Nursing Sciences and Human and Pedagogical Sciences
A.Y. 2019/2020
Learning objectives
- Acquire historical and professional knowledge of pediatric nursing assistance as useful fundamentals for professional identity;
- Acquire knowledge on the historical evolution of caring and nursing, with a special focus both on pediatric nursing, and its professionalization process across the 20th century;
- Acquire knowledge on the nursing assistance process: fundamental concepts, theories and professional methods;
- Acquire knowledge on the following concepts: person, health / illness, environment and nursing assistance from a theoretical perspective, in order to capture the need for nursing care;
- Acquire knowledge on methods and tools suited to: collect data within the nursing context; build a professional relationship with single persons, families and significant others;
- Acquire knowledge on principles and norms at the base of both the pediatric nurse professional work, and responsibility;
- Acquire knowledge on aspects of bioethics and professional ethics related to the nursing profession;
- Acquire knowledge on professional work fundamental values;
- Acquire knowledge on ethical reasoning, in order to identify both ethical issues and practical solutions;
- Acquire knowledge on basic psychic functioning and mechanisms involved in: person-environment, and person-social context interaction, and adaptation;
- Acquire knowledge on the different stages of the neuropsychic development through which children builds autonomy and acquire fundamental psychosensory and affective experiences;
- Acquire skills to build an adequate and effective relationship with the child (at different ages) and with family members;
- Acquire skills suited to establish an effective communication with other social and health operators. Special attention will be given to awareness of individual and external values, integration, and knowledge of both rules and dynamics associated with group work;
- Acquire and apply basic knowledge on relational dynamics useful in establishing and maintaining helping relationships with the child at different ages, and family members;
- Acquire knowledge on developmental behavioral analysis;
- Acquire knowledge on child (at different ages) and family reactions to hospitalization and associated educational needs;
- Acquire awareness of existing influences on the concept of health and illness in all phases of the care process (e.g multi-ethnic society, different values, cultural and religious aspects of the child and his family).
- Acquire knowledge on the historical evolution of caring and nursing, with a special focus both on pediatric nursing, and its professionalization process across the 20th century;
- Acquire knowledge on the nursing assistance process: fundamental concepts, theories and professional methods;
- Acquire knowledge on the following concepts: person, health / illness, environment and nursing assistance from a theoretical perspective, in order to capture the need for nursing care;
- Acquire knowledge on methods and tools suited to: collect data within the nursing context; build a professional relationship with single persons, families and significant others;
- Acquire knowledge on principles and norms at the base of both the pediatric nurse professional work, and responsibility;
- Acquire knowledge on aspects of bioethics and professional ethics related to the nursing profession;
- Acquire knowledge on professional work fundamental values;
- Acquire knowledge on ethical reasoning, in order to identify both ethical issues and practical solutions;
- Acquire knowledge on basic psychic functioning and mechanisms involved in: person-environment, and person-social context interaction, and adaptation;
- Acquire knowledge on the different stages of the neuropsychic development through which children builds autonomy and acquire fundamental psychosensory and affective experiences;
- Acquire skills to build an adequate and effective relationship with the child (at different ages) and with family members;
- Acquire skills suited to establish an effective communication with other social and health operators. Special attention will be given to awareness of individual and external values, integration, and knowledge of both rules and dynamics associated with group work;
- Acquire and apply basic knowledge on relational dynamics useful in establishing and maintaining helping relationships with the child at different ages, and family members;
- Acquire knowledge on developmental behavioral analysis;
- Acquire knowledge on child (at different ages) and family reactions to hospitalization and associated educational needs;
- Acquire awareness of existing influences on the concept of health and illness in all phases of the care process (e.g multi-ethnic society, different values, cultural and religious aspects of the child and his family).
Expected learning outcomes
Knowledge and understanding:
- psycho-social and humanistic sciences for the understanding of normal and pathological relational dynamics, defense or adaptive reactions of the newborn , child, teenager and the family in situations of mental and social distress and physical suffering;
- ethical, legal issues for the understanding of the organizational complexity of the Health Care System, relevance and usefulness of acting in compliance with regulations and procedures, as well as respect for values and ethical dilemmas arising in daily practice; they are also aimed at promoting an understanding of professional autonomy, integration areas and interdependence with other healthcare providers.
