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Presentation
Presentation
The Introduction to Care unit will allow learners to have contact with the main techniques and tools that can be used in well-being care and the promotion of quality of life.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 6
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT6580-24315
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Subjective well-being, the holistic view of the individual, and the binary healthy mind in a healthy body. 2. Physical exercise and global body education. 3. Balance and ergonomics. 4. Meditation and Mindfulness. 5. Meditation and exercise to feel confident. 6. Meditation and breathing. 7. Positive psychology techniques. 8. Acupuncture points to different forms of anxiety and depression. 9. Stress and stressors. Relaxation strategies, SPA and thalassotherapy 10. Concepts and principles of basic life support assistance.
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Objectives
Objectives
From a framework perspective of the course, it is intended that the learner understands the broad meaning of well-being and how it affects the quality of life. Understand the concept of quality of life and the conditions that contribute to the overall well-being of individuals to realize their potential in society. To understand the meaning of physical well-being, material well-being, social well-being, emotional well-being and the concept of a healthy mind in a healthy body. To achieve these objectives, seminars will be held in which the student can with various stakeholders better understand the relationship between care and well-being
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Teaching methodologies and assessment
Teaching methodologies and assessment
The learning teaching methodologies include several instruments, based on master classes/tutorials and face-to-face theoretical-practical classes. Other instruments of non-presence character (moodle, for example) complete and diversify the available options. In practical contexts, some of the central themes of the programme are deepened with a view to problem-based learning, among others.
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References
References
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2009). Planning, implementing, and evaluating health promotion programs: A primer (p. 496). San Francisco, CA: Pearson/Benjamin Cummings. Nash, D., & Reifsnyder, J. (2010). Population health: Creating a culture of wellness. Jones & Bartlett Learning. Brown, I. (2003). Quality of life and disability: An approach for community practitioners. Jessica Kingsley Publishers. Oliveira, S. F., Queiroz, M. I. N., & Costa, M. L. A. (2012). Bem estar subjetivo na terceira idade. Motricidade, 8(2), 1038-1047.
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Office Hours
Office Hours
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Mobility
Mobility
No
