Therapeutic Communication and Helping Relations in Nursing III

Scholar Year: 2023/2024

Courses

Head Teacher Responsability Ricardo Manuel Conceição Rodrigues Head Hugo Miguel Martins Alves Franco Colaborador Lino Alexandre Andrade Martins dos Ramos Colaborador Paula Cristina Campos Joaquim Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,66 ,66 2,66 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,66 Ricardo Rodrigues   0,66 Seminário Totals 1 0,66 Lino Ramos   0,33 Ricardo Rodrigues   0,33 Orientação Tutorial Totals 4 10,64 Hugo Franco   0,66 Lino Ramos   0,66 Paula Joaquim   0,66 Ricardo Rodrigues   0,66

Teaching language

Portuguese/English

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

- Knowing the specifics of helping relationship (HR) in difficult communication processes
- Identify the potential of helping relationship characteristics, understanding and conflict resolution
- Identify assumptions of the therapeutic project in helping relationship, through counseling process
- Reflect on the operationalization of helping therapeutic project of HR, in nursing care with the client;

Syllabus

Helping relationship in difficult communications with:
- Client with acute disease/chronic,
- Customer with impaired self-image;
- Client with aphasia;
- Client with neoplastic disease;
- Client at end of life
- Client in grief
- (… others)
Helping relationship in nursing at positive resolution of conflicts: components of the conflict, thoughts, feelings, emotions, behaviors, internal conflict;
Therapeutic Project in helping relationship in Nursing;
Reflection on the process of the therapeutic plan, as an integrated learning Helping Relationship in Nursing.

Demonstration of the syllabus coherence with the UC intended learning outcomes

Learning objectives are directed to students acquire and consolidate knowledge and skills in helping relationship in nursing that allow them to think a therapeutic project to the client: adult and / or elderly.
The contents set are aimed at creating the conditions for the acquisition of the presented learning objectives.

Teaching methodologies

Expositive and participative methodologies
Tutorial guidance in connection with the experience of relational dynamics of helping processes in Clinical Teaching of Nursing II and III.

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

This CU considers a theoretical dimension that you want students to deepen reflection and on the relational dynamics of aid processes in nursing, equating the size of the therapeutic project. This stage of UC, expository, participatory and also considers the previous relational experiences of students, mobilizing them in the classroom as the appropriateness of sharing in the context of the class.
The tutorial takes place over the clinical teaching in small groups and explores the experiences of relational dynamics of aid cases in the Teachings Clinicos of Adult and Elderly in Contexts II and III. Thus, students have the opportunity to select the most significant relational interactions that live in Clinical Teaching and do, with the teacher facilitator and with the small group tutoring, clarification processes, reflection and theoretical adequacy and technique that are taken promoters Individual consciousness and continuity of learning in Clinical Teaching.

Assessment methodologies and evidences

Evaluation:
Continuous – group work (40%) + reflective essay from experience of relational dynamics of helping processes in Clinical Teaching of Adult and Elderly in Contexts II and III (60%)
Examination - Individual reflective essay (50%) + oral discussion (50%)

Bibliografia

Burnard, P. (2005) Counselling Skills for Health Professionals. 4 edition. Nelson Thornes.
Chalifour, J. (2007). A Intervenção Terapêutica - Os Fundamentos Existencial-Humanistas da Relação de Ajuda. Vol 1. Lusodidacta. Loures.
Chalifour, J. (2009). A Intervenção Terapêutica - Estratégias de Intervenção. Vol 2. Lusodidacta. Loures.
Kim, J. (2019). Nursing students`relationships among resilience, life satisfaction, psychological well-being, and attitude to death. Korean journal of Medical Education, 31(3), 251-260. Doi: https://doi.org/10.3946/kjme.2019.135
Lazure, H. (2007). Viver a Relação de Ajuda. Abordagem Teórica e Prática de um Critério de Competência da Enfermeira. Lusodidacta. Loures.
Leal, I. (2005). Iniciação às Psicoterapias. Fim de Século. Lisboa.
Phaneuf, M. (2005). Comunicação, entrevista, relação de ajuda e validação. Lusodidacta. Loures.
Patterson, L., Eisenberg, S. (1988) – O Processo de Aconselhamento. Martins Fontes. São Paulo.
Sandoval, L., Prado, A. (2017). Theory-praxis relationship in education of nursing professionals: an integrative literature review. Enfermería Global, 47, 693-706. Doi: http://dx.doi.org/10.6018/eglobal.16.3.269261
Wiener, J. (2009). The Therapeutic Relationship: Transference, Countertransference, and the Making of Meaning. Carolyn and Ernest Fay Series in Analytical Psychology. Texas A&M University Press.