Family and Community Nursing
- Details
- Category: Discipline
- Costa D, Cabral KB, Teixeira CC, Rosa RR, Mendes JLL, Cabral FD. Enfermagem e a Educação em Saúde. Rev Cient Esc Estadual Saúde Pública Goiás. 2020;6(3). Fernandes, M-J. (2023). in: Figueiredo, Cuidado da Pessoa Idosa M-H. (2023). Enfermagem de Saúde Familiar. Lisboa: Lidel. Figueiredo, M. (2012). Modelo dinâmico de avaliação e intervenção familiar: uma abordagem colaborativa em enfermagem de família. Loures: Lusociência. Imperatori, E., Giraldes, MR. (1986). Metodologia do Planeamento da saúde, 2ª ed. Lisboa: Escola Nacional de Saúde Publica. Kaakinen JR, Coehlo DP, Steele R., Robinson M. (2018). Enfermagem em saúde da família: Teoria, prática e pesquisa (6ª ed.). FA Davis. Shajani Z., Snell D. (2019). Enfermeiros e famílias de Wright & Leahey: Um guia para avaliação e intervenção familiar (7ª ed.). FA Davis. Stanhope & Lancaster (2011). Enfermagem de Saúde Pública? Cuidados de Saúde na Comunidade Centrados na População (7ª ed). Loures: Lusodidacta.
- Nursing
- 4001
- 19226
- Family and Community Nursing
- IPLUSO4001-19226
- 2
- 5
- 0
- 4
- Não
- Português
- In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
- Mandatory
- Instrumental, interpersonal and systemic skills: Understands key concepts of family and community; Recognizes the potential of health education in nursing interventions; Understands health and social policies by triggering in the client the process of developing health promotion behaviors; Recognizes the client / family as a social being and biopsychosocial relation bearer of different beliefs, values, and cultures that condition the response to the life process; Recognizes the need to empower the individual, the family and the community to adopt healthy lifestyles; Demonstrates understanding of traditional practices of belief systems on the health of individuals, families or communities; Knows constructive work relations with valorization of the roles of all the elements of the multidisciplinary team; It takes responsibility for the development of skills.
- Historical evolution of public health; Community nursing practices centered on family and population; Reorganization of primary health care in Portugal; Nurse in community care unit; School health; Home Visitation; Articulation between family health units, personalized health care, community care and public health; Nurse in the public health unit; Nurse in the family health unit / personalized health care unit; Women's health; Child and juvenile health; Adult and elderly health; Vaccination; From primordial to quaternary prevention; Epidemiological chain; Health indicators and determinants; Health Education; Nursing work; Health and safety at Work; Vulnerabilities of the individual, family and populations; Health and social responses to family and population dysfunction; Health networks; Volunteering; Wound approach in the community.
Descrição
Data limite
Ponderação
Teste de avaliação
Teste de avaliação
19-12-2025
29-01-2026
25%
25%
Cenários - situação problema
Apresentação para a turma 1
Apresentação para a turma 2
05/02/2026
35%
Cenários - situação problema
Discussão individual para a turma 1
Discussão individual para a turma 2
05/02/2026
15%
O estudante obtém aprovação mediante nota igual ou superior a 9,5 e no momento de avaliação contínua dia 06/01/2026. As apresentações dos Cenários, também são de presença obrigatória.
- Semestral
- Curricular unit focused on nursing care directed toward the individual, family, and community within the context of primary health care. It is expected that students will grasp the reality of the community, become aware of the problems experienced by families throughout their development as a subsystem, and be equipped with tools that enable them to assess and intervene with and alongside families, utilizing both individual and collective resources. Theoretical classes will be based on concepts and theories that explain practice, while theoretical-practical classes will encourage the integration of scientific evidence with the functional role of nurses in a community setting.
