Advanced Nursing

Occurrence: 2023/24 - 1S

Courses

Hours Actually Taught

10CMESMO

Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)

Evidence of an ability to understand and conceive of nursing as a discipline and profession
Ability to deepen the assumptions about the nature of nursing action, mobilizing interprofessionality
Ability to integrate knowledge into problem-solving in nursing as a complex intervention, including reflection on ethical and social implications and responsibilities
Critique the results of research from an evidence-based practice perspective, mobilizing solid standards of knowledge

Syllabus

The development of nursing as a scientific discipline
The socio-historical evolution of nursing in the world and in Portugal
Theorizing process in Nursing. Schools of thought and paradigms in nursing
The nature of nursing action and the care process
Quality standards for nursing care in maternal and obstetric health
Pathways to develop in order to act in the context. Common and specific competences in maternal and obstetric health nursing
General principles of deontology
Cognitive metacompetence
Evidence-based practice
The translation of knowledge
Nursing information systems

Demonstration of the syllabus coherence with the curricular unit's learning objectives

The aim is to develop a nursing perspective based on scientific evidence. The approach to the process of theorizing in Nursing mobilizes the close relationship between the Discipline and Profession components, deepening the concept of Advanced Nursing, in a close relationship with Nursing Research.
It identifies and deepens reflection, based on the Nature of Action and Metacompetence, as tools for reflection in practice, with practice and on practice, mobilizing the concept of the Care Process in the specificity of maternal health and obstetric nursing.
The translation of scientific knowledge into clinical practice stems from the transitions inherent in the developmental, situational and health/disease processes inherent in the specific area of maternal health and obstetric nursing, ensuring a safe and quality care process.

Teaching methodologies (including evaluation)

The methodology is based on the premises of long-term education and, in this case, adult education.
Different methodologies in the theoretical-conceptual approach to different themes, from the perspective of the centrality of the master's student, mobilizing him/her to deepen the analysis and reflection on action, namely in clinical practice. Autonomous work is the time used by the student to research, analyze and prepare the study of the contents of the course, promoting self-learning and corresponding to the difference between the contact hours (HC) and the total hours (HT) provided for in the course.
Reading and analysis of individual sources to support the organization of reflection.

Demonstration of the coherence between the teaching methodologies and the learning outcomes

The stated objectives are achieved mainly through the operationalization of strategies that promote critical and reflective thinking based on scientific evidence and the reading of fundamental documents, the mobilization of essential knowledge to deepen self-reflective capacity and the use of clinical judgment as preparation for exercising the competencies provided for the specialized care process in maternal and obstetric health nursing.
The methodologies favor the centrality of the master's student, from the perspective of evidence-based practice, in order to constantly update the nursing knowledge produced and disseminated.

Bibliography (Mandatory resources)

Amendoeira, José et al (2014). Enfermagem Avançada. Contributo para o processo de teorização em enfermagem. Revista da UIIPS ¿ Unidade de Investigação do Instituto Politécnico de Santarém, Vol. 2, N. º 5, 201, pp. 232 ¿ 258; ISBN: 2182-9608
Butts,Janie B. & Rich, Karen L. (2012). Philosophies and Theories for Advanced Nursing Practice, 1st ed., Johns & Bartlett Learning Books. ISBN 978 0 7637 7986 3
Perrenoud, P. (2002) ¿ A prática reflexiva no ofício de professor: Profissionalização e razão pedagógica. Porto Alegre: Artmed.
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://erol.es/rol_2020/IC_RESEARCH_INNOVATION_DEVELOPMENT_NURSING_2019.pdf
Schon, D. (1994) ¿ The reflective practitioner. How professionals think in action Arena.
Watson, J. (2002) Enfermagem pós moderna e futura. Novo paradigma de enfermagem. Camarate: Lusociência