2024
Introduction to Nursing
Name: Introduction to Nursing
Code: ENF14444L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Nursing
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
This UC contributes, through its programmatic contents, to the understanding of nursing as a discipline and profession, as well as the theories and concepts that support it from a historical perspective.
Sustainable Development Goals
Learning Goals
Objective
Enable the understanding of nursing (nurse) as a discipline and profession, as well as the theories and concepts that support it from the historical perspective (hist.)
Skills
It presents knowledge/ability of conceptualization congruent with the historical/epistemological evolution of the nurse. in light of the social evolution/role of women in society
Describes contributions of currents/schools of thought in the construction of knowledge, characterizing existing theories and patterns of knowledge in nursing, as a discipline/profession
Uses principles of historical knowledge. of the nurse in order to carry out a critical analysis of the fundamental issues that have influenced the development of nurses, in the relationship with users and health professionals, in solving current problems in nursing.
Reveals self-learning skills that allow the development of critical/reflective thinking about historical milestones/main currents of thought that influenced its development.
Enable the understanding of nursing (nurse) as a discipline and profession, as well as the theories and concepts that support it from the historical perspective (hist.)
Skills
It presents knowledge/ability of conceptualization congruent with the historical/epistemological evolution of the nurse. in light of the social evolution/role of women in society
Describes contributions of currents/schools of thought in the construction of knowledge, characterizing existing theories and patterns of knowledge in nursing, as a discipline/profession
Uses principles of historical knowledge. of the nurse in order to carry out a critical analysis of the fundamental issues that have influenced the development of nurses, in the relationship with users and health professionals, in solving current problems in nursing.
Reveals self-learning skills that allow the development of critical/reflective thinking about historical milestones/main currents of thought that influenced its development.
Contents
1. Historical and socio-anthropological references for the construction of the discipline and profession
1.1. Colliere's perspective
1.2. International key historical references
1.2.1. Nightingale's perspective
1.2.2. Ethel Fenwick's Perspective
1.3. Key historical references at national level
2. The nursing discipline
2.1. Criteria for defining the nursing discipline
2.2. Integrating perspective of nursing theories and levels of abstraction
2.3. Schools of Thought in Nursing
2.4. Study of some nursing theories
2.4.1. Self-Care Theories (e.g., Orem, Riegel)
2.4.2. Transition Theory (Meleis)
2.4.3. Mid-range theories (e.g., Lopes, 2006; Theory of Comfort - Katharine Kolcaba; Theory of Uncertainty in Illness - Merle Mishel)
3. The nursing profession
3.1. Fundamental criteria in defining the profession
3.1.1. formal criteria
3.1.2. clinical criteria
3.2. The relationship between the nursing discipline and the nursing profession
1.1. Colliere's perspective
1.2. International key historical references
1.2.1. Nightingale's perspective
1.2.2. Ethel Fenwick's Perspective
1.3. Key historical references at national level
2. The nursing discipline
2.1. Criteria for defining the nursing discipline
2.2. Integrating perspective of nursing theories and levels of abstraction
2.3. Schools of Thought in Nursing
2.4. Study of some nursing theories
2.4.1. Self-Care Theories (e.g., Orem, Riegel)
2.4.2. Transition Theory (Meleis)
2.4.3. Mid-range theories (e.g., Lopes, 2006; Theory of Comfort - Katharine Kolcaba; Theory of Uncertainty in Illness - Merle Mishel)
3. The nursing profession
3.1. Fundamental criteria in defining the profession
3.1.1. formal criteria
3.1.2. clinical criteria
3.2. The relationship between the nursing discipline and the nursing profession
Teaching Methods
Methodology will be active, implying strong (co)responsibility of the student in the production of learning in order to make them autonomous in their training process.
The expository, self-reflective method, critical questioning and cooperative learning strategies will be used. Dialogue will be encouraged, through the presentation and discussion of cases, in order to stimulate critical reasoning and the ability to speak orally. In the TP component it is intended that they develop critical and reflective skills.
It is intended to instill in your practice the results of research, through research and analysis focused on specific objectives and contents
Continuous assessment will be privileged, with group work subject to a grid of previously defined criteria and the realization of a moment of individual assessment. The final grade results from the average of the two evaluation moments. If the student chooses the exam assessment regime, he/she follows the academic regulations.
The expository, self-reflective method, critical questioning and cooperative learning strategies will be used. Dialogue will be encouraged, through the presentation and discussion of cases, in order to stimulate critical reasoning and the ability to speak orally. In the TP component it is intended that they develop critical and reflective skills.
It is intended to instill in your practice the results of research, through research and analysis focused on specific objectives and contents
Continuous assessment will be privileged, with group work subject to a grid of previously defined criteria and the realization of a moment of individual assessment. The final grade results from the average of the two evaluation moments. If the student chooses the exam assessment regime, he/she follows the academic regulations.
Teaching Staff
Certificações
