2025
Diagnostic Assessment and Therapeutic Intervention in Nursing
Name: Diagnostic Assessment and Therapeutic Intervention in Nursing
Code: ENF14463L
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 knowledge and understanding of assessment, diagnosis and intervention to the person, making use of oneself and clinical instruments.
Sustainable Development Goals
Learning Goals
Goal
Develop knowledge and understanding of assessment, diagnosis and intervention to the person, making use of oneself and clinical instruments
Skills
It assesses the person in context and the changes in self-care and functions resulting from it and the health-disease process as a reference.
o Uses diagnostic assessment tools:
• Clinical interview
• Specific self-care and function assessment instruments
• Specific context assessment instruments
• Clinical observation instruments
o Consult complementary diagnostic exam
• Organizes and interprets the collected data according to theoretical models, scientific knowledge and taxonomies
• Plan care, prescribing therapeutic interventions
• Carry out care in compliance with the fundamental principles
o Cares about:
• promoting a safe environment
• communication with the team
o Evaluates health outcomes;
o Demonstrates metacognitive skills
Develop knowledge and understanding of assessment, diagnosis and intervention to the person, making use of oneself and clinical instruments
Skills
It assesses the person in context and the changes in self-care and functions resulting from it and the health-disease process as a reference.
o Uses diagnostic assessment tools:
• Clinical interview
• Specific self-care and function assessment instruments
• Specific context assessment instruments
• Clinical observation instruments
o Consult complementary diagnostic exam
• Organizes and interprets the collected data according to theoretical models, scientific knowledge and taxonomies
• Plan care, prescribing therapeutic interventions
• Carry out care in compliance with the fundamental principles
o Cares about:
• promoting a safe environment
• communication with the team
o Evaluates health outcomes;
o Demonstrates metacognitive skills
Contents
• Reference model for the assessment of the person
• Use of diagnostic assessment tools
o Clinical interview training; specific instruments for evaluating self-care and functions; specific instruments for assessing the context (genogram and ecomap); clinical observation instruments (vision, hearing, palpation, smell, stethoscope and other instruments); of consultation of complementary diagnostic exams
• Training in the organization and interpretation of data collected according to theoretical models, scientific knowledge and taxonomies
o Training in care planning and prescription of therapeutic interventions
o Training in the provision of care in compliance with the fundamental principles and in accordance with the plan (directed towards self-care and its functions)
o Specific training of some therapeutic intervention instruments:
? Therapeutic communication
? Self-care and instrumental skills training
• Metacognitive skills training
• Use of diagnostic assessment tools
o Clinical interview training; specific instruments for evaluating self-care and functions; specific instruments for assessing the context (genogram and ecomap); clinical observation instruments (vision, hearing, palpation, smell, stethoscope and other instruments); of consultation of complementary diagnostic exams
• Training in the organization and interpretation of data collected according to theoretical models, scientific knowledge and taxonomies
o Training in care planning and prescription of therapeutic interventions
o Training in the provision of care in compliance with the fundamental principles and in accordance with the plan (directed towards self-care and its functions)
o Specific training of some therapeutic intervention instruments:
? Therapeutic communication
? Self-care and instrumental skills training
• Metacognitive skills training
Teaching Methods
Students will be encouraged to develop knowledge, reflection, questioning, and continuous analysis, with a focus on ?knowing,? ?knowing how,? and ?knowing how to do? in a simulated context. The theoretical component will use active learning approaches (interactive lectures, guided problem-based discussion), promoting teacher?student engagement, integration with the nursing process, and evidence-informed clinical reasoning. The practical/lab component (PL) will take place in the skills lab through structured, progressive clinical simulation, organized according to the SIMZONES framework (Zones 1?2) and aligned with the INACSL Healthcare Simulation Standards of Best Practice®, combining deliberate practice with low-to-moderate complexity micro-scenarios that integrate technical skills, clinical reasoning, communication, and patient safety. Procedural training will follow Peyton?s four-step approach (demonstration, deconstruction, active understanding, and supervised performance), preferably in pairs (observer?performer), supported by criterion-referenced checklists. Teaching and learning are reinforced through immediate feedback and structured debriefing, fostering self-assessment and continuous improvement, and are fully aligned with assessment (ongoing formative assessment and checklist-based summative performance assessment).
Assessment
The assessment framework includes both continuous assessment and final assessment, in accordance with the Academic Regulations of the University of Évora (RAUE).
Assessment in this Course Unit comprises two components:
Written Examination ? 50% and Laboratory Practical Sessions ? 50%.
To pass the Course Unit, the student must obtain a minimum mark of 9.5/20 in each assessment component.
The final grade is calculated as the weighted average of the following components: assessment of the theoretical component (50%) + assessment of the laboratory practical component (50%).
In addition, to obtain attendance credit (?frequência?) in the Course Unit, the student must have attended at least 75% of the Laboratory Practical Sessions taught (Article 105, paragraph 1 of the RAUE).
Students who do not achieve the minimum required mark are subject to final assessment, which may include:
? Examination of the theoretical component and/or examination of the practical component
? Access to the practical component examination is only granted to students who have attended at least 75% of the Laboratory Practical Sessions.
Assessment in this Course Unit comprises two components:
Written Examination ? 50% and Laboratory Practical Sessions ? 50%.
To pass the Course Unit, the student must obtain a minimum mark of 9.5/20 in each assessment component.
The final grade is calculated as the weighted average of the following components: assessment of the theoretical component (50%) + assessment of the laboratory practical component (50%).
In addition, to obtain attendance credit (?frequência?) in the Course Unit, the student must have attended at least 75% of the Laboratory Practical Sessions taught (Article 105, paragraph 1 of the RAUE).
Students who do not achieve the minimum required mark are subject to final assessment, which may include:
? Examination of the theoretical component and/or examination of the practical component
? Access to the practical component examination is only granted to students who have attended at least 75% of the Laboratory Practical Sessions.
Accreditations and Certifications
