Option Internship I

Scholar Year: 2019/2020

Courses

Head Teacher Responsability Edgar Manuel dos Prazeres Duarte Canais Head Ana Filipa Silva Poeira Colaborador Ana Lúcia Caeiro Ramos Colaborador Ana Paula Gato Rodrigues Polido Rodrigues Colaborador Andreia Filomena Ferreri de Gusmão Gonçalves Cerqueira Colaborador António Manuel Martins de Freitas Colaborador Edgar Manuel dos Prazeres Duarte Canais Colaborador Fernanda Paula Santos Leal Colaborador Fernanda Maria Gomes da Costa Teixeira Marques Colaborador Hugo Miguel Martins Alves Franco Colaborador Lino Alexandre Andrade Martins dos Ramos Colaborador Lucília Rosa Mateus Nunes Colaborador Maria Alice Góis Ruivo Colaborador Mariana Vitoria Falcão Carrilho Carolino Pereira Colaborador Rui Paulo Ramalho Inês Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 45,07 25,67 Lectures Type Teacher Classes Hours Seminário Totals 1 45,07 Alice Ruivo   0,27 Ana Ramos   0,66 Ana Filipa Poeira   1,26 Ana Paula Gato   0,13 Andreia Cerqueira   1,06 António Freitas   0,93 Edgar Canais   0,87 Fernanda Marques   0,67 Fernanda Leal   0,87 Hugo Franco   0,67 Lino Ramos   0,53 Lucília Nunes   0,20 Mariana Pereira   20,26 Rui Inês   0,80 Estágio Totals 1 25,67 Ana Ramos   0,40 Ana Filipa Poeira   0,16 Andreia Cerqueira   0,13 Edgar Canais   0,13 Fernanda Marques   0,16 Francisco Vaz   0,13 Guida Amaral   0,13 Hugo Franco   0,06 Lino Ramos   0,06 Luis Meireles   0,13 Mariana Pereira   0,40 Nara Batalha   0,13 Nuno Oliveira   0,20 Ricardo Fernandes   0,10 Rita Costa   0,13 Rui Inês   0,06

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Expected that the student consolidates the acquisition and development skills of general care in the
following areas:
Professional responsibility, legal and ethics
Providing and care management
Professional development
Is also expected that the student:
Effectively respond to unexpected situations or that change is quickly;
Demonstrate attention in an emergency and / or disaster;
Be proactive in the integration / development process of skills in the clinical setting;
Understand the current context of nursing care
Identify some challenges and opportunities for future professional development
Develop Curriculum Vitae and motivation Letter
Develop critical report internship based on the skills of general nurse

Syllabus

Integration on Professional Life Seminar (IPLS)
Preparation and management curriculum vitae and Motivation letter
Internship in the context of the practice of nursing care

Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents of CU were selected and organized to give response to the objectives and respective expected results given the profile of general care nursing skills.
This is a stage that occurs in the final of the course, the student can choose the practical context according to what there was the previous experience or that intends to know and experience. Student has the opportunity to mobilize and consolidate the content, skills and abilities acquired along the steps previously made.
Integration on Professional Life Seminar, occurs in the 1st week stage (before going to the practice context), and the aims are to provide a reflection and analysis of the practice of nursing, individual and collective in today, taking into account the opportunities and challenges and the role of different actors: nurses, professional organizations and social and health institutions. Sessions of formation and debate are organized with invited representatives professionals of national and international associations
Students also prepare a CV, and motivation letter.

Teaching methodologies

(1000 caracteres)
In Seminar, the methodology is expository-participatory. Professionals are invited representatives of professional associations and national and international context nurses, for holding discussions and information sessions.
Learning in the clinical settings, student’s integrate the nursing teams and they have a mentor nurse and a reference teacher.
There are three formal moments with the teacher in contexts (at beginning, formative assessment and summative assessment).
During the stage, students must do care plans and documents of study like therapeutic forms, thematic dossier), share and discuss them with the supervisor nurse and the reference teacher, and they must develop a project of self-training.
Assessment of Unit:
Clinical Practice – self- assessment – 20%; hetero- assessement – 40%; Report – 40%

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

Students to integrate a nursing team, allows them to get closer to reality, being an integral part of their own teams allowing them to participate more actively in the developed activities, participation in decision-making
The mentor nurse is important to facilitating adaptation the general stage guidelines to the reality of the contexts, and provides student participation in the activities of the team. The mentor nurse collaborates in educational assessments and summative student.
The teacher makes stage supervision and is the link between the school context and the student. Guide the student's reflection about the activities to be undertaken by mobilizing the learning and skills acquired throughout the course
In the work of self-education, the student is able to identify an area that aims to develop and support their practice which will also contribute to their teaching-learning process

Assessment methodologies and evidences

Assessment of Unit:
Clinical Practice – self- assessment – 20%; hetero- assessement – 40%; Report – 40%

Attendance system

System faults according to the Academic Regulation.

Assement and Attendance registers

Bibliografia

BOLANDER, V. (2007). Sorensen e Luckman. Enfermagem Fundamental: Abordagem Psicofisiológica.1ªed. Lisboa: Lusodidacta. ISBN 972-96610-6-5
CARVALHO, A.L. (2005). Avaliação da aprendizagem em ensino clínico no curso de licenciatura em enfermagem. Lisboa: Instituto Piaget
CIPE – Classificação Internacional para a Prática de Enfermagem – Versão Beta 2. Associação Portuguesa dos Enfermeiros. 2005. 3ª Edição. 227 pag. ISBN 972- 98149-5-3
FAWCETT, Jacqueline. Contemporary nursing knowledge : analysis and evaluation of nursing models and theories - 2nd ed. F. A. Davis Company, Philadelphia, 2005
NUNES, Lucília et al (2005). Percurso de um curriculum baseado em competências. Área Disciplinar de Enfermagem, Escola Superior de Saúde do Instituto Politécnico de Setúbal.
OTTO, S. (2007) - Enfermagem em Oncologia. Lisboa: Lusociência. ISBN: 972-8383 – 12- 6.
TOMEY, Ann; ALLIGOOD, Martha - Teóricas de Enfermagem e a Sua Obra - Modelos e Teorias de Enfermagem, 5ª edição. Lusociência, 2002, ISNB 972-8383-74-6
Outra bibliografia que dê suporte às especificidades de cada contexto.