Ability to apply knowledge and understanding:
- plan the delivery of nursing care in collaboration with child, teenager and the family and the interdisciplinary care group;
- evaluate the progress of care in collaboration with the interdisciplinary group, guaranteeing continuity of care;
- be responsible for providing and evaluating pediatric nursing care in accordance with professional quality standards and considering legal indications and ethical responsibilities such as rights of the newborns child and teenager.
- psycho-social and humanistic sciences for the understanding of normal and pathological relational dynamics, defense or adaptive reactions of the newborn , child, teenager and the family in situations of mental and social distress and physical suffering;
- ethical, legal issues for the understanding of the organizational complexity of the Health Care System, relevance and usefulness of acting in compliance with regulations and procedures, as well as respect for values and ethical dilemmas arising in daily practice; they are also aimed at promoting an understanding of professional autonomy, integration areas and interdependence with other healthcare providers.
Ability to apply knowledge and understanding:
- plan the delivery of nursing care in collaboration with child, teenager and the family and the interdisciplinary care group;
- evaluate the progress of care in collaboration with the interdisciplinary group, guaranteeing continuity of care;
- be responsible for providing and evaluating pediatric nursing care in accordance with professional quality standards and considering legal indications and ethical responsibilities such as rights of the newborns child and teenager.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Prerequisites for admission
This is a first year exam, first semester, so there are no specific prerequisites different from those required for access to the degree course.
Assessment methods and Criteria
Final examination written test , consisting of a test with different types of questions: true-false, completion, correspondence, multiple choice with one or two correct answers. The consequent vote is given by the weighted average reported in the 4 different disciplines.
Scienze infermieristiche generali cliniche e pediatriche
Course syllabus
· Nursing in ancient civilizations, in the classical age, in the Roman Empire
· Nursing in Christianity and in the Middle Ages
· Nursing in the transition period: from the XVI to the XVIII (Renaissance and modern age: the Saints Reformers, precursors of nursing, the change of health concept in the Enlightenment)
· Nursing in the nineteenth century: Florence Nightingale and the birth of the nursing.
· Peculiarities of pediatric nursing in the nineteenth century
· Pediatric nursing care in Italy in the 20th century (Nursing care in Italy since
1925 at the birth of the College. The technical crisis. The development of disciplinary reflection)
· Contemporary history: associationism, training and professional practice, code of ethics
· The nursing discipline: Epistemological foundations, development of scientific knowledge, birth
and development of nursing classification and theorization, the concepts of the nursing discipline, theories and their classification with a particular focus on the school of needs
· The theoretical / conceptual framework of reference for the training course
· The disciplinary method: the nursing care process
· The disciplinary tool: the nursing care plan
· Data collection: observation and interview techniques
· Family-centered care as a pediatric care philosophy
Ethics and nursing ethics
Intermediate objectives: Know the main steps in the development of professional Orders and Colleges. Describe the principles and rules of ethics, ethics and bioethics.
Contents:
Glossary: ethics, morals, bioethics, deontology; principles and values.
The main ethical models
Principles and values that guide nursing action
The constitutive structure of government-type associations: Professional Orders and Colleges.
Nurses' deontological codes: overview of the national and international scene
The Code of Ethics of the OPI Federation 2019
Ethics and human rights: Universal Declaration of Human Rights UN 1948, Charter of the Rights of the Child and of Children in the Hospital. Charter of the rights of the premature baby
The nurse-assisted aid report
Communication strategies for positive interaction with the child, the parent, the family and the care team
Professional and ethical foundations of the relationship of trust with the assisted person for the protection of his safety, privacy and dignity
Consent in paediatrics
Theme Area 6 Describe Unicef Baby Friendly Initiative and WHO International Code of Marketing of Breastmilk Substitutes
Describe international, national and local recommendations and guidelines regarding infant and young child feeding
a. International, national and local guidelines / recommendations: United Nations Convention on the Right of the child, Global Strategy, Innocenti Declaration 1990 and 2005, Millennium Goals, 1000 days, national and local guidelines
· Nursing in Christianity and in the Middle Ages
· Nursing in the transition period: from the XVI to the XVIII (Renaissance and modern age: the Saints Reformers, precursors of nursing, the change of health concept in the Enlightenment)
· Nursing in the nineteenth century: Florence Nightingale and the birth of the nursing.
