2025
Medical-Surgical Nursing
Name: Medical-Surgical Nursing
Code: ENF14441L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Nursing
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
Through the Curricular Unit, it is intended to develop knowledge and skills that allow to increase the process of care for people in situations of illness, acute or chronic, in the medical-surgical field.
Sustainable Development Goals
Learning Goals
Objetives
Develop knowledge and skills that allow to increase the process of care for people in situations of illness, acute or chronic, in the medical-surgical field.
Skills
- Comprises the conceptual references of the process of care for people in situations of illness, acute or chronic, in the medical-surgical field; Demonstrates knowledge and skills of diagnostic assessment and skills in care planning of people in a situation of illness, acute or chronic, medical-surgical; Demonstrates knowledge and skills on therapeutic intervention techniques and results assessment for people in situations of illness, acute or chronic, of the medical-surgical field;
- Implement nursing procedures and techniques in a simulation environment, applying scientific knowledge
- Reveals self-learning skills and uses the evidence available in response to person-centred care and informal/family caregiver
- Demonstrates metacognitive skills.
Develop knowledge and skills that allow to increase the process of care for people in situations of illness, acute or chronic, in the medical-surgical field.
Skills
- Comprises the conceptual references of the process of care for people in situations of illness, acute or chronic, in the medical-surgical field; Demonstrates knowledge and skills of diagnostic assessment and skills in care planning of people in a situation of illness, acute or chronic, medical-surgical; Demonstrates knowledge and skills on therapeutic intervention techniques and results assessment for people in situations of illness, acute or chronic, of the medical-surgical field;
- Implement nursing procedures and techniques in a simulation environment, applying scientific knowledge
- Reveals self-learning skills and uses the evidence available in response to person-centred care and informal/family caregiver
- Demonstrates metacognitive skills.
Contents
Conceptual references essential to the process of care for people in situations of illness, acute or chronic, in the medical-surgical
Theories:Self-care in Chronic Disease; the Meleis transition; medium range from Lopes; Self-management of chronic illness
Diagnostic assessment, planning, therapeutic intervention and outcome assessment instruments in the following situations of acute and chronic disease:
Patients illness situation of: cardiovascular; kidney; endocrine and metabolic; gastrointestinal; neurological; cancer; of intoxication; surgical intervention
Basic Life Support+DAE
Self-care in a health promotion; prevention of risky , disease, and therapeutic care
Training in the organization and interpretation of data collected according to theoretical models, scientific knowledge and taxonomies; of diagnostic assessment; care planning, prescription of therapeutic interventions and health outcomes
Theories:Self-care in Chronic Disease; the Meleis transition; medium range from Lopes; Self-management of chronic illness
Diagnostic assessment, planning, therapeutic intervention and outcome assessment instruments in the following situations of acute and chronic disease:
Patients illness situation of: cardiovascular; kidney; endocrine and metabolic; gastrointestinal; neurological; cancer; of intoxication; surgical intervention
Basic Life Support+DAE
Self-care in a health promotion; prevention of risky , disease, and therapeutic care
Training in the organization and interpretation of data collected according to theoretical models, scientific knowledge and taxonomies; of diagnostic assessment; care planning, prescription of therapeutic interventions and health outcomes
Teaching Methods
In the context of this course, it is intended that teaching places particular emphasis on the objectives and skills that promote the student's intellectual autonomy, the ability to reflect, solve problems, communicate, work in a team, lead, innovate and adapt to change. It is planned to discuss with students in order to find a way to implement more active and cooperative teaching and learning methodologies. It is intended to develop a teaching that encourages reflection and values processes of a cognitive and interpersonal nature, defending the acquisition of concepts, problem solving, research and practical work. In the laboratory practice classes, clinical practice environments are simulated, with individual monitoring of students. In the theoretical component, we foresee the realization of two moments of periodic evaluation, with a minimum grade of 8 values, continuous evaluation will be the method adopted for laboratory practices, with a minimum grade of 9.5 values.
Each laboratory practice lasts 180 minutes, with the following steps:
1. Preparation of the context (e.g. presentation of resources, verification of prior knowledge, security) ? briefing
2. Development ? Development of Scenaries with Clinical Reasoning
3. Finalization ? debriefing
The activities developed in each stage follow the simulation methodologies described , according to the SimZone model (Peñataro-Pintado et al., 2021; Roussin & Weinstock, 2017). Classes dedicated to SimZone1 activities follow the 4-step methodology (Díaz Agea et al., 2016; Mecalco, 2018):
Step1 demonstration ? The teacher performs and explains.
Step 2 Explanation ? The student repeats the steps of the procedure and the teacher executes it.
Step 3 repetition ? The student performs and explains to the group.
Step 4 Application ? The student performs and the teacher supervises
The conclusion is the part of the consigned to reflection and feedback on the actions carried out and the theoretical assumptions associated with it (debriefing). It has as objetivo estimular o desenvolvimento de competências e o desempenho dos estudantes (Fegran et al., 2023).O professor é o facilitador da reflexão pelos estudantes e para tal You must keep in mind the learning intended in each session. The activities developed in SimZone 1 correlate with the "Know" skills, SimZone 2 is based on the learning developed in SimZone 1 and refers to the "know how" skill (Roussin et al., 2020).
