Advanced Nursing and Midwifery Education
A.Y. 2021/2022
Learning objectives
Acquire advanced, methodological and disciplinary abilities to
- Write learning outcome for developing competences for different levels of practice
- Analyze teaching and learning strategies useful for training clinical reasoning and judgment in advanced practice
- Design clinical teaching and learning for different educational levels
- Design health and therapeutic education project aimed at the person and the community
- Critically evaluate the competencies and roles in the health and therapeutic education
- Critically evaluate the competencies and roles in education for different levels of professional practice
- Analyze the planning of interventions in continuous education
- Analyze training in the use of technologies for teaching and assistance aimed at providing quality answers to the needs of the person, at different levels of practice
- Write learning outcome for developing competences for different levels of practice
- Analyze teaching and learning strategies useful for training clinical reasoning and judgment in advanced practice
- Design clinical teaching and learning for different educational levels
- Design health and therapeutic education project aimed at the person and the community
- Critically evaluate the competencies and roles in the health and therapeutic education
- Critically evaluate the competencies and roles in education for different levels of professional practice
- Analyze the planning of interventions in continuous education
- Analyze training in the use of technologies for teaching and assistance aimed at providing quality answers to the needs of the person, at different levels of practice
Expected learning outcomes
The student will
· Apply the advanced knowledge of the concept-based and the competence-based curriculum in nursing and midwifery practice, to develop in-class and clinical teaching and learning.
· Apply the advanced knowledge of writing learning outcomes, based on Bloom Taxonomy and Tuning Educational Structure in Europe, to develop in-class and clinical teaching and learning.
· Analize in professional advanced perspective the reflective practice in nursing and midwifery, based on Gibbs Cycle, to apply it through reflective practice tools.
· Apply the advanced knowledge of teaching and evaluation methods, based on scientific evidences and technology tools, to develop and evaluate the student's competecies in the team work, clinical thinking, clinical judgement, manual and comunicative skills.
· Evaluate in professional advanced perspective the competencies in the different nurse and midwifery educational roles, to enhance the quality of in-class and clinical teaching and learning and health/therapeutic education.
· Apply in co-creative approach, the advanced competencies of teaching and learning in permanente education and health/therapeutic education.
· Apply the advanced knowledge of the concept-based and the competence-based curriculum in nursing and midwifery practice, to develop in-class and clinical teaching and learning.
· Apply the advanced knowledge of writing learning outcomes, based on Bloom Taxonomy and Tuning Educational Structure in Europe, to develop in-class and clinical teaching and learning.
· Analize in professional advanced perspective the reflective practice in nursing and midwifery, based on Gibbs Cycle, to apply it through reflective practice tools.
· Apply the advanced knowledge of teaching and evaluation methods, based on scientific evidences and technology tools, to develop and evaluate the student's competecies in the team work, clinical thinking, clinical judgement, manual and comunicative skills.
· Evaluate in professional advanced perspective the competencies in the different nurse and midwifery educational roles, to enhance the quality of in-class and clinical teaching and learning and health/therapeutic education.
· Apply in co-creative approach, the advanced competencies of teaching and learning in permanente education and health/therapeutic education.
Lesson period: year
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
More specific information on the delivery modes of training activities for academic year 2021/22 will be provided over the coming months, based on the evolution of the public health situation.
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
· Costruct the items in an assessment test
· Grading Rubrics for learning outcome evaluation in classroom and clinical practice
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
· Online and blended learning with learning management system and other technological tools
· Clinical teaching and learning
Co-creation as a student-teacher shared design activity using technology
· Construction of mental / conceptual maps to analyze concrete problems and advanced disciplinary contents.
· The planning of training and educational activities starting from concrete professional situations and specific health needs of the population, groups and communities.
· 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
· Costruct the items in an assessment test
· Grading Rubrics for learning outcome evaluation in classroom and clinical practice
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
· Online and blended learning with learning management system and other technological tools
· Clinical teaching and learning
Co-creation as a student-teacher shared design activity using technology
· Construction of mental / conceptual maps to analyze concrete problems and advanced disciplinary contents.
· The planning of training and educational activities starting from concrete professional situations and specific health needs of the population, groups and communities.
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
· Advanced History and philosophy of nursing care
Particularly fundamental are the contents of these courses
· Nursing ethics and nursing care regulation
· Advanced History and philosophy of nursing care
Teaching methods
Interactive-lecture followed by:
· Case study discussion
· Reflective writings analysis
· Grading rubric analysis
· Lerning outcomes analysis
Collaborative learning in the co-creation project
· Case study discussion
· Reflective writings analysis
· Grading rubric analysis
· Lerning outcomes analysis
Collaborative learning in the co-creation project
Teaching Resources
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, Riflessivita' 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) Comunita' di apprendimento con Moodle 2. Torino: EasyReading Multimedia.
Documents
Gonzales J , Wagenaar R. (2006). Tuning Educational Structure in Europe- Il Contributo delle Universita' al Processo
di Bologna. Bilbao: Universida de Deusto. Avviabile da http://www.unideusto.org/tuningeu/images/stories/Publications/ ITALIAN_BROCHURE_FOR_WEBSITE.pdf
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-the-design-and-delivery-of-degree-programmes-in-
Texts
Biggs &Tang, (2008). Teaching for quality teaching at university. Glasgow: McGraHill
Gamberoni L. et al., (2009) Apprendimento clinico, Riflessivita' 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) Comunita' di apprendimento con Moodle 2. Torino: EasyReading Multimedia.
Documents
Gonzales J , Wagenaar R. (2006). Tuning Educational Structure in Europe- Il Contributo delle Universita' al Processo
di Bologna. Bilbao: Universida de Deusto. Avviabile da http://www.unideusto.org/tuningeu/images/stories/Publications/ ITALIAN_BROCHURE_FOR_WEBSITE.pdf
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-the-design-and-delivery-of-degree-programmes-in-
Assessment methods and Criteria
The final grade (expressed in the 30°system) will be done
· score of the single writing test.
· score of the co-creation project in small group
· score of the single writing test.
· score of the co-creation project in small group
MED/45 - NURSING - University credits: 7
Lessons: 56 hours
Professors:
Consolo Letteria, Pasquot Loredana
Educational website(s)
Professor(s)