· Peculiarities of pediatric nursing in the nineteenth century
· Pediatric nursing care in Italy in the 20th century (Nursing care in Italy since
1925 at the birth of the College. The technical crisis. The development of disciplinary reflection)
· Contemporary history: associationism, training and professional practice, code of ethics
· The nursing discipline: Epistemological foundations, development of scientific knowledge, birth
and development of nursing classification and theorization, the concepts of the nursing discipline, theories and their classification with a particular focus on the school of needs
· The theoretical / conceptual framework of reference for the training course
· The disciplinary method: the nursing care process
· The disciplinary tool: the nursing care plan
· Data collection: observation and interview techniques
· Family-centered care as a pediatric care philosophy
Ethics and nursing ethics
Intermediate objectives: Know the main steps in the development of professional Orders and Colleges. Describe the principles and rules of ethics, ethics and bioethics.
Contents:
Glossary: ethics, morals, bioethics, deontology; principles and values.
The main ethical models
Principles and values that guide nursing action
The constitutive structure of government-type associations: Professional Orders and Colleges.
Nurses' deontological codes: overview of the national and international scene
The Code of Ethics of the OPI Federation 2019
Ethics and human rights: Universal Declaration of Human Rights UN 1948, Charter of the Rights of the Child and of Children in the Hospital. Charter of the rights of the premature baby
The nurse-assisted aid report
Communication strategies for positive interaction with the child, the parent, the family and the care team
Professional and ethical foundations of the relationship of trust with the assisted person for the protection of his safety, privacy and dignity
Consent in paediatrics
Theme Area 6 Describe Unicef Baby Friendly Initiative and WHO International Code of Marketing of Breastmilk Substitutes
Describe international, national and local recommendations and guidelines regarding infant and young child feeding
a. International, national and local guidelines / recommendations: United Nations Convention on the Right of the child, Global Strategy, Innocenti Declaration 1990 and 2005, Millennium Goals, 1000 days, national and local guidelines
Teaching methods
frontal lessons and exercise and interactive activities
Teaching Resources
Edoardo Manzoni Storia e filosofia dell'assistenza infermieristica Masson 2005
Celeri Belotti - Destrebecq Storia dell'assistenza e dell'assistenza infermieristica in Occidente - Ed. Piccin 2013
Edoardo Manzoni Le radici e le foglie : una visione storico epistemologica della disciplina infermieristica CEA
Lusignani, Mangiacavalli, Casati Infermieristica generale e organizzazione della professione Masson 2000
Codice deontologico 2019
Commentario al codice deontologico dell'infermiere 2009 McGraw-Hill Companies
Marisa Cantarelli Il modello delle prestazioni infermieristiche Masson 1997
Smith - Coleman - Bradshaw L'assistenza centrata sulla famiglia Edises 2008
Edoardo Manzoni Storia e filosofia dell'assistenza infermieristica Masson 2005
Paolo Cattorini " Metodo ed elementi di base per affrontare problemi clinici". Editore Elsevier 2011
Badon Pierluigi - Cesaro Simone Assistenza Infermieristica in Pediatria , ed. CEA 2015
Celeri Belotti - Destrebecq Storia dell'assistenza e dell'assistenza infermieristica in Occidente - Ed. Piccin 2013
Edoardo Manzoni Le radici e le foglie : una visione storico epistemologica della disciplina infermieristica CEA
Lusignani, Mangiacavalli, Casati Infermieristica generale e organizzazione della professione Masson 2000
Codice deontologico 2019
Commentario al codice deontologico dell'infermiere 2009 McGraw-Hill Companies
Marisa Cantarelli Il modello delle prestazioni infermieristiche Masson 1997
Smith - Coleman - Bradshaw L'assistenza centrata sulla famiglia Edises 2008
Edoardo Manzoni Storia e filosofia dell'assistenza infermieristica Masson 2005
Paolo Cattorini " Metodo ed elementi di base per affrontare problemi clinici". Editore Elsevier 2011
Badon Pierluigi - Cesaro Simone Assistenza Infermieristica in Pediatria , ed. CEA 2015
Pedagogia generale e sociale
Course syllabus
· understand and recognize the essential characteristics of Pedagogy and educational relationship;
· acquire interview and conflict management techniques;
· critically analyse the connection between educational and therapeutic relationship, highlighting their different overlap areas
· Explain the process of patient education, claryfing the differences with other educational interventions, which take place in healthcare contexts (health literacy, health education and health promotion).
