| Code: | LE-E6 | Acronym: | E6 | |
| Scientific Area: | Nursing | |||
| Web page: | https://academicos.ipsantarem.pt/ficha_disciplina.editar?p_cad_codigo=LE-E6&p_periodo=2S&p_ano_lectivo=2022&pv_copia_dados=N |
| Teaching Area: | 1st Cycle |
| Acronym | Nº de Estudantes | Plano de Estudos | Academic Year | Credits | Horas Contacto | Total Hours |
|---|---|---|---|---|---|---|
| L3ENF1 | 95 | Nursing degree | 3º | 9 |
Teaching - Weekly Hours
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Teaching - Responsabilities
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Ability to conceptualization, plan, implementation and outcomes evaluation during the caring process of the person and family, especially in emergency/urgent situations in a hospital context supported in the practice based on evidence of interdisciplinary nature.
Patient and family centered care at risk of life, experiencing health/illness/health process transitions (including end-oflife nursing care for the adult and the elderly) in an emergency context and urgency in the hospital context. The content to be mobilized corresponds to the support of an evidence-based practice, namely the evaluation, planning and intervention in nursing in an emergency/emergency context, constituting the stage as a context for deepening the theoretical contents, as well as the learning of other knowledge, always with the supervision of the cooperating nurse and tutorial guidance of the responsible teacher.
Considering the students' learning stage, clinical teaching is a space for deepening the instrumental skills (mobilizing knowledge, organizing time, using learning strategies to make decisions and solve problems. The student mobilizes the technological dimension, in particular by using Sclinico, essentially in the field of information management. Interpersonal skills are deepened in this stage, namely by deepening teamwork skills, especially in an interdisciplinary perspective and in communication with different specialists within the scope of the deepening of systemic competencies occurs in particular through the use of evidence-based practice, assuming the development of autonomous work under the clinical su ervision of nurses, in emer enc and emer enc care rocess contexts with multicultural characteristics.
Internship (E) Performance through the assessment of people/families, the planning and execution of nursing interventions and the consequent assessment of results in people who resort to the emergency service in health organizations, with the supervision of cooperating nurses and guiding professors. The development of the care process by the student addresses life-threatening situations in the person and their families, demonstrating skills of analysis and reflection around the theoretical contextualization emerging from the clinical context, mediated by the knowledge built by the student in the learning process . Pedagogical scientific support in situations of student performance either using individual strategies or in small groups.
Seminar (S) Sharing of the development of the reflective process, through reflections on the clinical experience in moments of interaction with different actors, teacher - student - nurse.
In this internship, the student continues the learning of autonomy initiated in the previous internship, in the development of reflective processes that support decision-making in complex care situations, a process mediated by the monitoring of nurses in the context of providing care centered on people in a situation criticism. From this orientation stems the relevance of the reflective process as a promoter of capacity for the development of the person-centered care process, namely through the strategies that the student himself identifies and develops, always from a perspective of evidence-based practice.
Pedagogically, learning is assumed as the student's responsibility, demonstrated by communication within the health team when performing in context and sharing the process and results of said learning, in a seminar as a strategy for deepening knowledge.
Resolution of practical exercises of critical reflection, self-analysis that enhance decision-making based on acquired knowledge.
Reading, analysis and systematization of fundamental ideas from recommended and specific bibliography for each topic addressed.
Bibliographical research and additional reading guided by teachers.
Butts, J. B., & Rich, K. L. (2011). Philosophies and theories for advanced nursing practice. London: Jones & Bartlett Learning International.
Baird, M. S. e Bethel, S. (2011). Manual of critical care nursing: Nursing interventions and collaborative management (6th ed.). St. Louis: Elsevier Mosby.
Foster, J. G. W., & Prevost, S. S. (2012). Advanced practice nursing for adults in acute care. Philadelphia: F.A Davis Company.
Perry, A. G., Potter, P. A., & Elkin, M. K. e Ostendorf, W. (2012). Nursing interventions & Clinical skills (5th ed.).
Missouri: Elsevier-Mosby.
Sapeta P. (2011). Cuidar em Fim de Vida: Processo de interação enfermeiro-doente. Loures: Lusociência.
