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Clinical Learning in Nursing IX - Life Span: Complex and Critical Care Settings
Scholar Year: 2019/2020
Code: |
LICENF075 |
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Acronym: |
ECVIX |
Scientific area: |
Enfermagem |
Section/Department: |
Nursing Department |
Term: |
1st Semester |
Courses
Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
ENFB |
53 |
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4º |
10,0 |
210 |
270,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
This curricular unit takes place after the Nursing Course IX which addresses various issues related to the person in critical condition. It aims to develop student’s skills in complex care environments to people in critical condition or multi-organ failure. Such care is provided in health highly complex environments, such as in the emergency room (ER), intensive care units (ICU) or intermediate and other specialized care units.
The objectives of this Clinical Practice are:
- Acquire and develop skills to provide nursing care to individuals and families with complex problems,
- Acquire and develop skills to provide nursing care in urgent and emergency situations,
know the procedure principles in more frequent emergency situations
Syllabus
The curricular unit is supported by the syllabus of the Nursing IX - Complex situations and High Risk that precedes it. The student will develop skills in clinical care of people in critical condition, involving instrumental and cognitive skills, and resolving problems associated with the condition of the people and family in very complex contexts.
Demonstration of the syllabus coherence with the UC intended learning outcomes
In this course the student develops skills in the context of the person in a critical situation at the emergency departments, intensive care units and intermediate care units.
Accordingly, it is a course that develops in real learning contexts, especially in complex units.
The acquisition, development and training of cognitive and instrumental abilities and use the basic tools of the nursing profession is intended.
The aim of this course is to develop a learning methodology to the acquisition / development of competences provided for Clinical Education, in complex situations, in providing care to the individual and family. These skills are various fields that make interpersonal skills, systemic and instrumental, that translate the following: Responsibility, ethics and deontology; Key principles of provision and care management; Health promotion; Nursing process; Communication; Safe environment; Teamwork and delegation and; Development of Learning. Developing these skills requires the development of activities, interventions and care to people in critical situation and respective families in hospital settings, in emergency services and intermediate care units.
Teaching methodologies
Students perform this curricular unit, developing activities that are necessary to achieve the objectives. Students will integrate on these complex care units and develop gradually activities, taking into account the student's level of development, as it provides for an increase in the complexity of nursing interventions.
In each context of care, student will perform individual learning tasks: Nursing Process: Initial Assessment, Nursing Care Plan and Instruments for the Evaluation; in different contexts care.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Students are integrated into the nursing team and gradually develop skills in caring for people in critical condition, also establishing a socialization with practice and culture of care in these units. Each student is assigned a nurse responsible for the process of teaching and learning, which gradually will integrate the student in providing care to the person in critical situation. The student teaching-learning process is conducted by the nurse-supervisor and the reference teacher where it’s oriented to a study aimed at situations that arise in concrete and that the student will have to deal with them.
The students, in addition to the exercise in context, perform care plans that result from the research that they do, taking into account the diversity of complex situations faced by complementing the theoretical contributions
The clinical learning consists of a qualitative assessment, formative and a summative final assessment of quantitative development of learning achieved, according to Assessment Tool.
Assessment methodologies and evidences
The Final Report, evaluates the student's reflective capacity and assess the level of development of student skills.
Evaluation Methodology: Learning Clinic - 55% (55% hetero-evaluation, 15% self- evaluation); Clinical Practice Report - 30%
Bibliografia
BLACK, J. M. e MATASSARIN-JACOBS, E. (1993). Luckman & Sorensen-Enfermagem Médico-Cirúrgica – Uma Abordagem Psicofisiológica. Rio Janeiro: Editora Guanabara Koogan,. 4ª Edição. 2 vol.
BOLANDER, V.B. – Luckman & Sorensen (1998). Enfermagem Fundamental – Abordagem Psicofisiológica.. Lisboa: Lusodidacta. ISBN 972-96610-6-5.
NUNES, Lucília; MARTINS, Mª Lurdes; CRUCHINHO, Paulo; FREITAS; António (2005).Percurso para um curriculum baseado em competências. Área Disciplinar de Enfermagem. Setúbal: Escola Superior de Saúde
PHIPPS, Wilma e outros (2002). Enfermagem Médico-Cirúrgica – Conceitos e Prática Clínica. Tradução de Helena dos Santos Azevedo. Lisboa: Lusodidáctica, ISBN 972-96610-0-6
THELAN L.A. tal. (2008) – Enfermagem em Cuidados Intensivos – Diagnóstico e Intervenção. Lisboa: Lusodidacta.. ISBN – 972-96610-2-2
SHEEHY, Susan (2011). Enfermagem de Urgência - Da Teoria à Prática , Lusodidacta, Ed.:6ª Ed.. ISBN: 978-972-8930-63-9
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