Supervision and Training in Nursing

Scholar Year: 2017/2018

Courses

Head Teacher Responsability Adriano de Jesus Miguel Dias Pedro Head António José Reis do Arco Colaborador Fernanda Maria Gomes da Costa Teixeira Marques Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,67 1,33 ,13 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,67 Fernanda Marques   0,20 Theoretical-practical Totals 1 1,33 Fernanda Marques   0,53 Orientação Tutorial Totals 1 0,13

Teaching language

Portuguese

Syllabus

1. Educational Theories and Models;
- Behavioural, Constructive and Cognitive Theories
- Learning Models
2. Pedagogy and Andragogy
- Principles and Characteristics of adult teaching;
- Learning styles:
- Training necessities diagnose;
- Learning plans development;
- Definition of in-service training plans based on analysis instruments;
- Learning activities;
- Learning evaluation.
3. Supervision and Training
- Supervision Concepts;
- Supervision Models;
- Supervision and Supervision Practices;
- Supervision as a training strategy;
- Supervision Relations and Significant Learning;
- The competences of a Nursing Supervisor;

Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents of this curricular unit set up a first approach to the most significant contents in the syllabus.
Contents will be approached trough a dynamic setting based in research, comprehension and analysis of the Works
included in the bibliography and research papers about diverse themes considered as objects for the Curricular
Unit.
Contents have been chosen to support a sequential and articulated theoretical framework of the defined learning
outcomes and seek direct and indirect coherence as well as an important contribution to the nurse specialist’s
skills

Teaching methodologies

The teaching methodologies consist of a model centred in the student’s learning outcomes which lead to the skills
development and promotion of intellectual autonomy, his ability to think and solve problems, to communicate, to
work in team, to leader, to innovate and to adapt to changes.
Direct Oral Exposure methodology: group work, cases discussion, role-play, “Brainstorming”, Autoscopy, Action
Maze, view and critical thinking about movies as examples of future methodologies.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The aim is to develop an individualized teaching that may incentive thinking and cognitive and interpersonal
process, supporting concept learning, problem solving, research and practical work.
With the implementation of interactive methodologies, the aim is to bring the students to involve in their learning
process as a result of the evidences about the subjects in the syllabus’ contents.
Teaching methodologies will be scheduled according to the Curricular Unit’s contents because the aim is to
introduce expositive moments where the most significant concepts will be deepened in search for scientifically
evidences. It is also ensured that the methodology used in class may serve as a reference and pedagogical
example to the acquisition of aimed results.

Assessment methodologies and evidences

Evaluation:
- Group work (maximum 4 students), 15 pages – Construction of an in-service training plan, stating and supporting
the reasons in its necessities and developing an improvement area, a service quality indicator and respective
standards (60%) and individual oral discussion (40%).
Exam evaluation:
- Individual written work and discussion.

Attendance system

ESS Academic regulation.

Assement and Attendance registers

Bibliografia

Alarcão, I; Roldão, M. (2008). Supervisão. Um contexto de Desenvolvimento Profissional dos Professores,
“Colecção Educação e Formação”, Mangualde: Edições Pedagogia.
Bond, M. & Holland, S. (1998). Skills of clinical supervision for nurses. A practical guide for supervisees, clinical
supervisors and managers. Philadelphia: Open University Press
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development.
California: Sage Publications
Kolb, A. Y., Kolb, D. A. (2011). Kolb Learning Style Inventory 4.0 Boston MA: Hay Group.
Simões, J.; Alarcão, I & Costa, N. (2008). Supervisão em Ensino Clínico de Enfermagem: a perspectiva dos
Enfermeiros Cooperantes. Referência, 6 (2), 91-108
VIGOTSKY, L. S. (1996). A Formação Social da Mente – Rio de Janeiro: Martins Fontes.
Wiles, B. & Bondi. J. (2000). Supervision: A guide to practice (5.ª edição). London: Prentice-Hall.