Overall objectives:

1 - Identify factors that affect the health / disease process.
2 - Know the stages of human development throughout the life cycle.
3 - Understanding the adaptive response of the individual to the health / disease process.
4 - Develop cognitive, technical and relational skills for disease prevention, maintenance, rehabilitation and health promotion.

Syllabus:

0 - The interconnection of health to development and educational contexts.
1 - The concepts inherent to Health.
1.1 - Evolution of the concept of Health.
1.2 - Health Promotion.
1.3 - Disease Prevention.
1.4 - Health Education.
1.5 - Health Literacy.
2 - Health throughout the life cycle.
2.1 - Human Needs and their satisfaction.
2.2 - The health-disease processes.
2.3 - Functional alterations of the organism: Child; Young; Adult; Elderly.
2.4 - Mental Health and prevention of mental disorders.
2.4.1 - Violence Prevention.
3 - The Determinants of Health.
3.1 - Genetics; Environment; Lifestyles and Health Services.
3.2 - Health Inequalities.
3.3 - Health Promotion; Disease prevention and quality of life.
3.4 - Food Education: Healthy eating and eating disorders.
3.5 - Physical activity and sedentary behaviour.
4 - Health Planning and Promotion.
4.1 - Planning models in Health Promotion.
4.2 - Health Promotion Policies.
4.3 - National Health Plan.
5 - Comprehensive sexuality education.
5.1 - The sexual and reproductive health of children and young people.
5.1.1 - Puberty.
5.1.2 - Pregnancy.
5.1.3 - Sexually Transmitted Diseases.
6 - First Aid Principles.
6.1 - The Integrated System of Medical Emergency.
6.2 - First Aid.
6.3 - Trauma Emergencies: Soft Tissues; fractures; Spinal Cord Trauma, Traumatic Brain Injury.
6.4 - Medical Emergencies: Stroke; Acute myocardial infarction; Diabetes; Convulsions.
6.5 - Basic Life Support.
6.5.1 - Adult BLS Algorithm.
6.5.2 - Pediatric BLS Algorithm.
6.5.3 - Lateral Safety Position.
6.5.4 - Clearance of the Airway.

Literature/Sources:

Almeida, L. M , 2005 , Da prevenção primordial à prevenção quaternária ,
Amaral, J. M. V. , 2010 , Tratado de clínica pediátrica ,
Ball, J.; Bindler R. , 1999 , Pediatric nursing ,
Bowden, V. R.; Dickey, S. B.; Greenberg, C. S. , 2014 , Children and their families: the continuum of care ,
Brazelton T. B. , 1992 , O crescimento da vinculação antes e depois do nascimento ,
Brazelton T. B. , 2002 , O grande livro da criança ,
Carrondo, E. M. , 2006 , Formação profissional de enfermeiros e desenvolvimento da criança: contributos para um perfil centrado no paradigma salutogénico ,
Carvalho, A.; Carvalho, G. , 2006 , Educação para a saúde: conceitos, práticas, e necessidade de formação ,
Clayton, B. D., Stock, Y. N. , 2002 , Fundamentos de farmacologia ,
Cuadra, A. R.; Apalategui M. U. , 1991 , Enfermeria de Salud Mental e Psiquiátrica ,
Dalgarrondo, P. , 2007 , Psicopatologia e Semiologia dos Transtornos Mentais ,
Dennis L. K.; Braunwald, E.; Hause, S.; Longo, D.; Jameson, L.; Fauci, A. , 2005 , Harrison's principles of internal medicine ,
Direcção-Geral da Saúde/Organização Mundial de Saúde , 2002 , Relatório Mundial de Saúde 2001: Saúde Mental: Nova Concepção, Nova Esperança ,
Direção-Geral da Saúde , s/d , Envelhecimento ativo: conceitos ,
Direcção-Geral de Saúde , 2016 , Norma 016/2016., Novo programa nacional de vacinação 2017 ,
Durão, V. S. G. T. , 2014 , Educação para a Saúde como Estratégia para a Promoção do Envelhecimento Saudável ,
Fazenda, I. , 2008 , O puzzle desmanchado: saúde mental, contexto social, reabilitação e cidadania ,
Fernandes, P. , 2008 , A depressão no idoso ,
Ferreira, W, F. C.; Sousa, J. C. F. , 2000 , Microbiologia ,
Filho, H. C., Borges, C. F., Frasquilho, M. A. , 2008 , Organização de intervenções preventivas ,
Garcia-Conde J; Solano Vercet C. , 2004 , Patologia General: Semiologia Clínica Y Fisiopatologia ,
Graça, L. , 2015 , Promoção da Saúde: Uma abordagem positiva da saúde ,
Hockenberry, M. J.; Wilson, D. , 2014 , Wong, enfermagem da criança e do adolescente ,
Inácio, M. , 2007 , Manual do Formando: O Processo de Aprendizagem ,
Loureiro. I & Miranda, N. , 2019 , Promover a saúde Dos fundamentos à ação. 3.ª ed. , Edições Almedina

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The curricular unit is developed through lectures theoretical / practical resorting to the expository-participatory and demonstrative method where, in addition to the exposition of the previously worked subject, practical cases will be idealized in order to promote the participation and reflection of the group. In practice students mobilize knowledge and apply instrumental skills that are protocolized and learned. The evaluation model will be the B, encompassing two elements (frequency and work) with a weight of 50% each. The minimum grade, in each of the evaluation elements, is 9.5 values, and can be recovered at the time of appeal.