Nursing Course O - Frosinone ASL Frosinone Umberto I

Educational objectives

PREREQUISITES

Students admitted to the first year of the program who qualify for the admissions exam may be assigned Additional Learning Requirements (OFA) if they achieve insufficient scores in the scientific subjects covered by the admissions exam. Each year, the Academic Committee, based on the provisions of the interministerial decree that defines the subjects covered by the exam (biology, chemistry, physics) as well as the number of questions for each of the required subjects, establishes the minimum cut-off deemed sufficient to complete this course. This exam consists of open-ended and/or multiple-choice questions, which are considered passable. At the beginning of each academic year, the Academic Director informs each student of any Additional Learning Requirements (OFA) and the recovery procedures [Academic Regulations pursuant to Ministerial Decree 270/04].

EDUCATIONAL OBJECTIVES

Students must be able to describe the morphological and physiological characteristics of cells and the metabolic processes that contribute to the normal functioning of the organism through an understanding of the biochemical phenomena that regulate human life and their clinical changes. They must also understand the basics of physics, with a particular focus on fluid dynamics.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: ability to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment ability: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and judge a process, situation, or activity within its context.

Communication skills: communicate thoughts clearly and precisely, using appropriate language to argue the message with relevance and mastery (both oral and written) in interpersonal and interdisciplinary relationships.

Learning ability: develop independent learning skills, identify areas for improvement and address gaps.
 

Educational objectives

PREREQUISITES

Students admitted to the first year of the program who qualify for the admissions exam may be assigned Additional Learning Requirements (OFA) if they achieve insufficient scores in the scientific subjects covered by the admissions exam. Each year, the Academic Committee, based on the provisions of the interministerial decree that defines the subjects covered by the exam (biology, chemistry, physics) as well as the number of questions for each of the required subjects, establishes the minimum cut-off deemed sufficient to complete this course. This exam consists of open-ended and/or multiple-choice questions, which are considered passable. At the beginning of each academic year, the Academic Director informs each student of any Additional Learning Requirements (OFA) and the recovery procedures [Academic Regulations pursuant to Ministerial Decree 270/04].

EDUCATIONAL OBJECTIVES

Students must be able to describe the morphological and physiological characteristics of cells and the metabolic processes that contribute to the normal functioning of the organism through an understanding of the biochemical phenomena that regulate human life and their clinical changes. They must also understand the basics of physics, with a particular focus on fluid dynamics.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: ability to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment ability: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and judge a process, situation, or activity within its context.

Communication skills: communicate thoughts clearly and precisely, using appropriate language to argue the message with relevance and mastery (both oral and written) in interpersonal and interdisciplinary relationships.

Learning ability: develop independent learning skills, identify areas for improvement and address gaps.
 

Educational objectives

PREREQUISITES

Students admitted to the first year of the program who qualify for the admissions exam may be assigned Additional Learning Requirements (OFA) if they achieve insufficient scores in the scientific subjects covered by the admissions exam. Each year, the Academic Committee, based on the provisions of the interministerial decree that defines the subjects covered by the exam (biology, chemistry, physics) as well as the number of questions for each of the required subjects, establishes the minimum cut-off deemed sufficient to complete this course. This exam consists of open-ended and/or multiple-choice questions, which are considered passable. At the beginning of each academic year, the Academic Director informs each student of any Additional Learning Requirements (OFA) and the recovery procedures [Academic Regulations pursuant to Ministerial Decree 270/04].

EDUCATIONAL OBJECTIVES

Students must be able to describe the morphological and physiological characteristics of cells and the metabolic processes that contribute to the normal functioning of the organism through an understanding of the biochemical phenomena that regulate human life and their clinical changes. They must also understand the basics of physics, with a particular focus on fluid dynamics.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: ability to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment ability: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and judge a process, situation, or activity within its context.

Communication skills: communicate thoughts clearly and precisely, using appropriate language to argue the message with relevance and mastery (both oral and written) in interpersonal and interdisciplinary relationships.

Learning ability: develop independent learning skills, identify areas for improvement and address gaps.
 

