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Active and participative methodologies will be adopted, focusing on the interests of the students, expressed in the use of techniques of information sharing, debate and clarification of opinions, values and attitudes and skills training techniques. For this, during the sessions will be group work, role-playing and brainstorming. Students will have the opportunity to develop a Health Education project that involves the resolution of real problems through therapeutic nursing intervention in the academic
community. The ongoing evaluation will focus on a midterm exam (100%).
In the time of the exam, the evaluation will be carried out through a theoretical exam.
- Analyze Health Education models in therapeutic decision interventions;
- Integrate health determinants into priority problems;
- Diagnose, plan, perform and evaluate health education activities in the context of simulated or actual practice;
- Recognize and reflect on the behavior and communicational style adopted;
- To develop critical and reflexive thinking in the analysis of health problems and their adequacy to health education strategies; Applying knowledge about teaching and learning strategies in the interactions with the client;
- Provide educational and counseling intervention in the promotion of salutogenic lifestyles, effective for health gains;
- Demonstrate ethical sense of respect for the rights of access to customer information;
- To use creativity in the organization, planning, implementation and evaluation of technical-pedagogical strategies;
- Mobilize knowledge from different curricular units for health education.
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Health Education: Theories and models and their application in practice. Methods, strategies and pedagogical resources. Education for Health and Health Promotion: relations and differences between concepts and implications for professional practice. Planning, execution and evaluation of a Health Education activity. The nurse educator: role and competencies for the present and future. Lifelong learning. Theories of communication: the axioms of human communication; Communication styles and barriers to communication. Behaviors and Communication: communicational profile of nurse educator. The role of the other in communicational interaction: implications for practice. Peer education.
Theorical Exam: 100.0%
Frequency: 100.0%
Príncipe, F. (2019). Transformação De Uma Escola Superior Num Contexto Promotora De Saúde: Contributos Da Pesquisa-Ação Participativa Em Saúde. Novas Edições Acadêmicas
Menoita, E. C. (2011). Formação Em Serviço: Um Contributo Para O Desenvolvimento De Competências. Coimbra: Formasau.
Laverack, G. (2008). Promoção De Saúde: Poder E Empoderamento. Loures: Lusodidacta.
Ferreira, Ó. M. R. (2005). Mudar As Práticas De Ensino-Aprendizagem Dos Estudantes Em Aulas Teóricas: Um Processo De Investigação-Ação. Loures: Lusociência.
Oliveira A. L. (2005). Educação E Formação Ao Longo Da Vida: Análise Crítica Dos Sistemas E Dispositivos De Reconhecimento E Validação De Aprendizagens E De Competências. Coimbra: Gráfica De Coimbra.
Phaneuf, M. (2005). Comunicação, Entrevista, Relação De Ajuda E Validação. Loures: Lusociência.
Programa De Monitorização E Tutorado: Oito Anos A Promover A Integração E O Sucesso Académico No Ist (2011). Lisboa: Press.
Maria Manuela Henriques Pereira Ferreira