Nursing - Roma Azienda Ospedaliera Sant’Andrea

Activity type

Scienze propedeutiche

SSD

M-PSI/01

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

MORENO IGNAZIO COCO

Activity type

Scienze propedeutiche

SSD

M-DEA/01

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

OSVALDO COSTANTINI

Activity type

Scienze infermieristiche

SSD

MED/45

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

Concetta Feo

Activity type

Scienze medico - chirurgiche

SSD

MED/09

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

CHIARA MARIA ASSUNTA CEFALO

Activity type

Scienze umane e psicopedagogiche

SSD

M-PED/01

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

ALESSANDRO SANZO

Activity type

Scienze propedeutiche

SSD

MED/02

Year

N/D

Semester

N/D

CFU

1

Hours distribution

12 classroom hours

Lecturers

MARIA CONFORTI

Module: Psicology
At the end of the module in psychology, students will have developed foundational knowledge about concepts and methods applied to the study of general psychology. The module will focus on three to four macro-topics, such as attention, perception or language, and it will foster the development of critical analysis of theoretical models and the specific lexicon of the discipline. The module will serve as the basis to build psychological thinking that will endow students with a capacity to deepen their knowledge of the discipline.


Module: Antropology
The course includes a brief introduction to cultural and social anthropology, with particular focus on issues related to health, illness, care, and different forms of therapy.

The aim of the course is to develop knowledge and understanding (Dublin Descriptor 1) of the complexity of the social and cultural processes surrounding the experience of illness. In this way, healthcare professionals (in this case, nursing staff) can develop an applying knowledge and understanding, that is, the ability to apply acquired knowledge in practical contexts, as outlined in Dublin Descriptor 2.

What does a healthcare professional do when faced with an experience of illness that always goes beyond the biomedical language? How do they respond to dimensions of meaning that may seem unfamiliar or strange?

By introducing anthropological tools—tools that have long shown how each group culturally constructs what it considers "natural"—the course seeks to foster the development of making judgements (Dublin Descriptor 3). This refers to the ability to form an independent point of view and exercise critical thinking and autonomy in judgment.



Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy



At the end of the course, students will have to show knowledge and understanding of the main theoretical, epistemological and methodological foundations of education and training in adulthood. In particular, at the end of the course, the student is expected to be able to:
1) know and interpret in a critical and autonomous way theories and models for the promotion of adult learning;
2) know and understand the main theoretical, epistemological and methodological foundations related to the helping relationship;
3) Know, understand, and be able to analyse and reflect autonomously and critically on paths and interventions for education, learning, and development within the healthcare contexts.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology
This exam requires a qualification obtained from high school studies or other international qualifications considered suitable for the program.
Prerequisites are general knowledge and logical reasoning, as well as a scientific-mathematical background, and rudiments in biology and social sciences.
It is required a certificate of English with a minimum of B2.


Module: Antropology
English Language


Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
Knowledge of English language.



Module: Nursing: Educational and relationship process
N/D

Module: Psicology
The program will cover 3/4 of fundamental topics in general psychology, such as perception, attention or language, and will delve into issues and questions about such topics.


Module: Antropology
The notion of culture in Social and Cultural Anthropology
Medical Anthropology and different medical systems.


Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
Theoretical, epistemological and methodological foundations of adult education and training.
Theoretical, epistemological and methodological foundations related to the helping and caring relationship in education.
Pathways and interventions in education, learning and development within health care settings.
Communication in the field of study and action of the health-rehabilitation professions to orient future professionals to recognise, explicate and substantiate the educational values of health work.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology
Hills, P. J., & Pake, M. (2016). Cognitive psychology for dummies. John Wiley & Sons.


Module: Antropology
Alessandro Lupo, Patients, mystical journeys and health care: negotiating therapeutic paths and managing failure in a Mexican context of medical pluralism
Available online on the Journal’s website



Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
Study bibliography on which the General and Social Pedagogy exam will focus:
S. Zanazzi, Education for health and care, Roma, Nuova Cultura, 2019.



Module: Nursing: Educational and relationship process
N/D

Module: Psicology
N/D
Module: Antropology
Alessandro Lupo, Patients, mystical journeys and health care: negotiating therapeutic paths and managing failure in a Mexican context of medical pluralism
Available online on the Journal’s website



Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
N/D
Module: Nursing: Educational and relationship process
N/D

Module: Psicology
The module will constitute 12 hours of frontal lectures. We will make use of slides, audio-visual material, and formative activities during the lectures. We will also make use of scientific articles to deepen some topics, and also practical demonstrations of the experimental paradigms used in psychology to investigate the cognitive processes of interest.


