Degree in Nursing

General

3 locations available

Programme Description

Description of the Objectives Targeted by the Study Cycle

To have knowledge and comprehension capacity to intervene in the different nursing areas
Know how to apply the acquired knowledge and understanding, in order to show a professional approach
Ability to solve problems in the context of human responses to health problems and processes of transition of individuals, groups and communities, and of building and rationalizing their own arguments
Ability to gather, select and interpret relevant information, together with individuals, groups and communities, to enable them to support the solutions they recommend and the clinical judgments they issue, including in the analysis the relevant social, scientific and ethical aspects
Competencies that allow them to communicate information, ideas, problems and solutions, both to specialists and non-specialists
Lifelong learning skills with a high degree of autonomy

Specific objectives of the Degree in Nursing are that the trainee, in the end, be able to:

  • Plan, perform and evaluate general nursing care for the healthy or sick person throughout the life cycle, family, groups and community at the three levels of prevention;
  • Participate as an active member of the multidisciplinary health team in the planning / evaluation of activities that contribute to the well-being of the person, family and community, in order to predict, alleviate or solve their health problems;
  • To develop research practice in nursing, in particular, and health in general;
  • Actively intervene in the training of nurses and other professionals;
  • Participate in the management of health services.

Conceptual Framework

Nursing in the last thirty years has undergone a significant evolution in the level of scientific knowledge and training at the technological level and at the level of the philosophy of care resulting from sociocultural, political, economic, demographic and epidemiological changes in modern societies.

The challenges facing nurses in Portugal, as in other countries of the Western world, are mainly related to the complexity of health and disease situations that require an interdisciplinary approach, which goes beyond health and requires real work of the team and the use of creativity to circumvent internal and external obstacles to the organisation where they carry out their activity.

Among the challenges that present and future pose to the nursing profession and the health professions in general, the following stand out:

  • The challenge of the CAUTION paradigm, from a health perspective, as a Humanity need, common to all the different health professions and, as such, requiring a true multidisciplinary teamwork;
  • New health problems, related to lifestyles, aging, chronic diseases, AIDS / HIV, drug addiction, poverty and social exclusion, among others;
  • Change in the care setting that is characterized by the transfer of hospital care to community services and the reorganization of primary health care. This orientation to practice in the community challenges nurses to an increasingly autonomous, multipurpose and flexible performance, inserted in multidisciplinary teams in which the user / citizen participates in the decision making in health;
  • Increasing the complexity of the professional situations to be managed and the evolution of the work organisation requiring multidisciplinary and interdisciplinary approaches, which implies the emergence of "collective competence" resulting from the quality of cooperation between individual competences;
  • The challenge related to the rights and duties of the citizen, diversity, differentiation and multiculturalism;
  • The challenge of the quality of training and care, simultaneously an ethical and moral problem and a problem of credibility and professional dignity;
  • The need for education for citizenship, moral development, participation in community life, the construction of a transnational identity;
  • The "information society" and the need for new strategies for a new positioning of the school and the profession vis-à-vis the society in which we live, where "lifelong learning" is the dominant theme.

The World Health Organization (WHO), one of the leading international reference organizations in the field of Nursing, identifies the mission, premises and aspects of autonomous intervention:

"the nurse's primary mission in society is to help individuals, families, and groups determine and achieve their potential in the physical, mental, and social realm by doing so in the context of the environment in which they live and work. health care, disease prevention, planning and delivery of curative care and rehabilitation. Nursing encompasses the physical, mental, and social aspects of life as they affect health, disease, disability and death.

Nurses allow the active participation of the individual, his family and friends, the social group and the community, adequately in all aspects of health care, and thus encourage independence and self-determination. Nurses also work as partners of members of other professions involved in the provision of health services. "

The Nursing Setting, according to the International Council of Nurses, affirms autonomous and collaborative care, including health promotion, disease prevention, care in sickness and disability, and the dying process.

