Insegnamento/apprendimento nella formazione e nella pratica avanzata inf. e ost. e strategie e tecnologiche di supporto
A.Y. 2024/2025
Learning objectives
The learning objectives of the course is to provide students with the advanced, methodological and disciplinary skills they need to:
· formulate cognitive goals based on the taxonomy of the core concepts of the nursing discipline;
· use methods and tools for teaching and learning decision-making skills related to the nursing and midwifery care process, technical and relationship skills between nurse and patient , midwife and patient,
· modulate the increasing complexity of contents, methods and tools of the nursing discipline in order to implement the teaching-learning process in theory and practice,
· use suitable assessment models to detect the ability to solve complex problems in nursing and midwifery care;
· use models for improving nursing and midwifery skills for the implementation of continuous education processes.
· formulate cognitive goals based on the taxonomy of the core concepts of the nursing discipline;
· use methods and tools for teaching and learning decision-making skills related to the nursing and midwifery care process, technical and relationship skills between nurse and patient , midwife and patient,
· modulate the increasing complexity of contents, methods and tools of the nursing discipline in order to implement the teaching-learning process in theory and practice,
· use suitable assessment models to detect the ability to solve complex problems in nursing and midwifery care;
· use models for improving nursing and midwifery skills for the implementation of continuous education processes.
Expected learning outcomes
· The student will
· apply teaching and learning design elements, using Bloom's objectives taxonomy in a concept-based nursing or midwifery curriculum
· critically analyze the applications of reflective practice to become aware of the emotional aspects in the relationship between nurse/midwife and patient in clinical situations.
· apply evidence-based recommendations for the design, management and evaluation of the results of teaching methods useful to train the ability to work in clinical teams, to make decisions and to solve complex problems in simulations of realistic clinical situations.
· apply co-creative approach in building a therapeutic education project for patients with chronic diseases at various stages of life and their families
· apply teaching and learning design elements, using Bloom's objectives taxonomy in a concept-based nursing or midwifery curriculum
· critically analyze the applications of reflective practice to become aware of the emotional aspects in the relationship between nurse/midwife and patient in clinical situations.
· apply evidence-based recommendations for the design, management and evaluation of the results of teaching methods useful to train the ability to work in clinical teams, to make decisions and to solve complex problems in simulations of realistic clinical situations.
· apply co-creative approach in building a therapeutic education project for patients with chronic diseases at various stages of life and their families
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Course syllabus
Designing a curriculum for conceptual learning of nursing and midwifery practice
· Teaching and learning in a Concept- based -Nursing and Midwifery curriculum
· Tuning Educational Structure in Europe's contributions in the design of competency-based- curriculum
· Development of competencies by learning outcomes
· Bloom's taxonomy revised and corrected by Lorin Anderson & David Krathwohl: write learning outcomes for the nursing and midwifery professional practice. Evaluating student's learning outcomes
· Building the items in an assessment test
· Grading Rubrics for learning outcome evaluation in classroom and clinical Classroom and clinical Teaching and Learning aligned with learning outcomes and evaluation and teaching and learning evidences
· Team-based learning in a flipped classroom and through blended- learning activities
· Collaborative learning in a team
· Reflective practice for learning from clinical practice and being aware of themselves and their human approach to care
· Simulation and role-playing for becoming able to act in a specific scenario
· Case studies to train in clinical thinking and clinical judgement and apply them in the nursing- process
· Teaching and learning in a Concept- based -Nursing and Midwifery curriculum
· Tuning Educational Structure in Europe's contributions in the design of competency-based- curriculum
· Development of competencies by learning outcomes
· Bloom's taxonomy revised and corrected by Lorin Anderson & David Krathwohl: write learning outcomes for the nursing and midwifery professional practice. Evaluating student's learning outcomes
· Building the items in an assessment test
· Grading Rubrics for learning outcome evaluation in classroom and clinical Classroom and clinical Teaching and Learning aligned with learning outcomes and evaluation and teaching and learning evidences
· Team-based learning in a flipped classroom and through blended- learning activities
· Collaborative learning in a team
· Reflective practice for learning from clinical practice and being aware of themselves and their human approach to care
· Simulation and role-playing for becoming able to act in a specific scenario
· Case studies to train in clinical thinking and clinical judgement and apply them in the nursing- process
Prerequisites for admission
Prerequisites for access to the course
· Passed all the exams of the first year of the program.
Particularly fundamental are the contents of these courses
· Nursing ethics and nursing care regulation
· Advanced History and philosophy of nursing care
· Passed all the exams of the first year of the program.
Particularly fundamental are the contents of these courses
· Nursing ethics and nursing care regulation
· Advanced History and philosophy of nursing care
Teaching methods
The course is held through traditional lectures, individual and small group activities. The educational activities are supported by the Moodle and Ariel platform of the University of Milan.
