Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Ability to acquire knowledge and understanding of pathophysiological mechanisms and of the responses of the person/family in medical affection situation
Ability of recognition and understanding of the problems of management of therapeutic regimen and the process of nursing care on the care the person/family with medical affection in different contexts of medical practice
Ability of problem solving and decision making in clinical case analysis/problem situations, based on search and analysis of information from scientific sources
Ability to work individually and in groups on clinical case analysis/problem situations and during the practice of nursing techniques/procedures
Ability to identify, understand and reflect on the ethical-deontological problems inherent in the care of the person/family in case of illness and end-of-life.
Syllabus
The person/family and the transition process health/disease
Human responses to the situation of health/disease
Adherence to treatment regimen
The person/family to experience health/disease processes at the level of the various body systems
Community responses: primary health care, hospital care and long-term care integrated
Management of therapeutic regimens in people with pathophysiological disturbances associated with medical affection
Nursing care to the person/family with body system dysfunction resulting from medical affection
The person/family living death/end of life situations - Concepts and meanings associated with the process of dying
Nursing care to the person/family in end-of-life situation and in case of death
Ethical issues ethical and legal aspects-take care of the person/family living the health/disease transition, end-of-life and death process
Demonstration of the syllabus coherence with the curricular unit's learning objectives
In this curricular unit occurs the student¿s first contact with the problems of the person/family in disease situation and with the importance of the management of therapeutic regimen as integrated approach between caregiver and care in a holistic view of the process. The contents, structured in this logic, focusing on the experience of the process as an organizer of the planning, implementation and evaluation of nursing intervention, based on the knowledge and understanding of the various dimensions of the situation, together with the integration of the singularity associated with the health/disease process. The inclusion of the physio pathological and ethics/ethical dimension, in a complete and integrative perspective, stimulates the student not only the development of instrumental skills in decision and problem solving, but also in the interpersonal dimension of job-sharing, which prepares for interdisciplinary practice.
Teaching methodologies (including evaluation)
Theoretical expository and interactive classes with questioning in an integrative perspective of the contents, with strategies focused on learning and that develop abilities of integration/translation of knowledge and use of pedagogical tools: anatomical models, images and videos Theoretical-practical classes: analysis and discussion of contents using examples of care practice, videos of situations close to reality, problem situations and their resolution Practical laboratory classes-demonstration and training of technical procedures in a controlled environment. Tutorial orientation: student orientation in the development of written work with reflective methodology (small groups) Seminar: presentation and discussion of the written work (extended group). Assessment: 2 written tests (40% weighting each) and presentation of the reflective methodology synthesis (20% weighting) Autonomous component: student time for research, analysis of documents and study of contents.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
At this stage of the course the teaching methodologies of exhibition nature, but with a predominantly interactive structure that encourages the proactivity of student in order to learn how to learn. The student participates in the construction of his knowledge to help streamline argumentation in classroom, supplemented by targeted research of pertinent information, structural, and complement, in a set of strategies that promote the development of instrumental skills and paves the way for the acquisition of systemic expertise in this area. The discussion and reflection are stimulated by clinical cases/problem situations that begin centered in specific aspects of the responses of the person/family to the health/disease process and go building along the route of the student at UC for the integration of new dimensions/aspects/topics covered. The complexity of the situations increases by enrichment of the scenarios with, for example, the ethical-conduct issues, and/or his extension to moments of theoretical/practical or lectures in laboratory practice, organized among the large group and small groups, so that the goals outlined are pivoted at the same time by different teachers, in a perspective of questioning that seeks to mobilize and integrate the major concepts covered. The reflective process stimulation strategy, conducted over the development of the curricular unite begins by a short story that brings together several aspects of care, intentionally selected by teachers, leaving open to students to identify a dilemma associated with the provision of care, for which they seek, but independently supervised, to find solutions to possible response, basing them on the latest evidence on the topic, alternating moments of personal reflection and group discussion, following a flexible and organized flowchart. The possibility to integrate in the discussion values and personal experiences, the result of his own experiences, awakens the student and the group for the reflection on the diversity and multiculturalism, in a perspective of complementarity with the other curricular units, which compete to acquire critical skills and self-criticism, and, in a more systemic dimension, generate new ideas, boosting the theoretical/practical course of applying knowledge in practice. Culminating in a workshop, the development of the various phases of the process, results in the presentation of a summary of conclusions, identifying the auditable aspects of generalization and application in practice, highlighting the values and the knowledge/consolidated throughout the development of the methodology, based on the relationship between theoretical contribution, the perspective of application in the context of clinical practice and the values mentioned above.
Bibliography (Mandatory resources)
Administração Central do Sistema de Saúde (2011). Manual de normas de enfermagem: Procedimentos técnicos.Lisboa: MS.
Hinkle, J. L., & Cheever, K. H. (2015). Brunner & Suddarth: Manual de Enfermagem médico-cirúrgica (13ª ed.). Rio de Janeiro: Guanabara Koogan.
Longo, D. L., et al. (2014). Medicina interna de Harrison (18ª ed.). Rio Janeiro: McGraw Hill.
Monahan, F., Sands, J., Neighbors, M., Marek, J., & Green, C., (2009). Enfermagem médico-cirúrgica Phipps: Perspetivas de saúde e doença (8ª ed.). Loures: Lusodidacta.
Neves, M., & Osswald, W. (2014). Bioética Simples (2ª ed). Lisboa: Babel.
Pacheco, S. (2012). Cuidar a pessoa em fase terminal: Perspetiva ética. Lisboa: Lusociência.
Patry, J.L., Pinto, M.R., Spínola, A. & Reis, A. (2017). Piloting VaKE in the education for practice of nurses, EAPRIL 2016 Proceedings, 139-151.
Sapeta, P. (2011). Cuidar em fim de vida: Processo de interação enfermeiro-doente. Loures: Lusociência.