In the Code of Ethics for Nurses it is preambularly stated that the need for nursing is universal and that nurses have four fundamental responsibilities: to promote health, to prevent illness, to restore health and to alleviate suffering. According to the Regulation on the Professional Exercise of Nurses (Decree-Law no. 161/96, of September 4), the fundamental interventions are "health promotion, disease prevention, treatment, rehabilitation and social reintegration" (art. 8º) and the practice of nursing, in addition to clinical practice, considers the management, research, teaching, training and advisory areas (art. 9).

The competencies of the general care nurse are defined by the Order of Nurses (OE, 2003), according to the competencies that comprise the ICN Framework of Competencies for the Generalist Nurses of the International Council of Nurses (ICN).

General Skills

Instrumental Skills:

  • Analyzes, interprets and synthesizes texts and documents;
  • It analyzes situations identifying the relations between the different elements that interfere in the problem;
  • Plans and organizes care in different contexts in face of client needs and existing constraints;
  • Selects and organizes up-to-date information needed to provide care;
  • Organizes educational situations in health;
  • Communicates orally and through writing in a way that is understood by others Generate and interpret information from different sources;
  • Can make decisions regarding complex situations in different contexts;
  • Can solve complex problems in nursing care;
  • It mobilizes and uses appropriate technological and IT resources;
  • Master a second language;
  • Assumes responsibilities in respect of ethical and legal commitments;
  • Critically reviews your practice.

Interpersonal Skills

  • Recognize your limits and ask for help when needed;
  • It works in intra or interdisciplinary team favoring a climate of cooperation;
  • Relates to clients and families with a view to establishing a therapeutic relationship; Recognizes cultural diversity and intervenes in respect for different cultures;
  • It mobilizes knowledge about other cultures and customs of other countries in their relationship with others;
  • It produces a personal discourse based on different perspectives, on the health problems it faces;
  • Can communicate by mobilizing clients' health resources, respecting their beliefs;
  • It assumes the ethical and legal commitments of the profession by taking responsibility for its professional practices.

Systemic Competencies:

  • Is able to mobilize in situ the professional knowledge needed to solve problems;
  • Can manage their learning in an academic and professional environment;
  • He knows how to look for new solutions to the problems and take the initiative to solve them;
  • Invests in the quality of the care in function of the sense that it has for the other;
  • Evaluates with the team the quality of the care provided;
  • Participates in projects in the field of health;
  • Manages and supervises health care;
  • Generate unpredictability in less complex situations.

Applications

Deadlines for the 2019/2020 school year

1st Phase:

  • Applications: February 4 to March 8, 2019
  • Validation and ranking of applications: March 11 to March 15, 2019
  • Disclosure of results: March 18, 2019
  • Registration and enrollment: March 20 to April 20, 2019

2nd Phase (for the remaining vacancies of the 1st phase):

  • Applications: March 13 to April 30, 2019
  • Validation and Serialization of Applications: May 1 to May 8, 2019
  • Disclosure of results: May 9, 2019
  • Registration and enrollment: May 13 to June 14, 2019

3rd Stage (for remaining vacancies of 2nd phase):

  • Applications: May 6 to June 28, 2019
  • Validation and ranking of applications: July 1 to July 5, 2019
  • Disclosure of results: July 8, 2019
  • Registration and enrollment: July 10 to August 10, 2019

The amount of the academic fee of the Degree includes accommodation in the Student Residence all year, except the month of August which are school holidays.

Last updated Mar 2020

About the School

A Escola Superior de Enfermagem de Coimbra (ESEnfC) é uma instituição de ensino superior pública e uma referência nacional e internacional no desenvolvimento e afirmação da disciplina de enfermagem. ... Read More

A Escola Superior de Enfermagem de Coimbra (ESEnfC) é uma instituição de ensino superior pública e uma referência nacional e internacional no desenvolvimento e afirmação da disciplina de enfermagem. Read Less
Coimbra , Coimbra , Coimbra + 2 More Less