Module: Antropology
Introduction to Anthropology
Body and technic of the body
Medical Anthropology: illness, sickness e disease, socioterapy



Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
Lessons, individual and group study itineraries, eventual presentation of materials by students.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology
Attendance is strongly recommended for all lectures, but not compulsory.


Module: Antropology
List of participants signed in the room


Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
Attendance at lessons is face-to-face and compulsory according to the regulations of the Study Programme.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology
Students will be given three open-ended questions and asked to choose one on which she/he will create a written text that will show, not only knowledge of facts but especially critical analysis and capacity of judgement.


Module: Antropology
questions and answers (written and with multiple choices)


Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
To pass the exam, obtaining a grade of at least 18/30 is necessary.
The exam will be in written form and will focus on the bibliographic material of the module indicated by the teacher. The exam consists of six multiple-choice questions (three points – 3/30) and two open questions (six points – 6/30).
In evaluating the test, there are the following general indexes of judgment: a) for questions with multiple choice answers, the accuracy of the answer will be taken into account; b) for open questions, instead, account will be taken of the mastery and conceptual organisation of the thematic contents, of the thematic breadth and coherence of the discussion, of the specialist lexical correctness, of the level of detail and ability to connect theoretically, of the ability to re-elaborate criticism of knowledge, of the ability to infer theoretical knowledge from the operational plan in a professional context.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology
Describe the theory of selective attention using empirical examples from the literature.


Module: Antropology
1. “Medical pluralism” is
a. the analytical term for examining the dynamism, fluidity and creativity inherent to the
phenomena studied by medical anthropology
b. The description of those cultures where biomedicine tries to fight against retarded beliefs.
c. A particolar situation observed in some specific situations
2. Why the notion of medical pluralism has emerged during the 1970’s within Social and Cultural
Anthropology?
a. Because of the starting point of globalization
b. To defend in that period the right of non-biomedical healing practices to exist in a world
where biomedicine was seen as becoming increasingly dominant
c. Because different protest by traditional healers all around the world
3. According to an idea of different cultural ways of conceptualize “cure”, “therapy” and “healing”,
we could conclude that:
a. There is only the biomedical “true” healing, while all the others are simply superstitions or
psycological forms of healing
b. There is a variability in the healing practices and ideas according to different cosmologies
and cultural ideas about person, world, extra-human entities
c. Doctor can heal, the shamans can cure, the herbalist can just make terapies
4. A “medical system” is always coherent, “bounded” and “close”?
a. Yes
b. No
c. We can say this only about biomedicine
5. Allan Young’s “medical system” definition
a. Describes a set of medical traditions and medical sectors – understood as both the
cognitive and the experiential background of the disease, as operational areas of diagnosis
and therapy – that are used by specific social or community groups
b. Describes norms and values of a specific culture
c. Young never studied and defined a “medical system”
6. Menendez’s notion of autoatención (self-care”) refers to
a. What social actors do in order to improve their health, or that of their relatives, before or
instead of referring to a therapeutic specialist.
b. Wrong medical practices
c. The cure people use in living attention to take medications
7. Alma Ata declaration on Primary health Care in 1978
a. Recognized the importance and value of traditional medicines and healing
b. Definitevely forbidded non-biomedical approach to health
c. They did not say anything about traditional medicines.
8. According to what the student read for the exam, Medical anthropology studies
a. The cultural and social process around health and sickness
b. Primitive ideas of health
c. Medical approaches that works, even though they are completely wron


Module: History of Medicine
N/D
Module: Clinical Scientific Methods
N/D
Module: General Pedagogy
The examination will essay all the material in the bibliography. Examples of the open questions are given.
1) The candidate should explain the process of evolution that led to the current concept of care from a holistic perspective and the differences between the current concept of care and care understood in the classical biomedical sense.


Module: Nursing: Educational and relationship process
N/D

Module: Psicology

• Perception
  • Books: slides


• Attention
  • Books: slides


• Language
  • Books: slides


• Recapitulation
  • Books: slides

• Theoretical, epistemological, and methodological foundations of adult education and training (Lesson I).
  • Books: S. Zanazzi,
    
    Education for health and care, Roma, Nuova Cultura, 2019.


• Theoretical, epistemological, and methodological foundations related to helping and caring relationships in education (Lesson II).
  • Books: S. Zanazzi,
    
    Education for health and care, Roma, Nuova Cultura, 2019.


• Communication in the field of study and practice of healthcare and rehabilitation professions, to guide future professionals in recognizing, explaining, and substantiating the educational value of healthcare work (Lesson III).
  • Books: S. Zanazzi,
    
    Education for health and care, Roma, Nuova Cultura, 2019.


• Empowerment, resilience; information, communication, and active listening (Lesson IV).
  • Books: S. Zanazzi,
    
    Education for health and care, Roma, Nuova Cultura, 2019.