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Teaching methodologies are based on clinical supervision, tutorial guidance, presentation and discussion of nursing processes, guided research work/health education sessions with team discussion/presentation.
The development of skills will be enhanced by active, diversified and collaborative teaching strategies, both between students and supervisor/tutor and between peers, in line with the principles of clinical supervision of students in clinical teaching.
The following instruments are used to assess student learning:
- Final assessment instrument_Q184 - 70%
- Critical report_Q92- 30%
The first will include the assessment of the Nursing Processes developed during clinical practice (with at least 2 different users) in the "Provision of Care" area. The Critical Report should show the level of achievement of the objectives and competences by the student throughout the clinical teaching, constituting a critical-reflective document on the development of competences centered on the documents that underpin their practice.
In each of the components (final assessment instrument and critical report) the student must obtain a mark of 10 or more.
The Learning objectives and skills to be developed:
To plan and organize the provision of health care to women in the different stages of their life cycle, which includes women of childbearing age, in the pre-conception period, during pregnancy, childbirth, puerperium and in the climacteric and menopause period;
To conceptualize care based on the scientific methodology of the nursing process;
To provide global and individualized care to the user/family, with a view to regaining their independence;
To provide care related to the management of gynecological and obstetric health and disease;
To empower the woman, family and community to promote the continuity and safety of care;
To plan, organize, execute and evaluate activities to promote health, prevention and recovery from illness;
To promote the health education process with people, groups and the community to promote health and healthy lifestyles;
For the students to manage their own learning process, demonstrating critical and reflective thinking skills.
Sim
This clinical teaching aims to integrate, in clinical practice and in different contexts, the contents that were syllabus in the curricular unit of Nursing – Maternal Health, Obstetrics and Gynecology. This acquisition of skills will take place as part of a healthcare team, in hospital inpatient units or in primary healthcare units. Despite not having defined theoretical syllabuses, these will contribute to the development of scientific, technical and relational skills in the care directed to women and family in any health/disease situation.
Final Assessment Instrument: 70.0%
Critical Report: 30.0%
Direção-Geral Da Saúde. (2015). Programa Nacional Para A Vigilância Da Gravidez De Baixo Risco (Direção-Geral Da Saúde, Ed.). Retrieved From Http://Nocs.pt/Programa-Nacional-Vigilancia-Gravidez-Baixo-Risco/
Leal, R. M., &Amp; Moreira, I. (2016). Morte Fetal Na Família: Como Podemos Ajudar? In C. Sequeira, J. C. Carvalho, &Amp; L. Sá (Eds.), Ebook Vi Congresso Internacional Aspesm: A Pessoa, A Família, A Comunidade E A Saúde Mental (Aspesm, Pp. 278–291). Retrieved From Https://Issuu.com/Spesm/Docs/Ebook_2015_Acores
Graça, L. M. (2017). Medicina Materno Fetal (5A Edição). Lisboa: Lidel- Edições Técnicas, Lda.
Néné, M., Marques, R., &Amp; Batista, M. (2016). Enfermagem De Saúde Materna E Obstétrica (1A Edição). Lidel.
Wambach, K., &Amp; Spencer, B. (2019). Breastfeeding And Human Lactation (6Th Editio). Sudbury, United States: Jones And Bartlett Publishers, Inc
Maribel Domingues Carvalhais