- Details
- Category: Discipline
- Boyd, C. & Dare, J. (2014). Communication Skills for Nurses. John Wiley & Sons, ISBN 978-1-118-76750-4 (ePub) Chalifour, J. (2007). A Intervenção Terapêutica -Os Fundamentos Existencial-Humanistas, Volume 2. Lusodidacta. Chalifour, J. (2009). A Intervenção Terapêutica - Estratégias de Intervenção, Volume 1. Lusodidacta. Lazure H. (1994). Viver a Relação de Ajuda: Abordagem Teórica e Prática de um Critério de Competência da Enfermeira. Lusodidacta. Phaneuf, M. (2005). Comunicação, Entrevista, Relação de Ajuda e Validação . Lusociência Riley, J. B. (2019). Communication in nursing (9th ed). Mosby Elsevier Sequeira C. (2016). Comunicação Clínica e Relação de Ajuda. Lidel.
- Nursing
- 4001
- 19210
- Therapeutic Nursing Relationship
- IPLUSO4001-19210
- 1
- 4
- 0
- 4
- Não
- Português
- In the curricular unit Therapeutic Relationship in Nursing, innovative pedagogical methodologies are employed to promote active, student-centered learning. Among these, Team-Based Learning (TBL) stands out as a structured approach that emphasizes collaborative work and shared responsibility in the learning process. Through the completion of classroom tasks followed by group discussion and analysis, students develop critical thinking, analytical skills, and the ability to integrate theoretical knowledge into contextualized situations. This process fosters the consolidation of relational, communicational, and reflective competencies essential to nursing practice, strengthening the articulation between theory and practice and enhancing the overall quality of academic training.
- Mandatory
- It is intended that the nursing student will: Understand the process of interpersonal communication in Nursing Develop self-knowledge to manage the relationship with different target audiences Develop the client-centered approach using therapeutic communication techniques Recognizes in himself conditioning factors to communication Recognize essential conditions, limits, and impasses in the therapeutic relationship Diagnose situations that require the use of therapeutic communication techniques Discuss the applicability of different communication techniques to different target audiences Show in a simulated context the acquisition of communicational approaches and techniques adequate to the complexity of different situations Develop a reflective and analytical spirit Develop interpersonal relationship skills Develop capacity for self-awareness, criticism, and self-criticism Reflect on knowledge and self-awareness as a person and as a nursing student
- Communication as a Human/Relational Process in Nursing Basic Fundamentals of Communication: Types of Communication, Axioms and Elements of Communication Communication Styles Communication constraints Nursing Communication: Purpose and Principles Theories and Models of Nursing and Communication Therapeutic Relationship in Nursing Concept Objectives Specificity Attitudes that facilitate the Therapeutic Relationship Clinical Communication Skills in Nursing Relationship Conditions Self-awareness Communication in specific situations Interview: Principles, types and phases of the interview Communication Strategies with Children and Young People Communicating Bad News Communication techniques for people with oral communication disorders Communication Strategies in Crisis Situations/Aggressive Clients Communication Strategies within the Healthcare Team
Os estudantes de enfermagem que escolham realizar a avaliação contínua, deverão considerar duas metodologias de avaliação:
Descrição
Data limite
Ponderação
Avaliação Escrita (Frequência)
Data a definir
100%
Em avaliação contínua, o estudante de enfermagem terá de obter avaliação igual ou superior a 9,5 valores na avaliação escrita.
O estudante de enfermagem realizará exame de época de recurso, caso não obtenha 9,5 valores na avaliação escrita.
- Semestral
- Nursing Care presupposes a relationship, which is itself therapeutic. When caring for the person, establishing a therapeutic relationship becomes urgent as the issues surrounding the health-disease processes cause great anxiety and suffering to the person and family. There is a need to use strategies to facilitate the expression of emotions, feelings, and needs. By placing oneself in the Other's place, and being aware of oneself, one will be able to more easily perceive and understand the person's needs, which is the major objective and purpose of this Course.