· illustrate the concept of health and illness, as well as their social representations;
· indicate typical children and his family reactions to hospitalisation and illustrate educational needs involved in this experience;
· explain why children illness may be understood as "family dynamic", outlining family social care needs;
· explain the connection between medical models and educational models used, explicitity or implicity, in therapeutic relationship;
· indicate main communication techniques used in the information gathering and feedback processes, within "patient and family focused" medical model;
· explain how communication and education change in therapeutic context, in connection with children, parents and healthcare professionals;
· indicate main strategies used in children therapeutic education (child's play time, histories and tales, group works etc.), differentiating it through the developmental age;
· define and illustrate various types of child's play time, intended as important resource of learning and relationships in pediatric age;
· define resilience and explain its relation with fun and creative activities;
· acquire the importance of child's play time in hospital, illustrating some types of play that can be used in this context.
· acquire interview and conflict management techniques;
· critically analyse the connection between educational and therapeutic relationship, highlighting their different overlap areas
· Explain the process of patient education, claryfing the differences with other educational interventions, which take place in healthcare contexts (health literacy, health education and health promotion).
· illustrate the concept of health and illness, as well as their social representations;
· indicate typical children and his family reactions to hospitalisation and illustrate educational needs involved in this experience;
· explain why children illness may be understood as "family dynamic", outlining family social care needs;
· explain the connection between medical models and educational models used, explicitity or implicity, in therapeutic relationship;
· indicate main communication techniques used in the information gathering and feedback processes, within "patient and family focused" medical model;
· explain how communication and education change in therapeutic context, in connection with children, parents and healthcare professionals;
· indicate main strategies used in children therapeutic education (child's play time, histories and tales, group works etc.), differentiating it through the developmental age;
· define and illustrate various types of child's play time, intended as important resource of learning and relationships in pediatric age;
· define resilience and explain its relation with fun and creative activities;
· acquire the importance of child's play time in hospital, illustrating some types of play that can be used in this context.
Teaching methods
During meetings both frontal presentations and exercises and interactive activities are planned. In fact, international literature indicates that topics of communication and patient education cannot be dealt with only through frontal activities, but require an active involvement of the learner, who is called to reflect on the communicative and educational methods that constitute his experiential background .
