Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Develop the ability to search and analyze pertinent information about the characteristics of organizations that allows to frame the behavior of the different actors / collaborators in health organizations and to reflect on the use of organizational resources. Develop personal and interpersonal skills of organization, planning and communication of activities, focusing on person centrality in the care process and consequently the quality of nursing care from an interdisciplinary perspective. Develop leadership skills, initiative spirit, entrepreneurship and problem solving in order to discuss health outcomes, namely in nursing and promotion of continuous improvement.
Syllabus
Organizational theories - perspectives of evolution Organizational structure: health organizations Health care market Health planning Management process Organizational behavior, communication process and "work environments of professional practice¿ Health quality Management and organization of care Evaluation of health outcomes and effectiveness of care
Demonstration of the syllabus coherence with the curricular unit's learning objectives
In addition to the contributions of organizational and behavioral theories from a perspective of evolution, the communication process and the nursing practice environment are highlighted, as students are expected to identify and reflect on the management functions as future elements of a team Interdisciplinary and of an organization, as well as the resources to be used. Considering the person the "center" of the nursing care is evidenced the importance of health planning and the management process, as well as the methodology of care organization, are based on the principles inherent in their quality. The knowledge and analysis of health outcomes and the effectiveness of care allows the student to lead processes, with a spirit of initiative and entrepreneurship in the sense of continuous improvement.
Teaching methodologies (including evaluation)
Interactive, face-to-face tecnique are used. Exhibition sessions, research oriented in various documentary sources, including scientific databases, are used. It develops the teaching of contents, clarification of doubts, analysis and discussion of topics (theoretical-practical) and presentation of papers. Brainstorming and brainwriting techniques are used to analyze problem situations. Examples of implemented projects or Guidelines, including in the quality of care, which will serve as a basis for the development of group work The evaluation results from a written (group) work and an individual written test with weighting of 30% and 70% respectively. In the hours of autonomous work, the student can resort to research, analysis and preparation of the contents to respond to the recommended learning.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Based on the centrality of the student in the learning process, the organization of the curricular unit starts from an instrumental perspective, focused on cognitive and methodological capacities, through the development of interpersonal skills, through the development of communication and teamwork, to a systemic perspective, through the generation of activities, demonstrating spirit of initiative and entrepreneurship. Targeted research allows the identification of scientific articles and consequently analyzes them. The analysis of the articles and another documents facilitates the understanding and reflection of the contents addressed by the systematization of the same, based on different perspectives and different roles inherent to the collaborators in health organizations. The mentioned methodologies make it possible to identify and reflect on the resources available to the management of care and to promote the quality of care. The analysis of problem situations allows to generate ideas, to organize them and to evaluate in an interdisciplinary perspective, as well as the capacities of leadership, entrepreneurship and problem solving.
Bibliography (Mandatory resources)
António, N.S., Teixeira, A. & Rosa, A. (2019). Gestão da Qualidade. De Deming ao modelo de excelência da EFQM. 3ª Ed. Edições Sílabo. Ferreira, R., & Amendoeira, J. (2015). Resultados sensíveis em enfermagem. Ensaio: modelo de avaliação da qualidade dos cuidados. Revista da UIIPS, 3(5), 396-407. Ginter, P.M., Duncan, W.J., & Swayne, L.E. (2013). The strategic management of health care organizations (7th ed.). John Wiley & Sons Ltd. Gomes, J., Cunha, M., Rego, A., Cunha, R., Cabral-Cardoso, C., & Marques, C. (2008). Manual de gestão de pessoas e do capital humano. Edições Sílabo. Lopes, A. (2012). Fundamentos de gestão das pessoas: Para uma síntese epistemológica da iniciativa, da competição e da cooperação. Edições Sílabo. Meneses, J.W. (2016). Gestão de Organizações e Criação de valor partilhado. Universidade Católica Editora. Silva, M.G. (Eds.). (2013). Gestão da qualidade em cuidados de saúde. Monitor.
