Nursing

Activity type

Interdisciplinari e cliniche, Scienze medico - chirurgiche

SSD

MED/09, MED/09

Year

2nd year

Semester

2nd semester

CFU

2

Hours distribution

24 classroom hours

Lecturers

SANDRA PAPALINI

Activity type

Interdisciplinari e cliniche

SSD

MED/26

Year

2nd year

Semester

2nd semester

CFU

1

Hours distribution

12 classroom hours

Lecturers

MATTEO BOLOGNA
MATTEO BOLOGNA

Activity type

Scienze infermieristiche

SSD

MED/45

Year

2nd year

Semester

2nd semester

CFU

2

Hours distribution

24 classroom hours

Lecturers

GAETANO GERBASI

Activity type

Attività formative affini o integrative

SSD

MED/48

Year

2nd year

Semester

2nd semester

CFU

1

Hours distribution

12 classroom hours

Lecturers

ELISA LOPPI

Module:
Knowledge of principal chronic diseases


Module:
The course aims to provide a solid understanding of the principles and applications of clinical neurology. By the end of the course, participants are expected to achieve a series of key learning outcomes, including:

Understanding of the nervous system: Participants will gain in-depth knowledge of the central and peripheral nervous system, including its components and their functions. They will be able to explain the fundamental principles of neuroanatomy and neurophysiology.

Identification of neurological pathologies: Participants will be able to recognize different neurological pathologies, such as stroke, multiple sclerosis, Parkinson's disease, and other common neurological disorders. They will be able to describe the clinical characteristics of these pathologies and understand the underlying mechanisms causing them.

Evaluation of the neurological patient: Participants will learn to conduct a thorough assessment of patients with neurological disorders. They will be able to use specific evaluation tools to identify neurological deficits and assess the level of function and disability of the patient.

Interprofessional communication: Participants will develop effective communication skills to collaborate with other healthcare professionals involved in the management of neurological patients. They will be able to clearly and comprehensibly communicate patient information and work in multidisciplinary teams to ensure integrated care.

Upon completion of the neurology course, participants will have acquired a solid knowledge base and skills to effectively and efficiently address neurological patients, providing them with the highest quality of care possible.


Module:
At the end of the module the student will have acquired skills for the management of people with chronic problems and permanent disabilities with reference to the geriatric field.
They will also have developed the planning and management of care processes, from the need assessment phase to the definition of the therapeutic project in chronicity and disability pathways, using quality improvement methodologies.


Module:
N/D

Module:
Knowledge of internal medicine is recommended


Module:
To undertake the neurology course, it is helpful to have a series of cultural and curricular prerequisites that provide a solid foundation for learning and understanding complex neurological concepts. Some common cultural and curricular prerequisites include:

Basic knowledge of biomedical sciences: An adequate foundational understanding of biomedical sciences such as anatomy, physiology, and pathology. Familiarity with the basic principles of how the human body functions provides a solid basis for comprehending neurological concepts.

Interest in neurology: Interest and curiosity in the field of neurology are important cultural prerequisites. Being motivated to learn and delve into neurological concepts aids in assimilating complex information and fosters greater engagement in the course.

Ability for independent study and self-learning: The course requires individual study skills and self-directed learning. The ability to organize study time, synthesize complex information, and integrate new concepts is crucial.

Scientific approach: A scientific and critical approach is essential for understanding neurology. The ability to analyze acquired knowledge in clinical practice is fundamental.

Communicative skills: Communication skills are crucial for collaborating with colleagues and patients in the context of neurology. The ability to communicate clearly and comprehensibly, both in written and verbal form, is vital for effective clinical practice.


Module:
Basic anatomical-functional and clinical-symptomatological knowledge of common chronic diseases, with particular reference to cardio-vascular, cerebro-vascular, neuro-degenerative, neuro-inflammatory ones


Module:
N/D

Module:
Hints of demography, concept of frailty, malnutrition
Concepts of primary, secondary, tertiary prevention.
Chronic diseases with high social impact:
Hypertension and diabetes mellitus
Chronic kidney disease and renal failure;
chronic rheumatic diseases: rheumatoid arthritis and chronic arthritis;
chronic intestinal diseases: ulcerative rectocolitis and Crohn's disease;
chronic cardiovascular diseases: heart failure;
chronic respiratory diseases: COPD and asthma; and
chronic neurological diseases: Stroke cerebri, cognitive impairment and Parkinson's disease



Module:
Functional neuroanatomy (motor and sensory systems, cranial nerves). Neuromuscular diseases (motor neuron diseases, radiculopathies, neuropathies, neuromuscular junction disorders, myopathies). Movement disorders (Parkinson's disease and parkinsonisms); higher brain functions and dementia (Alzheimer's disease and other neurodegenerative diseases). Consciousness and its disorders: encephalopathies, cranial trauma, brain tumors, stroke and cerebrovascular diseases, cerebrospinal fluid and disorders of cerebrospinal fluid circulation, meningitis/encephalitis. Multiple sclerosis, headaches, epilepsy.


