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Medical - Surgical Nursing 1
Scholar Year: 2021/2022
| Code: |
ME35 |
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| Scientific area: |
Enfermagem |
| Section/Department: |
Nursing Department |
| Term: |
1st Semester |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| ME |
26 |
|
1º |
5,0 |
40 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
As learning outcomes, it is expected that the student:
- Analyzes conceptual models and theories with involvement in medical-surgical nursing;
- Learns to recognize the importance of theories and conceptual models, in diagnostic evaluation and nursing
intervention;
- Learns to manage interpersonal communication in the therapeutic relationship with the person/family;
- Develops strategies for promoting emotional control;
- Acquires instruments related to the management of bad news.
Syllabus
1 - The person in critical condition and / or organ failure
- Theories and conceptual models in medical-surgical nursing.
- The importance of theories and conceptual models in the diagnostic evaluation in nursing to the critically ill
patient.
- The importance of theories and conceptual models in nursing intervention to the critical patient.
- Contexts of nursing intervention to the critical patient.
2 - Relationship and communication in health
- Communication in Health
- Therapeutic Communication
- Interpersonal Relationship in Health
- Therapeutic Relationship
- Intervention in crisis situations
- Management of emotions
- Disclosure of bad news
Demonstration of the syllabus coherence with the UC intended learning outcomes
The contents of this course emphasize, as first approach, the theories and Conceptual models for medical-surgical nursing and its importance in the diagnostic evaluation and nursing intervention to the critical patient. The contentes will be based on a dynamic research, analysis and interpretation of the works listed in the bibliography and especially of research papers that address the various issues, which will be the object of study of the course. The
contents were chosen to support, in a theoretical perspective, an articulated shape and sequential learning outcomes. They are defined in a logic of direct and indirect consistency with some skills of nurses specialized in medical-surgical nursing for which they provide important contributions.
Teaching methodologies
A teaching model centered on a learning outcome set is suggested, and is intended to lead to the development of these results with special emphasis on skills that promote student intellectual autonomy, their ability to reflect, to solve problems, to communicate, to work as a teams to lead, to innovate and to adapt for change.
The suggested teaching methodologies are: direct expositive methodology, group work, case discussions, simulations, "Brainstorming", "Role Playing", viewing of films and critical reflection on it.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
We intend to develop a personalized education system that encourages the reflection and value processes of cognitive and interpersonal nature, advocating the acquisition of concepts, problem solving, research and practical work where it clearly identifies aspects of the therapeutic relationship in nursing.
With the implementation of interactive methodologies we intend to engage in any significant way, the students in the teaching and learning process, with recourse to the pursuit of knowledge resulting from the evidence relating to the various topics listed in the syllabus.
The teaching methodologies will be scheduled in conjunction with coherence and learning outcomes defined for the course since they are intend to introduce moments of exposure where the most significant concepts will be worked out, combined with exposure and demand for scientific evidence. It is also intended that during the course, the methodologies described in the syllabus are also used as a significant and important resource for practical work incentives.
Assessment methodologies and evidences
Evaluation:
- Elaboration of an assignment in groups (maximum 4 students) with 15 pages – This assignment should analyze a theory or a conceptual model and its application in the evaluation of a diagnostic situation, the proposed interventions (50%) and presentation of a situation involving disclosure of bad news related to the mentioned situation (50%).
Exam:
- Individual written assignment with oral discussion.
Bibliografia
- Aradilla-Herrero, A., Tomás-Sábado, J., & Gómez-Benito, J. (2014). Perceived emotional intelligence in nursing: psychometric properties of the Trait Meta-Mood Scale. Journal Of Clinical Nursing, 23(7-8), 955-966. doi:10.1111/jocn.1225.
- Msiska, G., Smith, P., Fawcett, T., Nyasulu, B. (2014). Emotional labour and compassionate care: What's the relationship?. Nurse Education Today.
- Sanderson, S. (2014). EB65 Evidence-Based Staffing: Using the Synergy Model to Improve Patient and Nursing Outcomes in the Intensive Care Unit. Critical Care Nurse, 34(2), e9-e10.
- Shannon, S., Long-Sutehall, T., & Coombs, M. (2011). Conversations in end-of-life care: communication tools for critical care practitioners. Nursing In Critical Care, 16(3), 124-130.
- Tomey, A.M., Alligood, M.R. (2004).Teóricas de enfermagem e a sua obra: modelos e teorias de enfermagem. Loures: Lusodidacta.
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