Teaching Resources
Slides e dispense sui singoli argomenti sono fornite di volta su ARIEL and MOODLE / Slides and lecture notes on the specific topics are provided from time to time on ARIEL and MOODLE.
Le slides e i documenti fanno riferimento ai seguenti testi e documenti /The slides and documents refer to the following texts and documents:
Testi/Books
· Biggs &Tang, (2008). Teaching for quality teaching at university. Glasgow: McGraHill
· Gamberoni, L. et al. (2009) Apprendimento clinico, Riflessività e tutorato Metodi e strumenti per la didattica tutoriale per le professioni sanitarie. Napoli: EdiSes.
· Castagna, M. (1997). Progettare la formazione. Milano: Franco Angeli.
· Ignatavicius, D. (2018). Teaching and Learning in a concept-base Nursing Curriculum. Burlington: Jones&Bartlett Learning.
· Giddens, J.F. (2017) Concepts for Nursing practice. Second Edition. St Louis Missouri: Elsevier
· Bulman, C., Schutz, S. (2013) Reflective Practice in Nursing. John Wiley & Sons. 5th ed
Documenti/documents:
· Gonzales, J., Wagenaar, R. (2006). Tuning Educational Structure in Europe- Il Contributo delle Università al Processo di Bologna. Bilbao: Universida de Deusto.
· Nursing Subject Area group (2011) Reference points for design and delivery of degree progammes in Nursing. Spain: Universidad de Deusto.
· Gobbi, M., Kaunonen, M. (2018). Guidelines and reference points for the design and delivery of degree programmes in Nursing. Groningen: University of Groningen.
https://www.calohee.eu/wp-content/uploads/2018/11/WP-4-Del.-1.4-Guidelines-and-Reference-Points-for-the-Design-and-Delivery-of-Degree-Programmes-in-Nursing-FINAL-28NOV18.pdf
· International Confederation of Midwives (2019) Essential competencies for midwifery practice.
https://www.internationalmidwives.org/assets/files/general-files/2018/10/icm-competencies---english-document_final_oct-2018.pdf
Le slides e i documenti fanno riferimento ai seguenti testi e documenti /The slides and documents refer to the following texts and documents:
Testi/Books
· Biggs &Tang, (2008). Teaching for quality teaching at university. Glasgow: McGraHill
· Gamberoni, L. et al. (2009) Apprendimento clinico, Riflessività e tutorato Metodi e strumenti per la didattica tutoriale per le professioni sanitarie. Napoli: EdiSes.
· Castagna, M. (1997). Progettare la formazione. Milano: Franco Angeli.
· Ignatavicius, D. (2018). Teaching and Learning in a concept-base Nursing Curriculum. Burlington: Jones&Bartlett Learning.
· Giddens, J.F. (2017) Concepts for Nursing practice. Second Edition. St Louis Missouri: Elsevier
· Bulman, C., Schutz, S. (2013) Reflective Practice in Nursing. John Wiley & Sons. 5th ed
Documenti/documents:
· Gonzales, J., Wagenaar, R. (2006). Tuning Educational Structure in Europe- Il Contributo delle Università al Processo di Bologna. Bilbao: Universida de Deusto.
· Nursing Subject Area group (2011) Reference points for design and delivery of degree progammes in Nursing. Spain: Universidad de Deusto.
· Gobbi, M., Kaunonen, M. (2018). Guidelines and reference points for the design and delivery of degree programmes in Nursing. Groningen: University of Groningen.
https://www.calohee.eu/wp-content/uploads/2018/11/WP-4-Del.-1.4-Guidelines-and-Reference-Points-for-the-Design-and-Delivery-of-Degree-Programmes-in-Nursing-FINAL-28NOV18.pdf
· International Confederation of Midwives (2019) Essential competencies for midwifery practice.
https://www.internationalmidwives.org/assets/files/general-files/2018/10/icm-competencies---english-document_final_oct-2018.pdf
Assessment methods and Criteria
The final grade (expressed in the 30°system) will be done by the total scores obtained in these two tests:
· score of the single writing test.
Il test consists of open and closed items. Test emphasizes different learning outcomes levels: remember, understand, apply, analyze, evaluate (each of the items is worth 1 or 2 points). Two of the items are on Case "ANVUR-AVA" or Case "La progettazione di un curricolo tra teoria e pratica".
· score of the co-creation project which can be worth from 1 to 3 points.
· score of the single writing test.
Il test consists of open and closed items. Test emphasizes different learning outcomes levels: remember, understand, apply, analyze, evaluate (each of the items is worth 1 or 2 points). Two of the items are on Case "ANVUR-AVA" or Case "La progettazione di un curricolo tra teoria e pratica".
· score of the co-creation project which can be worth from 1 to 3 points.