Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Ability to plan, execute and evaluate care for the person and family, inserted in the community, at any stage of the life cycle, mobilizing information analysis for decision making
Ability to adapt to new situations by mobilizing interdisciplinary knowledge in solving problems in situations of different complexity
Ability to collect, select and analyze information in an area selected by the student, supporting decisions taken in care situations and highlighting the changes resulting therefrom in a proactive and committed attitude in their own training process
Demonstrate interpersonal skills that promote multidisciplinary teamwork and communication/relationship with the person and family, taking into account the diversity of each care situation
Ability to use the scientific evidence and the ethical/deontological references of the profession in the care of the person/family in the life cycle
Syllabus
As a final internship of the course, students should be able to mobilize contents learned during their training in the scientific area of nursing and in other subsidiary disciplinary areas in order to support an evidence-based practice.
When planning, intervening and evaluating in nursing, the student should be able to apply knowledge according to the situation the person and/or family is experiencing and/or the context of care, as in taking into account the person's individuality and the diversity of situations and contexts of care.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
Considering that this internship occurs in the last semester of the course, it is a privileged space for deepening the instrumental skills by mobilizing knowledge, searching and analyzing information from various sources for planning, implementing and evaluating care for the person and or family at any stage of the life cycle.
Interpersonal skills will be developed within the framework of multidisciplinary teamwork as well as in the communication and relationship established in different care situations. The systemic competences will be evidenced in particular in the ability to adapt to new situations as well as guarantee a practice of care based on the evidence revealing ability of autonomy in the care provided.
Thus, the contribution of this stage to the different competence domains of general care nurses - professional ethical and legal responsibility, care delivery and management and professional development - is highlighted.
Teaching methodologies (including evaluation)
the student develops care for the person/family in the life cycle, inserted in the community, in a care context selected by him, integrated in the health team, under the guidance of a cooperating nurse. Pedagogical and scientific guidance will be provided by the teacher. As the center of this process, the student develops the internship project and directs it to an area of ¿¿interest, preparing a final internship report based on this, with a deepening/reasoning of the selected area and analysis and reflection on the care provided, giving visibility to scientific evidence. The report will be presented and discussed in a Seminar. Assessment: self- and hetero-assessment performance, 65% (25% and 75%, respectively) and the final report 35% (35% discussion, 65% written document). 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.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Taking into account the state of development of the student and its centrality in the process of teaching and learning, the student has the opportunity to select the context in which they will develop their internship as well as a thematic to deepen, integrating the scientific evidence and considering the ethical deontological references for decision making in care situations, thus demonstrating a proactive and committed attitude in their training process. Providing care to individuals and families in the different stages of the care process will contribute to the deepening of knowledge in areas relevant to the student and simultaneously to the development of competencies facilitated by the clinical orientation of the nurse advisor and scientific-pedagogical orientation of the teacher.
The seminar as a privileged space for reflection will allow the sharing of relevant experiences of the students' training course, namely the work developed on different themes, thus contributing to the consolidation of attitudes essential to the responsible exercise of the profession.
Bibliography (Mandatory resources)
Foster, J. G. W., & Prevost, S. S. (2012). Advanced practice nursing for adults in acute care. Philadelphia: F.A Davis Company. HocKenberry, M. J., & Wilson, D. (2014). Wong: Enfermagem da criança e do adolescente (9ª ed.). (Vols I-II). Loures: Lusociência. Monahan, F., Sands, J., Neighbors, M., Marek, J., & Green, C., (2009). Enfermagem médico-cirúrgica Phipps: Perspetivas de saúde e doença (8ª ed.). Loures: Lusodidacta. Néné, M., Marques, R., & Batista, M. (2016). Enfermagem de saúde materna e obstetrícia. Lisboa: Lidel. Sequeira, C. (Coord.). (2016). Comunicação clínica e relação de ajuda. Lisboa: LIDEL. Stanhope, M., & Lancaster, J. (Org.). (2011). Enfermagem de Saúde Pública: Cuidados de saúde na comunidade centrados na população (7ª ed.). Lisboa: Lusodidacta. Townsend, M. C. (2014). Enfermagem psiquiátrica: Conceitos de cuidados (7ª ed.). Rio de Janeiro: Guanabara Koogan