- Details
- Category: Discipline
- Primary Education
- 6127
- 22156
- Data Organisation and Processing
- IPLUSO6127-22156
- 2
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26463
- Integrative Medicine in Veterinary Nursing
- IPLUSO7019-26463
- 1
- 2.5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- António, Ana (2020). Matemática. Arte. Emoção. Independently publisher. Canavarro, A. (et al). (2020). Recomendac?o?es para a melhoria das aprendizagens dos alunos em Matema?tica. Lisboa: ME/DGE Carvalho e Silva, J. (2022). Matemática para um mundo melhor. Educação e Matemática (164), 1. Cosme, A. (2018). Projeto de autonomia e flexibilidade curricular: Estudo avaliativo da experie?ncia pedago?gica desenvolvida em 2017/2018 ao abrigo do despacho N.º 5908 / 2017. Lisboa: DGE Direção Geral da Educação (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Direção Geral da Educação. (2018). Aprendizagens Essenciais para o Ensino Básico. Fernandes, D., Machado, E. A., & Candeias, F. (2021). Para uma avaliac?a?o pedago?gica: dina?micas e processos de formac?a?o no projeto MAIA (2020-2021). Lisboa: Ministe?rio da Educac?a?o/Direc?a?o-Geral da Educac?a?o. NCTM. (2020). Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom, 4th ed.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25598
- Mathematics Education
- IPLUSO6857-25598
- 1
- 5
- 0
- 4
- Não
- Português
- Assume several modalities of work and are diversified in scope corresponding to moments of debate, resolution of exercises and problems, and research. Students are encouraged to reflect on their findings, learning and problem solving processes, which contributes to the development of their mathematical reasoning and mathematical communication skills. Debates and moments of critical reflection are promoted for students to identify and understand their strengths and weaknesses and to appreciate mistakes as important motivators for improving their learning and understanding. Debates also provide critical learning as they allow the development of analytical and argumentative skills. Activities of an investigative nature are also present in this CU so that students can acquire a taste for research, build their own knowledge and develop skills inherent to the teaching activity.
- Mandatory
- This course aims to promote the perspective that mathematics can be learned by all students, particularly in students of the 1st and 2nd cycles of basic education. In this sense, the following objectives are defined Use properly and explain elementary concepts of Mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle ofeducation of the EB homologated by the Order no. 6944 - A/2018, of July 19: numbers, algebra, data and probabilities, and geometry and measure; in articulation with previous Curricular Units. Identify, describe and promote factors and strategies that promote success in Mathematics. Differentiate and value different mathematical skills: problem solving, mathematical reasoning, mathematical communication, multiplerepresentations and mathematical connections. To investigate approaches and methods facilitating the learning and teaching of mathematics. To identify, describe and foster factors and strategies that promote success in Math.
- The contents are defined that allow to lead to the perspective that Mathematics Education is for everyone: Elementary concepts of mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle of Basic Education educationhomologated by Order no. 6944 - A / 2018, of July 19: numbers, algebra, data and probabilities, and geometry and measurement; in articulation with previous Curricular Units. Mathematical skills: problem-solving, mathematical reasoning, mathematical communication, multiple representations and mathematicalconnections. Factors and strategies that promote success in mathematics.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Prova de Avaliação Escrita
dd-mm-yyyy
40%
Portfólifo individual com o registo das actividades propostas
Participação dos estudantes e tarefas realizadas na aula
dd-mm-yyyy
25%
10%
Realização e discussão de relatórios de atividades, e de atividades efetuadas a pares ou em grupo
25%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The Curricular Unit aims to consolidate and expand students' knowledge of mathematics. It also identifies mathematical learning in the 1st and 2nd Cycles of Basic Education, as defined by guiding and regulatory documents. In addition to the objectives directly related to mathematics and defined in the Curricular Unit Form, students are expected to develop their communication and mathematical representation, cooperation, and research skills.
- Details
- Category: Discipline
- Almeida, S. Estatística Aplicada à Investigação em Ciências da Saúde (1ª ed.). Lisboa: Lusodidacta. 2017. ISBN 978-989-8075-77-2 Dawson-Saunders, B. & Trapp, R.G. Basic and clinical biostatistics (4 ed.). Lange. th 2004. ISBN: 978-0071410175 Triola, M. F. (2009). Introdução à Estatística (7 ed.). Rio de Janeiro: LTC Editora, th 2009. ISBN 9788521615866 Vieira, S. Introdução à Bioestatística (2 ed.). Rio de Janeiro: Elsevier Educacional. nd 2009. ISBN 9788535202595
- Bioanalysis and Control
- 4085
- 19530
- Statistical Analysis
- IPLUSO4085-19530
- 1
- 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
- Provide the students with concepts and techniques necessary for a correct statistics analysis and interpretation of biological models, as well as statistical processing of data on results of a study. To understand and analyse mathematical and statistical models. Master the use the statistical software SPSS. Interconnect research, statistical processing and presentation of data on results of a study
- Descriptive Statistics Data analysis and its graphical representation. Measures summary statistics ¿ CTM and DM. Probability and Probability Distributions Inferential Statistics General principles of statistical inference Inferences about means Inferences about proportions Correlation and linear regression Statistical Data Analysis with SPSS Descriptive Statistics vs. Inferential Statistics Introduction and Data Editing Descriptive Statistics for Qualitative Variables Descriptive Statistics for Quantitative Variables Exploration and Crossing Variables Decision Theory - Groups comparison
A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas em cada componente tem de ser igual ou superior a 9,5 valores, para efeitos de cálculo da classificação final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
50%
Teste de avaliação
dd-mm-yyyy
50%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- This course aims to develop the knowledge about statistical work environments with its different techniques
