Internship (second year)
A.Y. 2025/2026
Learning objectives
The learning outcomes of the module are the development of knowledge regarding the educational relationship
In particular, the module aims to provide the participants with knowledge on:
· how to be part of services such as organized contexts understanding the needs and enquiries of/from the person
· how to analyse and understand the function of the service
· how to set the educational relationship in the service
· how to observe and collect their own reactions, thoughts, behaviours when faced with solicitations from the service and how to finalise them in a professional sense
· how to stimulate learning, socialisation and social skills, employing definite techniques
· experimenting the role of education in the daily routine
· being able to recognise stages and times of the educational intervention
In particular, the module aims to provide the participants with knowledge on:
· how to be part of services such as organized contexts understanding the needs and enquiries of/from the person
· how to analyse and understand the function of the service
· how to set the educational relationship in the service
· how to observe and collect their own reactions, thoughts, behaviours when faced with solicitations from the service and how to finalise them in a professional sense
· how to stimulate learning, socialisation and social skills, employing definite techniques
· experimenting the role of education in the daily routine
· being able to recognise stages and times of the educational intervention
Expected learning outcomes
At the end of the module the student will be able to:
· know how to be part of services such as organized contexts understanding the needs and
· enquiries of/from the person
· know how to analyse and understand the function of the service
· know how to set the educational relationship in the service
· know how to observe and collect their own reactions, thoughts, behaviours when faced with solicitations from the service and how to finalise them in a professional sense
· know how to stimulate learning, socialisation and social skills, employing definite techniques
· experimenting the role of education in the daily routine
· know how to be part of services such as organized contexts understanding the needs and
· enquiries of/from the person
· know how to analyse and understand the function of the service
· know how to set the educational relationship in the service
· know how to observe and collect their own reactions, thoughts, behaviours when faced with solicitations from the service and how to finalise them in a professional sense
· know how to stimulate learning, socialisation and social skills, employing definite techniques
· experimenting the role of education in the daily routine
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
Sezione: Bosisio Parini
Responsible
Prerequisites for admission
There are no prerequisites.
Assessment methods and Criteria
The exam will be oral and the evaluation will be expressed in a grade out of thirtieths, taking into account the following elements: participation in classroom lessons, written evaluation by the internship assistant, written production (annual internship report) discussed during the exam.
Internship
Course syllabus
Direct knowledge of structures and services: the first impact and the insertion in the internship context.
The ongoing evolution and the establishment of the educational relationship.
The observation of a case.
The conclusion of the internship experience: evaluation and considerations.
The writing of the internship report.
The ongoing evolution and the establishment of the educational relationship.
The observation of a case.
The conclusion of the internship experience: evaluation and considerations.
The writing of the internship report.
Teaching methods
The professionalizing experience takes place entirely in the field and involves placement in an Internship location identified in agreement between the student and the Tutor. The performance of the activity is supervised by an Internship Assistant who promotes, monitors and evaluates, in the context of practice, learning from direct experience.
Teaching Resources
ANEP (Associazione Nazionale Educatori Professionali), 2015. Codice Deontologico, Bologna: ANEP.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Internship guide
Course syllabus
Internship contexts and areas of educational intervention.
The prefiguration of the internship experience: expectations and fears.
The experience in the field: the first impact and knowledge of the service.
Learning from experience: theoretical reference models and reflective practices.
Communicative assertiveness: communicating effectively in the internship and professional context.
The educational relationship: styles, characteristics and strategies to build an empathic relationship.
The observation of a case: reference theories, methodologies and tools.
Knowledge and approach to particular realities and specific contexts.
In-depth analysis of themes and problems that emerge from the internship experience.
The conclusion of the internship experience: evaluation and considerations.
The prefiguration of the internship experience: expectations and fears.
The experience in the field: the first impact and knowledge of the service.
Learning from experience: theoretical reference models and reflective practices.
Communicative assertiveness: communicating effectively in the internship and professional context.
The educational relationship: styles, characteristics and strategies to build an empathic relationship.
The observation of a case: reference theories, methodologies and tools.
Knowledge and approach to particular realities and specific contexts.
In-depth analysis of themes and problems that emerge from the internship experience.
The conclusion of the internship experience: evaluation and considerations.
Teaching methods
The Internship Guide meetings involve the active participation of the student, who within the training group will be guided to reflect on the experience facilitated by the intervention of the tutors. The in-depth analysis of some emerging themes is carried out by means of stimuli and suggestions coming from the field of knowledge and practices of medical humanities.
Practical exercises, role plays, testimonies of expert professionals and users and visits to the territory will be proposed.
Furthermore, individual interviews will be proposed to monitor the internship experience.
Practical exercises, role plays, testimonies of expert professionals and users and visits to the territory will be proposed.