Module:
1) Principles of taking care of the person with chronic illness
a) concepts of chronicity, fragility, comorbidity, disability, non-self-sufficiency
b)caregiver

2) Models of taking charge and care settings of the person with chronic illness.
a) Transitional care, continuity of care, planned discharge
b) intermediate care, home care

3) Nursing care planning for patients with conic disease and disabilities
a) Cardiovascular-respiratory app
b) digestive system and degenerative - metabolic diseases
c) neurological department
d) musculoskeletal equipment


Module:
N/D

Module:
R. Massini, D. Izzi et al - Medicina Interna



Module:
Compendio di neurologia - tab edizioni; ISBN: 978-88-9295-114-3


Module:
Ruth F. Craven, Costance J. Hirnle “Fundamental Principles of Nursing, and Ambrosiana,
Milan 2022
Judith M. Wilkinson, Leslie Treas, Karen L. Barnett "Fundamentals of Nursing", ed
Ambrosiana, Milan2022
M.E Doenges - M.F. Moorhoode-A.C. Murr
Nursing care plans,
Italian edition edited by Paola Ferri, minerva medica publisher


Module:
N/D

Module:
Piano Nazionale della Cronicità - 15 settembre 2016 (Ministero della Salute - Direzione Generale della Programmazione Sanitaria)

Piano Nazionale della Cronicità - Aggiornamento del 2024 (Ministero della Salute - DIPARTIMENTO DELLA PROGRAMMAZIONE, DEI DISPOSITIVI MEDICI, DEL FARMACO E DELLE POLITICHE IN FAVORE DEL SERVIZIO SANITARIO NAZIONALE; DIREZIONE GENERALE DELLA PROGRAMMAZIONE E DELL'EDILIZIA SANITARIA)


Module:
N/D
Module:
N/D
Module:
N/D

Module:
lectures with slides and group discussion


Module:
The course offers various teaching modalities to promote student learning:

Lectures: Topics are presented in the classroom. During these lectures, the instructor provides theoretical explanations, illustrates complex concepts, and uses visual aids such as slides, diagrams, or videos to facilitate understanding.

Flipped classroom: Students receive study materials in advance (slides and handouts) to explore independently before the class. During in-class sessions, time is dedicated to furthering the topics, discussing case studies, problem-solving, and engaging in interactive activities. This way, students can apply the acquired knowledge and ask questions to the instructor for better comprehension.

Quizzes and in-class activities: Multiple-choice quizzes or interactive activities may be administered during the lectures to assess student understanding and promote interaction. Quizzes can be used to test acquired knowledge, stimulate critical thinking, and provide immediate feedback to students on their performance.

Discussion of clinical cases: Real or simulated clinical cases may be presented during the course to promote the practical application of theoretical knowledge. Students are encouraged to analyze the case, identify issues, and propose solutions or treatment plans based on the learned neurological knowledge.

Individual study and group work: Students are required to dedicate time to individual study to delve deeper into the course content. Additionally, group assignments may be assigned to foster collaboration and discussion among students, encouraging the exchange of ideas and mutual learning.

The use of various teaching modalities, such as lectures, flipped classroom, quizzes, discussion of clinical cases, and practical activities, aims to provide students with a comprehensive, engaging, and multidimensional learning experience in the field of neurology.



Module:
N/D
Module:
N/D

Module:
N/D
Module:
Attendance in the course is expected to follow a specific mode, with students required to attend at least two-thirds of the lectures. Attendance will be recorded in the classroom to monitor student presence.


Module:
mandatory presence


Module:
N/D

Module:
colloquium on topics covered in lecture


Module:
The examination method adopted to assess learning includes a multiple-choice quiz followed by a brief oral interview. The multiple-choice quiz will consist of a series of questions covering the main topics discussed during the course. Students will need to select the correct answer from the options provided. This format allows testing comprehension and the ability to apply the learned concepts. After the quiz, a short oral interview will be conducted. During this interview, students will have the opportunity to discuss their quiz answers and further delve into the topics covered. This phase allows students to demonstrate their critical reasoning skills and articulate their knowledge in greater depth. Furthermore, a mid-term self-assessment test is scheduled to allow students to evaluate their own level of learning. This test may consist of a quiz (similarly to the examination test) that students will complete individually. This process of self-assessment provides them with an opportunity to reflect on their knowledge and identify any gaps or areas for improvement. By employing this examination method that combines multiple-choice quizzes, oral interviews, and mid-term self-assessment tests, a comprehensive overview of students' learning is obtained. It enables them to demonstrate their knowledge, reasoning abilities, and autonomously assess their progress in the course.


Module:
N/D
Module:
N/D

Module:
Social impacts of chronic kidney disease
Who is “caregiver”?


Module:
In Parkinson's disease, tremor is predominantly observed:
• At rest
• During the maintenance of a posture
• During movement
• None of the above

Which of the following is a language disorder:
• Amnesia
• Aphasia
• Apraxia
• Ataxia

In migraines, pain can often be associated with:
• Nausea and vomiting
• Loss of smell
• Cognitive deficits
• All of the above


Module:
What is meant by the term "Chronic Disease"
Individual Care Plans Example


Module:
N/D

Module:

• • Books: Massini R Medicina Interna