Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Ability to plan, execute and nursing care, with scientific basis, for the person/family in mental illness
Ability to mobilize knowledge in the field of health promotion, intervention in crisis and rehabilitation/integration of the person with mental illness, considering the main therapeutic approaches
Ability to collect, select and analyze information from various sources, demonstrating their mobilization in decision making, in a care situation, to the person/family with mental disorder.
Interpersonal skills that favor multidisciplinary teamwork and communication/therapeutic relationship with the sick person/family
Ability to mobilize ethical-legal references in the provision of care for the person/family with mental illness, integrated into the community
Syllabus
Communication/interpersonal relationship/therapeutic relationship and caring in nursing
Basic instruments in nursing
Psychopathology and mental health - Main psychopathological frameworks
Mental health nursing care and psychiatry - Key therapeutic approaches
Nursing care for the person/family/community in the scope of health promotion, intervention in crisis and rehabilitation/integration, in situations of mental illness
Ethical-deontological issues and legal aspects in mental health nursing and psychiatry
The person in the individual and group dimensions; developmental psychology; the person in the family, in the community and in society
Demonstration of the syllabus coherence with the curricular unit's learning objectives
In order for the student to plan, execute and evaluate the person/family with mental illness, in health promotion, crisis intervention and rehabilitation/integration, it is essential to mobilize knowledge about each of the intervention levels and the main psychopathological frameworks and therapeutic approaches. The use of the basic tools is essential for the student to access and mobilize the necessary information to meet the needs of the person/family. The complexity of caring for the person/family with mental illness, inserted in the community, requires establishing a therapeutic relationship for which it is fundamental the understanding of individual and group behavior, namely the family group as a support network and belonging group. In order to guarantee respect for the dignity of persons, and because mental illness can be a factor of vulnerability, it is essential that ethical legal references be taken into account.
Teaching methodologies (including evaluation)
Priority is given, in this stage, to the provision of nursing care in specific contexts of the field of mental health and psychiatry nursing, with daily clinical guidance from the cooperating nurse and scientific and pedagogical guidance from the professor, in which cases will be discussed. clinics, with groups of students, a guiding nurse and a professor, developed from a perspective of formative evaluation. Performance (75%) and an individual written reflection will contribute to the evaluation, in which the student chooses a significant care experience and reflects in a reasoned way on their decision-making (25%).
The autonomous component of the curricular unit must be carried out by the student through: Bibliographical research that supports the provision of care based on scientific evidence. Reflection based on concrete experiences of providing care, namely the basis for decision-making.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The development of the internship in real caretaking settings will enable the student to develop instrumental, interpersonal and systemic skills.
The provision of care, as a teaching and learning methodology, allows the student to develop and demonstrate the capacity to plan, carry out and evaluate, in a well-founded way, the care of the person/family in a mental illness situation at different levels of prevention. The advisor nurse, present daily in care situations, is fundamental for the student to mobilize, in the different situations, the necessary knowledge and appropriate use of different sources of information by mobilizing it for decision making before the person/family.
With the discussion of clinical cases and the integration in these moments of the advisor nurse, teacher and students, direct intervenients in the formative process, the reflection on the different stages of the care process and the importance of the relational and ethical-legal dimensions are promoted, so that the respect for the dignity of the person/family, inserted in the community, is a reality.
Keeping the centrality of the student the individual reflection, elaborated from experiences that they consider significant for their learning, will promote the informed analysis and evaluation of the decisions taken, thus contributing to improve the decision making ability and consequently the care provided.
Bibliography (Mandatory resources)
American Psychiatric Association (2014). DSM-5: Manual de diagnóstico e estatística das perturbações mentais. Lisboa: Climepsi Editores.
Lei nº 36/98, de 24 de julho. Diário da República nº 169/1998 ¿ I Série-A. Ministério da Saúde. Lisboa.
Sequeira, C. (Coord.). (2016). Comunicação clínica e relação de ajuda. Lisboa: LIDEL.
Sussman, N., Sadock, V. A., & Sadock, B. J. (2015). Manual de farmacologia psiquiátrica de Kaplan & Sadock (6ª ed.). Porto Alegre: Editora Artmed.
Townsend, M. C. (2014). Enfermagem psiquiátrica: Conceitos de cuidados (7ª ed.). Rio de Janeiro: Guanabara Koogan.
Amaral, António C. (2010) Prescrições de enfermagem em saúde mental: mediante a cipe. Loures: Lusociência
Ornelas, José (2008) Psicologia Comunitária. Lisboa: Fim de Século
Phaneuf, M. (2005). Comunicação, entrevista, relação de ajuda e validação. Loures: Lusociência.
Stuart, G.; Laraia, M. (2006). Enfermagem Psiquiátrica ¿ Princípios e práticas. 6ª ed. Porto alegre: Artemed editora
