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The methodologies are aligned with the typology of classes, promoting student participation, through the identification of health needs, in a process of active and collaborative construction of their learning.
These approaches will be complemented with the participation of experts in the areas of health marketing, accounting and finance, business plan, professional order and trade union representatives.
Strategies of design thinking process, talk's, testimonies and application form for funding (ex: Got Talent) will be used.
In the evaluation will be explored the Work Project including final pitch (100%), with application of the peer feedback dynamics, in the identification of the contributions of each element and respective competences reached. The evaluation will show the results of the learning in relation to the objectives set, and that the student receives feedback on their performance, associated with advice on their learning process.
- Prepare the transition to active life by building a personal / professional project and/or creating business ideas;
- Reflect on the process of developing their professional identity, consciously, individually and critically in the context of ethics, deontology and regulation of the profession;
- Demonstrate capacity for innovation in health, expressed in an entrepreneurial attitude;
- It guides its entrepreneurial action towards national and local policies and norms, as long as they do not conflict with the Deontological Code of nurses;
- It develops the ability to analyze situations and find integrated solutions to current health needs through innovative solutions;
- It deepens knowledge through the development of work project / design thinking process, of thematic seminars, of cases of success, of submission of applications for financing;
It develops skills in matters of group work, writing and communication.
Nao
1. The transition to working life and professional identity: the construction of professional identity;
2. Entrepreneurship: Introduction of concepts and presentation of example cases of entrepreneurship;
3. Motivation, Creativity and Innovation in health
4. Analysis of health needs/diagnostic action: personal/professional project and/or the creation of entrepreneurship projects:
4.1. Project Creation;
4.2. Idea;
4.3. Business model;
4.4. Empathy interviews;
4.5. Prototype;
4.6. Marketing plan;
4.7. Activities/Operations;
4.8. Work plan;
4.9. Team;
4.10. Revenues and Costs;
4.11. Investment: Accounting and Taxes;
4.12. Presentation: Prepare project presentation and PITCH;
4.13. Self-assessment of the entrepreneurial project;
5. Business Opportunities: Success Cases.
6. Legal aspects of the profession: Regulation of professional practice in Nursing.
Work group: 100.0%
Theorical Exam: 100.0%
Arthur, D., Randle, J. (2007). The Professional Self-Concept Of Nurses: A Review Of The Literature From 1992-2006. Australian: Journal Of Advanced Nursing, 60-64
Bobreira, Celina (2004). Desenvolvimento Pessoal Do Enfermeiro: Contexto Da Prática E Da Formação. Revista Sinais Vitais. Nº 56, Coimbra, 14-18
Igor, E. (2010). Formação Da Identidade Profissional Em Enfermagem: Uma Reflexão Teórica. Estudo E Pesquisa Em Psicologia, Nº13, 967-971
Ordem Dos Enfermeiros (2003). Competências Do Enfermeiro De Cuidados Gerais: Ordem Dos Enfermeiros. Lisboa: Ordem Dos Enfermeiros. N.º 10
Ribeiro, J. M. S. (2011). Autonomia Profissional Dos Enfermeiros. Revista Referência, Nº5, 27-36
Silva, A. P. (2007). Enfermagem Avançada: Um Sentido Para O Desenvolvimento Da Profissão E Da Disciplina. Servir. Vol. 55, Nº 1-2, Lisboa, 11-2
Spinelli, S., Adams, R. (2015). New Venture Creation: Entrepreneurship For The 21St Century, Mcgraw-Hill Education, 10Th Edition
António Manuel Dos Santos Ferreira