Educational objectives

PREREQUISITES

Students admitted to the first year of the program who qualify for the admissions exam may be assigned Additional Learning Requirements (OFA) if they achieve insufficient scores in the scientific subjects covered by the admissions exam. Each year, the Academic Committee, based on the provisions of the interministerial decree that defines the subjects covered by the exam (biology, chemistry, physics) as well as the number of questions for each of the required subjects, establishes the minimum cut-off deemed sufficient to complete this course. This exam consists of open-ended and/or multiple-choice questions, which are considered passable. At the beginning of each academic year, the Academic Director informs each student of any Additional Learning Requirements (OFA) and the recovery procedures [Academic Regulations pursuant to Ministerial Decree 270/04].

EDUCATIONAL OBJECTIVES

Students must be able to describe the morphological and physiological characteristics of cells and the metabolic processes that contribute to the normal functioning of the organism through an understanding of the biochemical phenomena that regulate human life and their clinical changes. They must also understand the basics of physics, with a particular focus on fluid dynamics.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: ability to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment ability: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and judge a process, situation, or activity within its context.

Communication skills: communicate thoughts clearly and precisely, using appropriate language to argue the message with relevance and mastery (both oral and written) in interpersonal and interdisciplinary relationships.

Learning ability: develop independent learning skills, identify areas for improvement and address gaps.
 

Educational objectives

PREREQUISITES

Students admitted to the first year of the program who qualify for the admissions exam may be assigned Additional Learning Requirements (OFA) if they achieve insufficient scores in the scientific subjects covered by the admissions exam. Each year, the Academic Committee, based on the provisions of the interministerial decree that defines the subjects covered by the exam (biology, chemistry, physics) as well as the number of questions for each of the required subjects, establishes the minimum cut-off deemed sufficient to complete this course. This exam consists of open-ended and/or multiple-choice questions, which are considered passable. At the beginning of each academic year, the Academic Director informs each student of any Additional Learning Requirements (OFA) and the recovery procedures [Academic Regulations pursuant to Ministerial Decree 270/04].

EDUCATIONAL OBJECTIVES

Students must be able to describe the morphological and physiological characteristics of cells and the metabolic processes that contribute to the normal functioning of the organism through an understanding of the biochemical phenomena that regulate human life and their clinical changes. They must also understand the basics of physics, with a particular focus on fluid dynamics.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: ability to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment ability: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and judge a process, situation, or activity within its context.

Communication skills: communicate thoughts clearly and precisely, using appropriate language to argue the message with relevance and mastery (both oral and written) in interpersonal and interdisciplinary relationships.

Learning ability: develop independent learning skills, identify areas for improvement and address gaps.
 

Educational objectives

PREREQUISITES

To understand the content covered in the course, students must have acquired basic knowledge of the organization and functioning of cells in living organisms.

EDUCATIONAL OBJECTIVES

Knowledge of the macroscopic and topographical anatomy of the main organs and their organization into systems. Understand the anatomical correlations between the various organs and their microscopic structure in relation to function.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: be able to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: be able to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment making: knowledge of human anatomy, physiology, and histology will help students develop critical thinking skills and addressing care needs, reflecting the varying levels of complexity of care.

Communication skills: by the end of the course, students should have an adequate understanding of human anatomical structures and be able to use specific anatomical terminology to communicate appropriately with patients of all ages and/or other healthcare professionals within the care process, using appropriate verbal, nonverbal, and written communication. They should also use appropriate scientific terminology to identify, at the microscopic level, the different types of cells and tissues present in the human body.

Learning skills: ability to self-assess their skills and identify personal training needs.

Educational objectives

PREREQUISITES

To understand the content covered in the course, students must have acquired basic knowledge of the organization and functioning of cells in living organisms.

EDUCATIONAL OBJECTIVES

Knowledge of the macroscopic and topographical anatomy of the main organs and their organization into systems. Understand the anatomical correlations between the various organs and their microscopic structure in relation to function.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: be able to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: be able to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment making: knowledge of human anatomy, physiology, and histology will help students develop critical thinking skills and addressing care needs, reflecting the varying levels of complexity of care.

Communication skills: by the end of the course, students should have an adequate understanding of human anatomical structures and be able to use specific anatomical terminology to communicate appropriately with patients of all ages and/or other healthcare professionals within the care process, using appropriate verbal, nonverbal, and written communication. They should also use appropriate scientific terminology to identify, at the microscopic level, the different types of cells and tissues present in the human body.

Learning skills: ability to self-assess their skills and identify personal training needs.