Furthermore, individual interviews will be proposed to monitor the internship experience.
Teaching Resources
ANEP (Associazione Nazionale Educatori Professionali), 2015. Codice Deontologico, Bologna: ANEP.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Modules or teaching units
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 16
Practicals - Exercises: 400 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 5
Practicals: 75 hours
Professors:
Antonietti Ilaria Monica, Rigamonti Amos
Shifts:
Gruppo 1
Professor:
Antonietti Ilaria MonicaGruppo 3
Professor:
Rigamonti AmosSezione: Don Gnocchi
Prerequisites for admission
There are no prerequisites
Assessment methods and Criteria
The training proposal provides for the use of reflective practice on internship experiences, bringing sharing and comparison within the group. The aim is "to know and build from experience"
The assessment areas include the work area, and the training experience, is writing the diary;
the ability to re-elaborate the experience will be evaluated, basing one's own thinking on theoretical-methodological contents. With respect to the experience, the ability to evaluate the educational objectives in relation to users and operators and with the internship assistant will be evaluated, the understanding of the purposes of the methods and work tools.
The exam will take place in two parts.
First part session ,March:
the student must, through a 15'minutes power point presentation, describe the part related to the analysis of the service through the collection, study and elaboration of the documentation produced by the service.
The valuation parameters are: completeness and organic content, clarity, theoretical deepening.
The weight given to this first part will be equal to 30% of the final grade.
Second part session, June-October:
Drafting of a written paper which constitutes an integral part of the experience carried out in the field, tracing the contents of knowledge and acquired professional competence.
The internship report will be discussed in the final test; the final rating will be of thirty.
The assessment areas include the work area, and the training experience, is writing the diary;
the ability to re-elaborate the experience will be evaluated, basing one's own thinking on theoretical-methodological contents. With respect to the experience, the ability to evaluate the educational objectives in relation to users and operators and with the internship assistant will be evaluated, the understanding of the purposes of the methods and work tools.
The exam will take place in two parts.
First part session ,March:
the student must, through a 15'minutes power point presentation, describe the part related to the analysis of the service through the collection, study and elaboration of the documentation produced by the service.
The valuation parameters are: completeness and organic content, clarity, theoretical deepening.
The weight given to this first part will be equal to 30% of the final grade.
Second part session, June-October:
Drafting of a written paper which constitutes an integral part of the experience carried out in the field, tracing the contents of knowledge and acquired professional competence.
The internship report will be discussed in the final test; the final rating will be of thirty.
Internship
Course syllabus
Practical internship of 350 hours that students can carry out at socio-educational and health services indicated by the teachers. The internship experiences and knowledge of the various professional fields must be documented and elaborated through the writing of the internship diary and will be the subject of reflection and comparison in the Training Group.
Teaching methods
During the practical internship, the different relational places that the educator finds himself attending, the dynamics that exist between people, the answers that are given as a service and a working group will be analyzed and observed.
Teaching Resources
Luigina Mortari, "Apprendere dall'esperienza. Il pensare riflessivo nella formazione" Roma, Carocci Editore 2015
Ulteriore materiale bibliografico viene distribuito agli studenti nel corso dell'anno
Ulteriore materiale bibliografico viene distribuito agli studenti nel corso dell'anno
Internship guide
Course syllabus
Through weekly training guide meetings, students will be asked to be able to:
Encourage the ability to analyze and understand the context, the Internship service and the needs to which it responds.
Promote the ability to collaborate in a multidisciplinary team, fostering the ability to exhibit and discuss the educational intervention within a team
Analyze the different possibilities of educational intervention in reference to specific areas
Finalize empathic skills to build the educational relationship
Know and be able to use tools and materials as mediators of the educational relationship
Encourage the ability to analyze and understand the context, the Internship service and the needs to which it responds.
Promote the ability to collaborate in a multidisciplinary team, fostering the ability to exhibit and discuss the educational intervention within a team
Analyze the different possibilities of educational intervention in reference to specific areas
Finalize empathic skills to build the educational relationship
Know and be able to use tools and materials as mediators of the educational relationship
Teaching methods
Students also work in small groups, helping to deepen the topics with bibliographic research; the compilation of the internship diary, as a training tool that allows you to document, process, signify and share the experience in the training group through the Ariel Portal; written material, theoretical lessons, videos, are tools used by the teachers during the lessons.
Teaching Resources
Luigina Mortari, "Apprendere dall'esperienza. Il pensare riflessivo nella formazione" Roma, Carocci Editore 2015
Ulteriore materiale bibliografico viene distribuito agli studenti nel corso dell'anno
Ulteriore materiale bibliografico viene distribuito agli studenti nel corso dell'anno
Modules or teaching units
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 16
Practicals - Exercises: 400 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 5
Practicals: 75 hours