Teaching Resources
F. Fenzio, "Manuale di Consulenza Pedagogica in ambito Familiare, Giuridico e Scolastico", Ed. Youcanprint, Lecce, 2017
Castelli C., a cura di (2011), Resilienza e creatività. Teorie e tecniche nei contesti di vulnerabilità, Franco Angeli, Milano (solo cap. 2 e 9, ovvero pp. 31-50 e 131-143)
Iori, V., Filosofia dell'educazione, Guerini, Milano, 2000 (solo pp. 19-25)
Venera A. (2009) Il gioco in corsia. Studi, ricerche e proposte operative sul gioco in ospedale, Volume 1 ed. Junior ( capitolo 1,2,4,5 fino a pag 101)
Castelli C., a cura di (2011), Resilienza e creatività. Teorie e tecniche nei contesti di vulnerabilità, Franco Angeli, Milano (solo cap. 2 e 9, ovvero pp. 31-50 e 131-143)
Iori, V., Filosofia dell'educazione, Guerini, Milano, 2000 (solo pp. 19-25)
Venera A. (2009) Il gioco in corsia. Studi, ricerche e proposte operative sul gioco in ospedale, Volume 1 ed. Junior ( capitolo 1,2,4,5 fino a pag 101)
Psicologia generale
Course syllabus
Within the curriculum for Paediatric Nurses, the acquisition of knowledge about General Psychology is aimed at providing tools for the understanding of human cognitive processes, behaviors, interaction patterns with the environment and with other people.
The course is aimed at providing knowledge about the core mental functions and processes (perception, attention, memory, learning, thinking and reasoning, communication, motivation, emotion), in order to promote students' awareness of the individual's patterns of interaction with the natural, built and social environment, and acquisition of the appropriate terminology to describe cognitive processes.
Knowledge acquired through this course will prepare students to successfully attend the course of Developmental Psychology.
The course comprises 6 units:
- Basic Cognitive Processes: perception, attention, memory. Perception: Sensation and perception, perception organization, Gestalt principles, perceptory illusions and constancy, perception of figure and background, space and movement. Attention: attention and consciousness; Memory: models and structure of memory, mnemic processes, oblivion, amnesia.
- Learning: classical and operant conditioning (generalization, discrimination, reinforcement and punishment, extinction and shaping); assimilation and adaptation; social learning; insight; imprinting
- Thinking: mental models; formal logic; heuristics; categorization and prototype theories; problem solving; decision making;
- Emotions: definition and models; physiological components; coping; monitoring, memory, expression and comunication of emotional experiences
- Communication: language and communication; evolution of communication models; pragmatic (context and relationship in communication); meaning making and communication intention; non-verbal communication
- Motivation: reflexes, needs, instincts, pulsions; primary and secondary motivations; values; hieraecht of motivations; intrinsic and extrinsic motivation; behavior planning
Theme Area 5 Spread culture of breastfeeding and proper nutrition for mother and child through effective communication.
. Use of effective communication to iniziate mother-centred conversations with pregnant women and new mothers
a. Effective communication skills; theory and practice.
b. Conversation with pregnant women and new mothers: importance of listening and empathy for effective communication, give relevant and complete informations and non-judgmental.
c. Debrief of personal breastfeeding stories.
d. Mother and family centred care.
e. Skills required to support families with different languages and cultures.Skills required for providing telephone support.
The course is aimed at providing knowledge about the core mental functions and processes (perception, attention, memory, learning, thinking and reasoning, communication, motivation, emotion), in order to promote students' awareness of the individual's patterns of interaction with the natural, built and social environment, and acquisition of the appropriate terminology to describe cognitive processes.
Knowledge acquired through this course will prepare students to successfully attend the course of Developmental Psychology.
The course comprises 6 units:
- Basic Cognitive Processes: perception, attention, memory. Perception: Sensation and perception, perception organization, Gestalt principles, perceptory illusions and constancy, perception of figure and background, space and movement. Attention: attention and consciousness; Memory: models and structure of memory, mnemic processes, oblivion, amnesia.
- Learning: classical and operant conditioning (generalization, discrimination, reinforcement and punishment, extinction and shaping); assimilation and adaptation; social learning; insight; imprinting
- Thinking: mental models; formal logic; heuristics; categorization and prototype theories; problem solving; decision making;
- Emotions: definition and models; physiological components; coping; monitoring, memory, expression and comunication of emotional experiences
- Communication: language and communication; evolution of communication models; pragmatic (context and relationship in communication); meaning making and communication intention; non-verbal communication
- Motivation: reflexes, needs, instincts, pulsions; primary and secondary motivations; values; hieraecht of motivations; intrinsic and extrinsic motivation; behavior planning
Theme Area 5 Spread culture of breastfeeding and proper nutrition for mother and child through effective communication.