Each laboratory practice lasts 180 minutes, with the following steps:
1. Preparation of the context (e.g. presentation of resources, verification of prior knowledge, security) ? briefing
2. Development ? Development of Scenaries with Clinical Reasoning
3. Finalization ? debriefing
The activities developed in each stage follow the simulation methodologies described , according to the SimZone model (Peñataro-Pintado et al., 2021; Roussin & Weinstock, 2017). Classes dedicated to SimZone1 activities follow the 4-step methodology (Díaz Agea et al., 2016; Mecalco, 2018):
Step1 demonstration ? The teacher performs and explains.
Step 2 Explanation ? The student repeats the steps of the procedure and the teacher executes it.
Step 3 repetition ? The student performs and explains to the group.
Step 4 Application ? The student performs and the teacher supervises
The conclusion is the part of the consigned to reflection and feedback on the actions carried out and the theoretical assumptions associated with it (debriefing). It has as objetivo estimular o desenvolvimento de competências e o desempenho dos estudantes (Fegran et al., 2023).O professor é o facilitador da reflexão pelos estudantes e para tal You must keep in mind the learning intended in each session. The activities developed in SimZone 1 correlate with the "Know" skills, SimZone 2 is based on the learning developed in SimZone 1 and refers to the "know how" skill (Roussin et al., 2020).
Assessment
a. Continuous Assessment - theoretical component:
The evaluation will be carried out in two individual moments of periodic evaluation, in written and face-to-face form. In the two individual evaluation moments (written tests), the minimum grade of any of them must be ? 8 points. To pass the theoretical component, the sum of the evaluations of the written tests must be ? 9.5 points.
b. Continuous Evaluation - laboratory practices:
Continuous assessment in laboratory practices corresponds to moments of learning, training and simulated practices by modules based on body systems (3 modules). The assessment is based on clinical scenarios/case solving, in which students demonstrate skills acquired through simulation practice.
The assessment is done through the assessment of competencies on an ongoing basis. It is mandatory to have a positive grade in the continuous assessment of skills in the three modules, with an assessment ? 9.5 at the end of the laboratory practices. For the assessment of competences, a specific instrument is applied, CHECKLIST (attached to this document) applied by the teacher and peers, according to the distribution of students in the respective groups, regarding laboratory practices. Students who do not obtain a positive grade (? 9.5 points) in the skills assessment and who have attended at least 75% of the PL classes, must present themselves for the final assessment, for the evaluation of the laboratory practices component.
c. Final Evaluation:
Theoretical component: Evaluation of normal season, evaluation of appeal season, according to Academic Regulations, evaluation of special season.
Laboratory practices: The evaluation of laboratory practice is carried out by continuous evaluation or, in final evaluation, for students who have attended at least 75% of the classes and have obtained a classification lower than 9.5 values.
? Written Tests (2 written tests) ? 60%
? Laboratory Practices (PL) (3 modules) ? 40%
To pass the UC, the student must obtain a minimum classification of 9.5 in each of the evaluation components.
Additionally, in order to obtain attendance in the Curricular Unit, the student must have attended at least 75% of the Laboratory Practices classes taught (Article 105 - point 1 of the RAUE).
Students who do not reach the minimum classification are subject to final evaluation, which may include:
? Theoretical Component Test and/or Practical Component Test
? Only students who have attended at least 75% of the Laboratory Practice classes have access to the practical component test.
The evaluation will be carried out in two individual moments of periodic evaluation, in written and face-to-face form. In the two individual evaluation moments (written tests), the minimum grade of any of them must be ? 8 points. To pass the theoretical component, the sum of the evaluations of the written tests must be ? 9.5 points.
b. Continuous Evaluation - laboratory practices:
Continuous assessment in laboratory practices corresponds to moments of learning, training and simulated practices by modules based on body systems (3 modules). The assessment is based on clinical scenarios/case solving, in which students demonstrate skills acquired through simulation practice.
The assessment is done through the assessment of competencies on an ongoing basis. It is mandatory to have a positive grade in the continuous assessment of skills in the three modules, with an assessment ? 9.5 at the end of the laboratory practices. For the assessment of competences, a specific instrument is applied, CHECKLIST (attached to this document) applied by the teacher and peers, according to the distribution of students in the respective groups, regarding laboratory practices. Students who do not obtain a positive grade (? 9.5 points) in the skills assessment and who have attended at least 75% of the PL classes, must present themselves for the final assessment, for the evaluation of the laboratory practices component.
c. Final Evaluation:
Theoretical component: Evaluation of normal season, evaluation of appeal season, according to Academic Regulations, evaluation of special season.
Laboratory practices: The evaluation of laboratory practice is carried out by continuous evaluation or, in final evaluation, for students who have attended at least 75% of the classes and have obtained a classification lower than 9.5 values.
? Written Tests (2 written tests) ? 60%
? Laboratory Practices (PL) (3 modules) ? 40%
To pass the UC, the student must obtain a minimum classification of 9.5 in each of the evaluation components.
Additionally, in order to obtain attendance in the Curricular Unit, the student must have attended at least 75% of the Laboratory Practices classes taught (Article 105 - point 1 of the RAUE).
Students who do not reach the minimum classification are subject to final evaluation, which may include:
? Theoretical Component Test and/or Practical Component Test
? Only students who have attended at least 75% of the Laboratory Practice classes have access to the practical component test.
Accreditations and Certifications
