| Code: | LE-E2 | Acronym: | E2 | |
| Scientific Area: | Nursing | |||
| Web page: | https://siessaude.ipsantarem.pt/essaude/FICHA_DISCIPLINA.EDITAR?p_cad_codigo=LE-E2&p_periodo=1S&p_ano_lectivo=2019 |
| Teaching Area: | 1st Cycle |
| Acronym | Nº de Estudantes | Plano de Estudos | Academic Year | Credits | Horas Contacto | Total Hours |
|---|---|---|---|---|---|---|
| L3ENF1 | 88 | Nursing degree | 2º | 7 |
Teaching - Weekly Hours
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Teaching - Responsabilities
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Ability to acquire, reflect and transpose theory / practice in the diagnosis of a population group in a community context.
Ability to collect and analyze data from different sources to identify the diagnosis, in a population group based on a theoretical-conceptual approach to nursing.
Ability to work in groups analyzing the importance of diagnosis in the care process
Youth, adult and elderly health
Development contexts
National health programs
The groups, inserted in the geopolitical and socio-cultural environment
Social partners in health projects in the community
Systemic perspective
Health promotion
The contents are organized from the diagnosis, as a phase of the first stage of the nursing process, of the population groups of young people, adults and the elderly, inserted in development contexts: schools, companies, day centers and others of the community, as well as with the social partners, mobilizing the following dimensions: cognitive, methodological, technological and linguistic related to the instrumental competences, within the scope of health promotion, having as reference, the guidelines of the national health programs. In the reflection about the diagnosis, we value the interpersonal competences as well as the systemic competences in the scope of the capacity to learn, in the construction of knowledge, in the understanding and valorization of the centrality of the groups in the process of care.
The organization and development of the internship assumes the centrality of the student in the learning process, adopting the transposition of nursing theory/practice, mobilizing knowledge appropriated by the student, in a systemic and metaparadigmatic perspective, in view of the diagnosis of population groups in a community context, with production of a group work with presentation and discussion, in a seminar. Scientific-pedagogical guidance of the teacher is foreseen, with subsequent formative evaluation. The autonomous component of the curricular unit must be carried out by the student through: bibliographical research that supports the elaboration of the diagnosis of a population group in a community context.
Assessment: Written group work - situation diagnosis, with a weight of 70% and individual performance assessment, with a weight of 30%.
Teaching methodologies are organized simultaneously with the development of pedagogical strategies. Faced with the diversity of students and contexts, teachers and nurses are partners in this process, in the formation and dynamization of work groups for cooperation between them in activities and active participation in learning; the creation of spaces for intercommunication between the students and the teacher with ICT; elaboration of a schedule of cooperative activities. With these strategies, the student is expected to acquire the skills to analyze data from the population groups and key informants in the first stage of the care process, mobilizing critical thinking, in situations of real care environment in the community contexts.
Direção-Geral da Saúde (2015). Programa nacional de saúde escolar. Lisboa: DGS.
Direção-Geral da Saúde (2013). Programa nacional de saúde ocupacional: 2º ciclo¿2013/2017. Lisboa: DGS.
Direção-Geral da Saúde (2004). Programa nacional para a saúde das pessoas idosas. Lisboa: DGS.
Laverack, G. (2008). Promoção da saúde poder e empoderamento. Loures: Lusociência.
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