UODK084 Psychosocial Support System for Nurses 3

Faculty of Public Policies in Opava
Winter 2016
Extent and Intensity
0/0. 1 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Lenka Špirudová, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Lenka Špirudová, Ph.D.
Institute of Paramedical Health Studies – Faculty of Public Policies in Opava
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Integration of a new professional into a helping profession is a process, which is being systematically developed from pregradual preparation. Therefore, educational process (school for prospective nurses) and clinical practice play a key role. Within this process, an emotional level of professional development has not been dealt with sufficiently yet. Systematic work with attitudes, ethic dilemmas, and personal experiences have not been implemented into this process - a "useful experience portfolio" has not been created purposefully. The module of Psychosocial Supportive System for Nurses is aimed at completing this part of the "zero curriculum" and to learn prospective nurses to work with reflection and self-reflection, with critical thinking and creativity, to integrate themselves into profession and to take up an appropriate way of life as a prevention of the burn-out syndrome as well as a supportive factor of a lifelong anchoring of a nurse in a profession. Nursing works with the following supportive systems: mentoring, preceptoring (in the Czech Republic it is an "adaptation process"), supervision, coaching, mediation, etc. The module includes specific supportive systems (mentoring, perceptoring and supervision - reflected practice), which graduates from the school must be acquainted with, since they come across them immediately after starting their careers, either as their subjects or objects. The module covers whole the studies and it is based on experiential learning and active participation. The outcomes do not consist in academic knowledge, but in experiences, recognizing possible ways of solutions, personal mental hygiene and better understanding both clients' and their own emotions. Learning outcomes: Professional knowledge: The students define the adaptation process; they can describe the course of the process and starting their professional careers. Professional skills: The students can describe their feelings and to talk about their attitudes towards their experiences within nursing practice. Using analyzing and reflections they can analyse a nursing problem, their role in it, and to search for real variants of solution both by themselves and in a group. The students experience personal success in a team and failures while dealing with working and interpersonal problems in the working team. They can integrate these experiences into their experience portfolios. The students are able to assess their professional powers realistically and they can use them effectively. They are also able to talk about limits and dangers; they can reflect and consider them. General ability: The students demonstrate their basic readiness to provide support to patients and their relatives as well as their junior colleagues as a "mentor's assistant". The students always consider their decisions in relation to consequences, mainly in relation to the target population, which is considered "fragile" (children, elderly people, mentally handicapped people, people dependent on persons/institutions caring for them, homeless people, refugees, etc.). The students can talk about their personal satisfaction with studies and they look forwards to working as nurses. They consider their own careers as nurses. Competence: The students shall further enhance and deepen the gained ability of self-reflection, work with emotions and using of psychosocial supportive systems in clinical departments/wards.
Syllabus
  • 1. Reflection of finished nursing trainings and discussing problems.
    2. The art of listening and not to go mad. Why are we cynical?
    3. A health professional as a medicine - helping professional's personality and drawbacks of helping.
    4. A free topic generated from students' requirements.
Literature
    required literature
  • Věstník MZ ČR Certifikovaný kurz v oboru Mentor klinické praxe ošetřovatelství a porodní asistence. info
  • Mentor klinické praxe v ošetřovatelství a porodní asistenci. E-opory. Opava: ÚO FVP SU, 2010. info
  • GUGGENBÜHL-CRAIG, A. Nebezpečí moci v pomáhajících profesích. Praha: Portál, 2010. ISBN 978-80-7367-809-8. info
  • Metodický manuál pro lektory. Olomouc: UP, LF, 2008. ISBN 978-80-244-2165-0. info
  • KRÁLOVÁ, J. a kol. Systém psychosociální prevence pro studenty Všeobecného lékařství. Olomouc: Univerzita Palackého v Olomouci, 2008. ISBN 978-80-244-2165-0. info
  • KOPŘIVA, K. Lidský vztah jako součást profese: psychoterapeutické kapitoly pro sociální, pedagogické a zdravotnické profese. Praha: Portál, 2006. ISBN 80-7367-181-6. info
  • JANKOVSKÝ, J. Etika pro pomáhající profese. Praha: Triton, 2003. ISBN 80-7254-329-6. info
  • SCHMIDBAUER, W. Psychická úskalí pomáhajících profesí. Praha: Portál, 2000. ISBN 80-7178-312-9. info
    recommended literature
  • HAVRDOVÁ, Z., HAJNÝ M. et al. Praktická supervize. Praha: Galen, 2008. ISBN 978-80-7262-532-1. info
  • SCHMIDBAUER, W. Syndrom pomocníka. Praha: Portál, 2008. ISBN 978-80-7367-7. info
  • FISCHER, O. a kol. Úvod do filosofie pro pomáhající profese. Praha: JABOK, 2008. ISBN 978-80-904137-4-0. info
  • BÁRTLOVÁ, S. Profese sestry, profesionalizace a elitářství v ošetřovatelství ze sociologického pohledu. In Kontakt. České Budějovice: JČU, 2007. info
  • HAWKINS, P., SHOHET, R. Supervize v pomáhajících profesích. Praha: Portál, 2004. ISBN 80-7178-715-9. info
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Information on the extent and intensity of the course: Cvičení 8 HOD/SEM.
Teacher's information
An essay on the topic Why am I a helping professional? in the extent of 2-3 pages. The prerequisite is finishing of the course Psychosocial supportive system for nurses 2.
The course is also listed under the following terms Winter 2014, Winter 2015, Winter 2017, Winter 2018.
  • Enrolment Statistics (Winter 2016, recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2016/UODK084