|
|
Clinical Learning in Nursing
Scholar Year: 2023/2024
| Code: |
LENF46 |
|
| Acronym: |
ECEVI |
| 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 |
52 |
|
4º |
10,0 |
178 |
270,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
The student is expected to acquire the following skills:
the. Mobilize the knowledge and skills learned about health-disease problems and nursing interventions to adult, old people, and families in the context of continuous and palliative care.
b. Use knowledge and techniques appropriately, basing decision and action.
c. Apply critical thinking and problem-solving.
d. Perform continuously and systematically the stages of the Nursing Process, communicating with consistency the relevant information, with respect for its area of competence.
and. Initiate, develop and suspend therapeutic relationships with the person/client and/or caregivers, through the use of appropriate communication and information, promoting their training and autonomy.
f. Participate in teamwork.
g. Regularly analyze and evaluate their practices by pointing out development paths.
h. Report and critically analyze the development of your skills and learning.
Syllabus
The UC mobilizes the programmatic contents of UC Nursing VIII - Contexts of Continuous and Palliative Care and Learning in Simulated Context VI. The student will develop clinical skills in the provision of care to people in chronic, terminal, and palliative situations involving specific instrumental and cognitive skills, as well as in solving problems associated with the condition of people and families in continuous and palliative contexts
Demonstration of the syllabus coherence with the UC intended learning outcomes
It is intended that students operationalize the interventions recommended for nursing care to the family and adult and elderly individuals in the context of continuous and palliative care, focusing on their main health problems and recognizing the autonomy and capacity for self-care of individuals and families, favoring interventions that favor the empowerment, spirituality, and dignity of clients.
This Curricular Unit implies for each student the acquisition of competencies that allow them to contribute to the comfort of clients to their care, on the other hand, to empower individuals and families to achieve their health projects. It also implies special attention to the prioritization of care for the most vulnerable, as well as the articulation and consolidation of knowledge and skills already acquired.
Teaching methodologies
Clinical Education takes place in continuous and palliative care units, under the responsibility of a teacher and a supervising nurse, both in the context of hospitalization and in the home context. Interventions are carried out in accordance with the learning of previous curricular units. The teacher is responsible for guidance, supervision of teaching, and final evaluation, establishing a pedagogical partnership with the clinical supervisor. The guidance of the clinical supervisor is face-to-face and guidance of the teacher should be performed personally or by distance learning as necessary.
The students carry out the EC, developing the activities necessary to achieve the objectives. The students, during this UC, integrate into these complex care units and develop activities gradually, taking into account the level of student development, in which an increase in the complexity of nursing interventions is expected throughout the same.
In the context of the reflection on clinical learning and dissemination of learning outcomes will be ensured classes S and OT, in person, or if it is not possible the face-to-face regime, using Moodle®and the MicroSoftTeams® platform, to which IPS students have access.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Teaching methodologies include components that promote the active participation of students and that promote an adequate articulation between theory and practice, enhancing the acquisition of competencies. The elaboration of the portfolio aims to promote the student culture of participation and critical reflection on clinical practice. The methodologies and evaluation method promote and facilitate conceptual articulation with the learning objectives envisaged, especially due to their applicability, namely the use of the nursing process to families and individuals.
The methodologies presented to allow to create opportunities for students to have a diversity of experiences, in order to develop decision-making in the resolution of situations, encouraging an active role in their learning process. The methodologies used want the student to have awareness about the real, which will allow him to enhance his intervention. Thus, the student in a real work context can mobilize the knowledge/skills acquired previously to identify and give an adequate response to the specific needs of the people and families of whom he/she cares.
The incentive to participate in OT and S classes and questioning of students also develops critical thinking and creativity skills necessary for problem-solving in a clinical context. The teacher and advisor emerge as support and stimulus in the process of achieving the objectives envisaged.
Clinical learning: Clinical learning is composed of a formative qualitative evaluation and a detailed quantitative final evaluation of the development of the learning performed, as follows:
The Formative Assessment will be carried out in the middle of each context/phase of EC. It will be the responsibility of the student (Self-assessment, qualitative, formative) and the nurse advisor and teacher (Heteroassessment, qualitative, formative).
The Summative (quantitative) Evaluation will take place at the end of each context/phase of EC. It will be the responsibility of the student (Sumativa Self-Assessment) and the guiding nurse together with the teacher (Sumativa Heteroassessment).
Clinical Teaching Report: The use of the final report of clinical teaching, allows to evaluate the reflective capacity of the student, as well as to assess the level of development of competencies of the student.
Assessment methodologies and evidences
The UC can only be carried out in continuous evaluation, with the exception of the finalist student who can perform the same in a special season.
In each context of care the student individually makes learning proposals:
(1) Nursing process (PE) of the person in his care (The EP should include all the phases that compose it since the initial evaluation, care plan, and evaluation instruments used);
(2) Reflections on learning and professional practice in the care of people in situations of continuous or palliative care, having as reference the theoretical contributions of UC Nursing VIII, associating the dimension of critical thinking with that of the clinical learning process or a literature review work, in the scope of nursing care to the person in chronic and palliative situation (after validation with the reference professor).
In addition to these studies, and in the context of learning therapy in complex environments, it is proposed to carry out therapeutic forms, of drugs administered by the student in the clinical context. At the end of clinical education should be attached to the report.
Other studies to be carried out will be defined within the pedagogical relationship with the guiding professor and/or nurse advisor in order to favor the student's development and overcome any difficulties.
Elements that are part of the evaluation:
- Clinical Learning (individual) - has its own instrument for assessing the development of competencies: 60% for the final classification of the EC [composed from 15% of the Student's Summative Assessment (Self-Assessment) + 45% of the Summative Assessment performed by the teaching team - teacher and nurse advisor - (Heteroassessment)
- Clinical Education Report (individual): 40% for the final classification of the EC
Students must obtain a minimum rating of 9.5 values for each of the evaluation elements. The lower classification in any of the evaluation elements results in the failure in the respective EC UC.
Attendance system
The workload of 270 hours corresponding to a total of 10 ECTS.
The student must complete 178 hours of Clinical Teaching, of which 168 hours are in a clinical context, 6h Seminaires, and 4h OT.
The difference between the total working hours of clinical education and the hours of contact should be used by students for the development of learning in clinical teaching, whether guided by the different actors or the student's own choice, namely nursing process, training forms, research on some topic, production of materials for clinical education, among others.
Clinical Education is mandatory, safeguarding the predicted limit of absences, which is 10% of the hours of each Clinical Teaching. Absences should be communicated in advance to the nurse and the teacher. When the need to miss is put on the same day, the student must, as soon as he can, personally or at his request, inform both.
|
|