The aim of the course is to provide students with the advanced, methodological and disciplinary skills they need to: - to formulate cognitive goals based on the taxonomy of the core concepts of the nursing discipline; - to use methods and tools for teaching and learning decision-making skills related to the nursing and midwifery care process, technical skills and skills in the relationship between nurse and patient , midwife and patient, - modulate the increasing complexity of the contents, methods and tools of the nursing discipline in order to implement the teaching-learning process in theory and practice, - use assessment models suitable for detecting the ability to solve complex problems in nursing and midwifery care; - use models for improving nursing and midwifery skills for the implementation of continuing education processes.
Expected learning outcomes
The student will apply evidence-based recommendations for the design, management of teaching methods, to train the ability to work in teams, to make decisions, to solve complex problems in simulations of realistic clinical situations Will apply the elements of teaching and learning design, based on the taxonomy of cognitive objectives and on the declination of the core disciplinary concepts, with particular reference to the clinical area, in order to develop curricula for nursing and midwifery education Will 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. Will apply a co-constructive approach to the design of educational activities for people in particular clinical situations and/or improvement-modification of teaching and learning modules, in order to develop a collaborative attitude and active learning.
Lesson period: year
(In case of multiple editions, please check the period, as it may vary)
Designing a curriculum for conceptual learning of nursing and midwifery practice Teaching and learning in a Concept- based -Nursing and Midwifery curriculum Nursing Subject Group and European Federation of Nursing Associations contributions in the design of competency-based- curriculum Development of competencies by learning outcomes Bloom's taxonomy revised and corrected by Lorin Anderson & David Krathwahl: write learning outcomes in the nursing and midwifery professional practice. Learning outcomes to developing specific teaching and learning skills in therapeutic education, health education and continuos education. Co-construction of a course module or therapeutic education/health promotion project The redesign of Nursing and Midwifery Master's Degree's course module incorporated into blended learning using a co-costructive approach and the Moodle platform. The multimedia design and implementation devices of instructional design: ADDIE model for networked design Reflective practice to educate the nurse and midwife to humanized action Reflective practice to the development of communicative and relational skills in personal and interprofessional relationship with the patients. Learning from clinical experience by reflective practice Selecting Teaching and Learning appropriate strategies in classrooms of nursing and midwifery students, nurse and midwifery, and patient groups Evaluating student learning outcomes Collaborative learning: evidence-based-practice to designing and managing the collaborative learning Case studies: evidence-based-practice to designing and managing cases discussions for clinical reasoning and decision making in difficult clinical situations Role-playing and simulations: evidence-based-practice to designing and managing simulations to train students in patient relationships Traditional lecture and flipped classroom: evidence-based-practice to designing and managing the teaching and learning knowledges Grading Rubrics for learning outcome evaluation in classroom and clinical practice
Prerequisites for admission
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 History and advanced philosophy of nursing care
Teaching and learning strategies Collaborative learning to apply knowledges and procedures Case studies in clinical and professional practice Role-playing in clinical and interprofessional practice Evaluating Rubric Analyzing/designing Collaborative learning to redesign a Nursing and Midwifery Master's Degree's course module incorporated into blended learning using a co-costructive approach and the Moodle platform.
Slides of the individual topics and handouts provided from time to time on the individual topic and available in ARIEL The slides and documents refer to the following texts and documents. Texts 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:FrancoAngeli. Ignatavicius D., (2018) Teaching and Learning in a concept-base Nursing Curriculum. Burlington:Jones&Bartlett Learning. Marchisio et al., (2014) Comunità di apprendimento con Moodle 2. Torino: EasyReading Multimedia. Documents Gonzales J , Wagenaar R. (2006). Tuning Educational Structure in Europe- Il Contributo delle Università al Processo di Bologna. Bilbao: Universida de Deusto. Avviabile da http://www.unideusto.org/tuningeu/images/stories/Publications/ITALIAN_B… Nursing Subject Area group (2011) Reference points for design and delivery of degree proammas in Nursing. Spain: Universidad de Deusto. Avviabile da http://www.unideusto.org/tuningeu/publications/253-reference-points-for…-
Assessment methods and Criteria
The final grade will be the weighted average of the marks obtained in two tests. First test · (weight 20%) Collaborative learning to redesign a Nursing and Midwifery Master's Degree's course module incorporated into blended learning using a co-costructive approach and the Moodle platform. In this test the final grade will be the weighted average of these marks: - (weight 95%) The redisign evaluated through defined indicators - (weight 5%) Weighted average peer evaluation scores in the collaborative learning partecipation. The score will be converted in the trentesimi system. Second test · (weight 80%) Written cognitive test. Test will be consisted of open and closed questions. The closed questions will have at least three default answers. The cognitive test will emphasize different learning outcomes levels: remeber, understand, apply, analyze, evaluate. Test will also require to answer two questions in one of the following cases (the cases are just discussed during the course). · Case: An innovative curriculum design · Case: ANVUR-AVA · Case A Lifelong learning The scores in the written test will correspond directly to the grade in trentesimi system ( 1-2 score in each right answer).