| Code: | LE-E4 | Acronym: | E4 | |
| Scientific Area: | Nursing | |||
| Teaching Area: | 1st Cycle |
| Acronym | Nº de Estudantes | Plano de Estudos | Academic Year | Credits | Horas Contacto | Total Hours |
|---|---|---|---|---|---|---|
| L3ENF1 | 100 | Nursing degree | 3º | 16,5 |
Ability to evaluate the person in the health/illness process in their self-care in surgical settings, using the scientific methodology
Demonstrate knowledge to diagnose, execute and evaluate nursing care to the person in the health / illness process in the context of surgery
Ability to provide care to the person in the health / illness process in the promotion of self-care, in contexts of surgery
Demonstrate technical skills throughout the care process in surgical contexts (Instrumental) mobilizing knowledge through evidence-based practice
Capacity in promoting the relationship with the person, family and health personnel
Nursing care centered on the qualification of the person in the health process / disease of the surgical forum in a hospital context. The mobilized contents of the different curricular units correspond and contribute in a transversal way for the students to reach the objectives of the curricular unit - Internship IV, centered on the dimensions of the nursing discipline design, fundamentals of nursing I and II, Nursing for Young, Adult and Elderly, Nursing to the Person on Health Disease Process I and II, social and anthropological dimension of the person / family, ethical and deontological dimension of nursing care. The contents allow students to provide the basis for decision-making in the planning, intervention and evaluation of the person in the health/disease process of the surgical forum through an evidence-based practice.
The conceptual dimension of the curricular unit integrates the metaparadigm in nursing that helps the student to look at the person who experiences health/illness processes in a comprehensive perspective of the phenomena in a surgical context. The complexity of the phenomena in health experienced by the people requires of the students, development of systemic competences: evaluation, analysis, critical thinking, decision-making, mobilization of knowledge, through an evidence-based practice; interpersonal skills: teamwork, interpersonal and professional relationships; instrumental skills: nursing care to the person in the context of surgery. The multidisciplinary perspective contributes to the development of skills and competences in order to achieve the objectives of the curricular unit - to promote the qualification of the person in the process of health/illness in the context of surgery.
All students begin their internship in surgical inpatient units with clinical, daily guidance from the nurses in the contexts and scientific and pedagogical guidance from the professor under tutorial guidance, at key moments, according to the schedule.
During the internship, moments of individual and/or group formative assessment are established with discussion and reflection on the action, the development of clinical judgment and decision-making regarding the care processes. These discussions take place in a group with the guiding teacher. Students substantiate the care provided to the people they care for and that contributes to their performance evaluation.
The hours of autonomous work will be used by the student for research, analysis and preparation of the study of the contents of the UC.
Students develop a reflection that contributes with 20% for the final evaluation, with the remaining 80% attributed to the student's individual performance.
The contexts of care allows students to understand the processes of care centered on the empowerment of the person, contributing to the development of skills and competences for the provision of nursing care.
The design of nursing care in clinical practice contexts enables students to mobilize knowledge, skills from a multidisciplinary perspective, whose learning outcomes are reflected in the achievement of the objectives defined in the curricular unit.
The ability of the students to evaluate the person allows the planning, analysis and synthesis of the care processes in an individualized way, focused on their qualification. Students develop interpersonal skills that promote teamwork and communication and relationship with the person/family.
The ability to transfer knowledge to clinical practice develops through aptitudes, application and understanding, judgment and decision making, communication, ethical commitment, learning to learn, resulting in thought-based care planning and critical thinking centered in the person in the process of health/illness in the context of surgery and evidence the promotion of responsibility and autonomy of the students.
The use of research integrates the mobilization of knowledge and skills through the integration of an evidence-based practice.
The skills and competences developed in an integrated relationship between the intellectual and practical dimension promote the technical skills demonstrated throughout the care processes.
Amendoeira et al. (2003). Os Instrumentos básicos na construção da disciplina de enfermagem: Expressões e significados. Santarém: Escola Superior de Enfermagem de Santarém. Acedido abril, 28, 2017 em http://repositorio.ipsantarem.pt/bitstream/10400.15/88/1/PublicaoOnlineIBEInstrumentosBasicosdeEnfermagem%5B1%5D.pdf
Lopes, A. E. R., Pompeo, D. A., Canini, S. R. M. S., & Rossi, L. (2009). Diagnósticos de enfermagem de pacientes em período pré-operatório de cirurgia esofágica. Rev Latino-am Enfermagem, 17(1), n.pp. Acessível em http://www.scielo.br/pdf/rlae/v17n1/pt_11.pdf. Monahan, F., Sands, J., Neighbors, M., Marek, J., & Green, C., (2009). Enfermagem médico-cirúrgica Phipps: Perspetivas de saúde e doença (8ª ed.). Loures: Lusodidacta.
Orem, D. E. (2001). Nursing: Concepts of practice (6th ed.). St. Louis, MO: Mosby.
Rothrock, J.C. (2008). Cuidados de enfermagem ao paciente cirúrgico (13ª ed.). Loures: Lusodidacta.
