2024
Clinical teaching I - Introduction to care contexts and practices
Name: Clinical teaching I - Introduction to care contexts and practices
Code: ENF14461L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Nursing
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
This CU contributes, through its programmatic contents, to develop the nursing care process, highlighting the dimensions of the underlying clinical reasoning and using functional and therapeutic communication strategies.
Sustainable Development Goals
Learning Goals
Goals
Develop the nursing care process, highlighting the dimensions of the underlying clinical reasoning and using functional and therapeutic communication strategies
Skills
Makes an initial, essential and tutored clinical assessment, using sources and instruments considered appropriate to the situation
Demonstrates basic skills in conducting a clinical interview
Demonstrates basic clinical observation skills
Demonstrates basic clinical observation skills using clinical instruments
It carries out, with guidance, an analysis and interpretation of the data collected, in the light of theories and empirical evidence and relating at least two variables
Makes diagnostic suggestions for needs
Collaborates in providing care - Self-care in a non-complex situation
Collaborates in the evaluation of results
Makes use of social skills and functional and therapeutic communication strategies
Manifests essential metacognitive skills for critical thinking
Develop the nursing care process, highlighting the dimensions of the underlying clinical reasoning and using functional and therapeutic communication strategies
Skills
Makes an initial, essential and tutored clinical assessment, using sources and instruments considered appropriate to the situation
Demonstrates basic skills in conducting a clinical interview
Demonstrates basic clinical observation skills
Demonstrates basic clinical observation skills using clinical instruments
It carries out, with guidance, an analysis and interpretation of the data collected, in the light of theories and empirical evidence and relating at least two variables
Makes diagnostic suggestions for needs
Collaborates in providing care - Self-care in a non-complex situation
Collaborates in the evaluation of results
Makes use of social skills and functional and therapeutic communication strategies
Manifests essential metacognitive skills for critical thinking
Contents
• Conceptual framework for the care process
o Self-care theory
o transition theory
o Middle-range theories in nursing by Lopes (2006)
• Conceptual structure of clinical reasoning
o diagnostic evaluation
o care planning
o Provision of care - Self-care in a non-complex situation
o Results evaluation
• Functional and therapeutic communication in a clinical context;
• Metacognition and Critical Thinking
o Self-care theory
o transition theory
o Middle-range theories in nursing by Lopes (2006)
• Conceptual structure of clinical reasoning
o diagnostic evaluation
o care planning
o Provision of care - Self-care in a non-complex situation
o Results evaluation
• Functional and therapeutic communication in a clinical context;
• Metacognition and Critical Thinking
Teaching Methods
The Curricular Unit takes place in a clinical context (teams or units of the National Network of Continuing Integrated Care). Students do Clinical Teaching in units/services, preferably with training suitability, by the Ordem dos Enfermeiros, supervised by Clinical Supervisors Nurses, preferably with increased skills in clinical supervision.
The process is continuous so that the student develops clinical reasoning and gradually acquires knowledge, skills and analytical capacity. The assessment results from the assessment of skills acquired in the context of practice, through an assessment instrument, and a written work subject to a grid of previously defined criteria. Final grade = 60% of the clinical practice grade and 40% of the written work. The teacher is responsible for guiding the activities carried out by the student and for the final assessment. Approval implies obtaining a a grade equal to or greater than 10 points.
The process is continuous so that the student develops clinical reasoning and gradually acquires knowledge, skills and analytical capacity. The assessment results from the assessment of skills acquired in the context of practice, through an assessment instrument, and a written work subject to a grid of previously defined criteria. Final grade = 60% of the clinical practice grade and 40% of the written work. The teacher is responsible for guiding the activities carried out by the student and for the final assessment. Approval implies obtaining a a grade equal to or greater than 10 points.
Certificações