. Use of effective communication to iniziate mother-centred conversations with pregnant women and new mothers
a. Effective communication skills; theory and practice.
b. Conversation with pregnant women and new mothers: importance of listening and empathy for effective communication, give relevant and complete informations and non-judgmental.
c. Debrief of personal breastfeeding stories.
d. Mother and family centred care.
e. Skills required to support families with different languages and cultures.Skills required for providing telephone support.
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
Bibliografia (obbligatoria)
M. Bassi, A. Delle Fave, (a cura di) 2019. Psicologia Generale per le professioni medico-sanitarie, Seconda edizione, UTET, Torino (tutti i capitoli del libro ad esclusione del 9).
Slides proiettate in aula
Bibliografia integrativa di approfondimento (non obbligatoria)
A. Devescovi, S. D'Amico, 2003, Comunicazione e linguaggio nei bambini, Carocci
L. Anolli, 2010, Prima lezione di psicologia della comunicazione, Laterza
J.S. Bruner, 2005, La mente a più dimensioni, Laterza
M. Bassi, A. Delle Fave, (a cura di) 2019. Psicologia Generale per le professioni medico-sanitarie, Seconda edizione, UTET, Torino (tutti i capitoli del libro ad esclusione del 9).
Slides proiettate in aula
Bibliografia integrativa di approfondimento (non obbligatoria)
A. Devescovi, S. D'Amico, 2003, Comunicazione e linguaggio nei bambini, Carocci
L. Anolli, 2010, Prima lezione di psicologia della comunicazione, Laterza
J.S. Bruner, 2005, La mente a più dimensioni, Laterza
Psicologia dello sviluppo e psicologia dell'educazione
Course syllabus
The course of developmental psychology and education (Degree Course for Pediatric Nurses) aims to provide some basic understandings about child and adolescent development and behavior. The first topics are the identification and the analysis of the major naive mistakes that people often committed while they try to understand the evolutionary moments of childhood and adolescence but also when they have to cope with families. The course's main aim is to increase students' awareness of development both by providing a basic knowledge of the main developmental stages of childhood and adolescence and by highlighting some of the most popular pre- and mis-conceptions about development and childcare. Starting from the concept of development task, we focus on the close relationship between evolutionary stages and the historical and cultural context in which they occur. The developmental Psychology topics base on General psychology topics. Specifically, it aims to provide students with a basic understanding of the following areas of development:
- Aspects of physical and perceptive development: in order to allow students to contextualize the main stages of cognitive and emotional development of the child, motor and perceptive development are introduced during the course. The course underlines the importance of neonatal reflexes and the transition from automatic responses to voluntary responses with a particular focus on the first year. The perceptive skills of early childhood will also be presented.
- Basic aspects of cognitive and linguistic development: the course presents the fundamental aspects of the development of cognition from early childhood to adolescence. The positions of innatism, behaviorism, and constructivism are presented, with a specific interest in some of the key concepts of Piaget and Vygotsky's thought. Within the study of cognitions, we focus on the complex relationship between thought and language by presenting aspects of linguistic development as theorized by Skinner, Chomsky, and Bruner.
- Basic aspects of affective, social and relational development: we analyze Bowlby's attachment theory and emotional development. We will observe the importance of early interactive exchanges in relation to further emotional relationships and in the development of self-construction. Furthermore, we will present the important skill of theory of mind.
- Basic aspects of health psychology: the course closes with the analysis of the concepts of coping, resilience and psychological well-being with reference to childhood and adolescence. Communication with families.
Theme Area 4 Facilitate and protect mother-child relationship
Develop an understanding of the importance of secure mother-infant attachment and the impact this has on their health and emotional wellbeing.
Oxytocin role in supporting healthy brain development as a function of love / friendship relationships.
Importance of love and care to ensure optimal results in child brain development.
Be able to apply their knowledge of attachment theory to promote and encourage close and loving relationships between mothers and babies.
Strengthen mother's confidence in herself and in her ability to feed and care her baby.
