Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Capacity of planning, execution, and evaluation of nursing care to the woman/couple and family in the disease health process.
Capacity of planning, execution, and evaluation of nursing care to the new-born/child/young person in partnership with parents/family in the process of health illness.
Ability to collect and analyze information from different sources, demonstrating their mobilization in decision making, based on the diversity and multiculturalism of the context of insertion of the family.
Ability to mobilize knowledge in the field of health promotion and ethical-legal frameworks for maximizing health and well-being.
Interpersonal skills that favor multidisciplinary teamwork and communication/therapeutic relationship with woman/couple, new-born, child, youth, and family.
Syllabus
Family-centered care with an emphasis on the empowerment of the child/young person/parents or woman/couple and on the negotiation of care, preserving their safety and well-being from the diversity and multiculturality of the family insertion contexts.
Nursing care that integrates educational processes and promotes self-care respecting decisions, learning rhythms, in a process of transition and growth and development and health gains.
Mobilization of content from health programs in the field of maternal and obstetric health and in the field of child and pediatric health, as well as diagnoses resulting from changes in health and disease.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
For the student to plan, execute and evaluate the care of the woman/couple, the newborn, child/young person, and family, it is essential to mobilize knowledge in both of the area of maternal/obstetric health nursing and of the area of child/pediatrics health nursing, namely through health programs and nursing diagnoses resulting from changes in health and illness. Family-centered care, knowledge of educational and health beliefs and practices in multicultural contexts allow the student to adequately access and mobilize the necessary information to respond, in each situation, to the needs of the woman/couple, newborn, child/ young person, and family, as well as the development of a therapeutic relationship, involving the care partners, in a transition process and integrated into a multidisciplinary team. The promotion of healthy lifestyles, monitoring the growth of children and young people are essential to preserve the safety, health and well-being of the user.
Teaching methodologies (including evaluation)
Nursing care in specific contexts in maternal/obstetric health and child/pediatric health with daily clinical guidance by the cooperating nurse and pedagogical guidance by the professor.
Development of health education activities for women (non-pregnant, pregnant, postpartum women), children, young people, and family.
The performance evaluation will have a weight of 75% in the final grade of the internship, with the remaining 25% being attributed to an individual work where the student reflects in the action and for the action the nursing care as a partner of care and an element of the multidisciplinary team.
The autonomous component of the UC must be carried out by the student through: - Reading, critical reflection and systematization of fundamental ideas on the topics covered and others considered complementary to the development of skills and that enhance decision-making.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The development of the internship in real care settings will enable the student to develop instrumental, interpersonal, and systemic skills.
Nursing care, as a teaching/learning methodology, allows the student to develop and demonstrate skills to plan, execute and evaluate, in a grounded way, the care of women (non-pregnant women, pregnant women, postpartum women), newborns, children/ young man and family. The guiding nurse, present daily in care situations, is essential for the student to mobilize, in different situations, the necessary knowledge and properly use the different sources of information, for decision making in relation to the person who participates in care.
Nursing care that integrates the educational processes and that promotes the user's self-care is a function that clearly points to the performance of health education activities.
The monitoring of child and youth growth, the promotion of healthy lifestyles, namely health promotion, diagnosis of changes in health and disease, are areas inherent to nursing care.
Conducting individual reflection allows the student to integrate the learning developed in the context of interaction with the user and resulting from the guidance of the supervising nurse and the teacher into the training process. The interaction with the user allows the therapeutic relationship, autonomy, creation of opportunities respecting the decisions and the learning rhythms of the users.
Bibliography (Mandatory resources)
Dias, H. (2020). Sexualidade. In Santos-Rocha, R. (Coord.). Guia da gravidez ativa: Atividade física, exercício físico, desporto e saúde na gravidez e pós-parto, (pp. 13-15) Escola Superior de Desporto de Rio Maior, IPSantarém. Direção Geral da Saúde (2015). Programa nacional para a vigilância da gravidez de baixo risco. DGS. Direção Geral da Saúde (2013). Programa nacional saúde infantil e juvenil. DGS. Direção Geral da Saúde (2008). Saúde reprodutiva: Planeamento familiar (Ed. revista e atualizada). DGS. Hockenberry, M. J., Wilson, D. & Rodgers, C. C. (2018). Wong Fundamentals of Pediatric Nursing. (10ª ed.).Elsevier. Néné, M., Marques, R., & Batista, M. (2016). Enfermagem de saúde materna e obstetrícia. Lidel. Santiago, C., Figueiredo, M. H., & Basto, M. (2020). Meanings attributed by migrant women to nursing care during pregnancy to postpartum. Rev ROL Enferm 43(1), 146-153. https://e-rol.es/rol_2020/IC_RESEARCH_INNOVATION_DEVELOPMENT_NURSING_2019.pdf
