Self-Directed Scientific Development

Recommended Prerequisites

Not applicable.

Teaching Methods

Seminar hours are dedicated to introducing students to the course unit. They will present their research topics and interests in supplementary training, discussing the possible course units to attend with the teachers. Tutorial guidance sessions are aimed at helping students make their selection, considering its relevance to their doctoral path. The teachers may also act as liaisons and facilitators of the contact with the institutions, organic units, and course units selected. The remaining hours (typology: other) are foreseen for the attendance and evaluation of the selected course unit.

Learning Outcomes

This course unit aims to allow students to deepen their specialized knowledge in Nursing and/or learn about theoretical and methodological approaches from other disciplines that contribute to their further advanced training and are relevant to the development of Nursing research. It also allows students to interact with teachers, researchers, and students. 

Work Placement(s)

No

Syllabus

This course unit results from the attendance of advanced training course units at the different Organic Units of the University of Coimbra and other national and international Higher Education Institutions (HEI) of recognized scientific merit. Depending on the student’s area of interest, the field of advanced training may range from Social Sciences and Humanities (e.g., Law, Philosophy, Ethics, History, Geography, Economics, Sociology, Anthropology, Psychology, Education) to Sciences and Technologies (e.g., Information Technologies, Biomedical Engineering), Sports Sciences, Pharmaceutical Sciences and Medical Sciences (e.g., Pharmacogenomics, Aging, Neurosciences, Oncobiology, Animal Experimentation).

The syllabus of this course unit are those of the course units selected by the student, presented to the head/regent and approved by the Scientific Council of the doctoral program, and which are expected to be relevant to their research project.

Head Lecturer(s)

Maria Filomena Rabaça Roque Botelho

Assessment Methods

Assessment
The grade of this course unit results from the arithmetic mean of the grades obtained in the course units attended, weighted according to their ECTS: 100.0%

Bibliography

Santana, P., Almendra, R., Pilot, E., Doreleijers, S., & Krafft, T. (2021). Environmental Inequalities in Global Health. In Handbook of Global Health (pp. 1229–1247). Springer International Publishing.

van Diggele, C., Roberts, C., Burgess, A. et al. (2020). Interprofessional education: tips for design and implementation.

BMC Med Educ, 20(Suppl 2):455.

Milot, É., Dumont, S., Aubin, M., Bourdeau, G., Azizah, G. M., Picard, L., & St-Germain, D. (2015). Building an interfaculty interprofessional education curriculum: What can we learn from the Université Laval experience?. Education for Health, 28(1), 58-63.

World Health Organization (2010). Framework for Action on Interprofessional Education & Collaborative Practice (WHO/HRH/HPN/10.3).

Ho, K., Jarvis-Selinger, S., Borduas, F., Frank, B., Hall, P., Handfield-Jones, R., ... & Rouleau, M. (2008). Making interprofessional education work: the strategic roles of the academy. Academic Medicine, 83(10), 934-940.