Support mothers who formula feeding the baby in recognizing the baby's hunger signs
- Aspects of physical and perceptive development: in order to allow students to contextualize the main stages of cognitive and emotional development of the child, motor and perceptive development are introduced during the course. The course underlines the importance of neonatal reflexes and the transition from automatic responses to voluntary responses with a particular focus on the first year. The perceptive skills of early childhood will also be presented.
- Basic aspects of cognitive and linguistic development: the course presents the fundamental aspects of the development of cognition from early childhood to adolescence. The positions of innatism, behaviorism, and constructivism are presented, with a specific interest in some of the key concepts of Piaget and Vygotsky's thought. Within the study of cognitions, we focus on the complex relationship between thought and language by presenting aspects of linguistic development as theorized by Skinner, Chomsky, and Bruner.
- Basic aspects of affective, social and relational development: we analyze Bowlby's attachment theory and emotional development. We will observe the importance of early interactive exchanges in relation to further emotional relationships and in the development of self-construction. Furthermore, we will present the important skill of theory of mind.
- Basic aspects of health psychology: the course closes with the analysis of the concepts of coping, resilience and psychological well-being with reference to childhood and adolescence. Communication with families.
Theme Area 4 Facilitate and protect mother-child relationship
Develop an understanding of the importance of secure mother-infant attachment and the impact this has on their health and emotional wellbeing.
Oxytocin role in supporting healthy brain development as a function of love / friendship relationships.
Importance of love and care to ensure optimal results in child brain development.
Be able to apply their knowledge of attachment theory to promote and encourage close and loving relationships between mothers and babies.
Strengthen mother's confidence in herself and in her ability to feed and care her baby.
Support mothers who formula feeding the baby in recognizing the baby's hunger signs
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
Testo di riferimento:
- Anna Silvia Bombi (Autore), Eleonora Cannoni (Autore) (2015) - Bambini e salute. Psicologia dello sviluppo per le professioni sanitarie - Il Mulino, Bologna.
Bibliografia consigliata integrativa:
- Antonella Delle Fave (2010). Comprendere il benessere per potenziare l'intervento. Una visione d'insieme sulla psicologia positiva". In G.F. Goldwurm e F. Colombo (a cura di), Psicologia Positiva, applicazioni per il benessere (pp. 11-32). Edizioni Erikson.
- Antonella Delle Fave (2010). Psicologia positiva e promozione della salute. L'Arco di Giano, dalla lotta alla malattia alla promozione della salute. Rivista di medical humanities, 64, 29-41.
- Anna Silvia Bombi (Autore), Eleonora Cannoni (Autore) (2015) - Bambini e salute. Psicologia dello sviluppo per le professioni sanitarie - Il Mulino, Bologna.
Bibliografia consigliata integrativa:
- Antonella Delle Fave (2010). Comprendere il benessere per potenziare l'intervento. Una visione d'insieme sulla psicologia positiva". In G.F. Goldwurm e F. Colombo (a cura di), Psicologia Positiva, applicazioni per il benessere (pp. 11-32). Edizioni Erikson.
- Antonella Delle Fave (2010). Psicologia positiva e promozione della salute. L'Arco di Giano, dalla lotta alla malattia alla promozione della salute. Rivista di medical humanities, 64, 29-41.
Pedagogia generale e sociale
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 1
Lessons: 15 hours
Professors:
Fenzio Federico, Zannini Lucia
Shifts:
Psicologia dello sviluppo e psicologia dell'educazione
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY - University credits: 1
Lessons: 15 hours
Professor:
Della Zoppa Letizia
Shifts:
-
Professor:
Della Zoppa Letizia
Psicologia generale
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 1
Lessons: 15 hours
Professors:
Delle Fave Antonella, Negri Luca
Shifts:
Scienze infermieristiche generali cliniche e pediatriche
MED/45 - NURSING - University credits: 4
Lessons: 60 hours
Professors:
Bezze Elena Nicoletta, Sannino Patrizio
Shifts: