos de aprendizagem da unidade curricular
The implementation of different teaching methodologies aims to ensure the consistency of programmatic content according to the objectives and their relationship with student learning and therefore the assessment, promoting in them the ability to mobilize and apply knowledge in contexts of family health practices.
The methodologies adopted intend the development of theoretical knowledge/knowledge and, subsequently, the mobilization of knowledge and skills developed, for more specific and applied contexts to family nursing clinical practice.
Thus, to facilitate the achievement of the objectives and the evaluation of the course, the teacher will make known and discuss the objectives with students at the beginning and throughout the course, explaining the objectives to be achieved and validating whether they are achieved, since each student must demonstrate whether they have achieved the objectives set in individual or group work and individual written test. The theoretical framework will be carried out at the beginning of each programmatic content, seeking to establish a relationship with the knowledge already acquired by students in other study cycles in other curricular units and/or in the contexts of their practices, experiences and knowledge. Throughout the course it is intended to develop, in students, cognitive and motivational skills for the importance and understanding of the themes in the current and real context of clinical practice, contributing to a better perception and understanding of the objectives to be achieved. The methodologies adopted, student-centred, will facilitate the development of competencies and will be conducive to the objectives presented and privilege the involvement of students in the resolution of problem
situations and group discussion, allowing teamwork and the development of useful skills for personal and professional valorisation. They aim to ensure the coherence of the programmatic contents according to the objectives and their relation with learning, promoting the ability to mobilize and apply knowledge in the context of family health practices. The instrumental training is developed through participatory exposure and the resolution of exercises, case studies, Role-Play; Skills development "toolkit"; eposter, "Serious Games"; Guide Lines; APP; appealing to innovation and creativity and responses to concrete problems. The possibility of carrying out group or individual work will provide the understanding and application of the issues addressed, as well as allowing the sharing of knowledge and experiences between the group, contact with other realities through research and also constitutes an opportunity for teamwork, developing skills in the specific area.
Bibliografia de consulta (existência obrigatória)
Bica, I., Pereira, A. F., Campos, J. H., Nascimento, L., Amaral, M. I., Ventura, R. (2021). Perception of fathers and mothers about the health-related quality of life of their children. Millenium, 2(ed espec 8), 157.
Bica, I.; Esteves, I.; Cruz, S.; Andrade, A. (2016). A risky situation with impact on the whole family: teenage pregnancy Revista Millenium (2) 1, 65 - 75.
Ferreira, M., Gonçalves, C., Campos, S., Duarte, J., & Nelas, P. (2021). Participação do pai no nascimento: Vinculação e satisfação em áreas da vida conjugal. Revista da Associação Portuguesa de Enfermeiros Obstetras, 21(1), 26-44.
Figueiredo, H., Madeira, A., Reis, A. et al (2022). Aprendizagem do cuidar a família na comunidade. Revista de Enfermagem Referência, VI Série, 1, 1-8.
Reis, A. et al (2022). Cultura, género e poder na família. In M.H. Figueiredo (Ed) Enfermagem Wright, L.M., & Leahey, M. (2019). Nurses and families: A Guide to Family Assessment and Intervention (7ª ed.) USD.