Educational objectives

PREREQUISITES

To understand the content covered in the course, students must have acquired basic knowledge of the organization and functioning of cells in living organisms.

EDUCATIONAL OBJECTIVES

Knowledge of the macroscopic and topographical anatomy of the main organs and their organization into systems. Understand the anatomical correlations between the various organs and their microscopic structure in relation to function.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: be able to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: be able to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment making: knowledge of human anatomy, physiology, and histology will help students develop critical thinking skills and addressing care needs, reflecting the varying levels of complexity of care.

Communication skills: by the end of the course, students should have an adequate understanding of human anatomical structures and be able to use specific anatomical terminology to communicate appropriately with patients of all ages and/or other healthcare professionals within the care process, using appropriate verbal, nonverbal, and written communication. They should also use appropriate scientific terminology to identify, at the microscopic level, the different types of cells and tissues present in the human body.

Learning skills: ability to self-assess their skills and identify personal training needs.

Educational objectives

PREREQUISITES

To understand the content covered in the course, students must have acquired basic knowledge of the organization and functioning of cells in living organisms.

EDUCATIONAL OBJECTIVES

Knowledge of the macroscopic and topographical anatomy of the main organs and their organization into systems. Understand the anatomical correlations between the various organs and their microscopic structure in relation to function.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: be able to describe the physical, biological, molecular, anatomical, and physiological principles that regulate the functioning of the human body.

Applied knowledge and understanding: be able to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life.

Judgment making: knowledge of human anatomy, physiology, and histology will help students develop critical thinking skills and addressing care needs, reflecting the varying levels of complexity of care.

Communication skills: by the end of the course, students should have an adequate understanding of human anatomical structures and be able to use specific anatomical terminology to communicate appropriately with patients of all ages and/or other healthcare professionals within the care process, using appropriate verbal, nonverbal, and written communication. They should also use appropriate scientific terminology to identify, at the microscopic level, the different types of cells and tissues present in the human body.

Learning skills: ability to self-assess their skills and identify personal training needs.

Educational objectives

PREREQUISITES

- History and theory of nursing
- General knowledge useful for understanding Italian and international historical periods
- Principles of nursing and general and clinical nursing
- Ability to reason and think critically and logically

EDUCATIONAL OBJECTIVES

- History and Theories of Nursing
By the end of the course, students should understand the cultural and historical evolution, as well as the theoretical specificity of nursing science, and the main schools of thought that have contributed to defining the scope of philosophical reflection and the epistemology of nursing.
- Principles of Nursing Care
Students should be able to define the underlying concepts of nursing and the methodology for identifying health needs, planning appropriate interventions based on priority nursing diagnoses, and identifying criteria for evaluating the care provided, referring to validated theoretical models.
- General and Clinical Nursing
Students should know and be able to apply basic nursing procedures.

DESCRIPTORS OF DUBLIN

Knowledge and understanding: students should be able to define the fundamental clinical principles and models of nursing care in preventive, curative, rehabilitative, and palliative settings.

Applied knowledge and understanding ability: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Ability to conduct and implement comprehensive and systematic assessments of health and nursing care needs.

Judgment ability: ability to develop a care pathway with patients and caregivers.

Communicative skills: ability to collaborate with the multiprofessional team through effective and documented communication.

Learning ability: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning.

Educational objectives

PREREQUISITES

General and clinical nursing: basic knowledge of the organs and systems of the body.
Evidence-based nursing: knowledge and use of search engines to locate relevant literature for healthcare practices tailored to the patient's actual and potential health needs.
Nursing methodology: prior knowledge of Italian healthcare regulations.

LEARNING OBJECTIVES

By the end of the course, the student, after acquiring appropriate terminology, should:
understand the sociocultural and ethical implications of the context in which they practice; be able to develop a personalized care plan based on the criteria of the nursing care process, competently applying specific techniques and procedures, and be able to critically evaluate the criteria adopted to develop a care plan.

DUBLIN DESCRIPTORS

Knowledge and understanding: Ability to define the fundamental clinical principles and models of nursing care in preventive, curative, rehabilitative, and palliative settings.

Applied knowledge and understanding: Ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Ability to conduct and implement comprehensive and systematic assessments of health and nursing care needs.

Making independent judgments: Ability to develop a care pathway with patients and caregivers.

Communication skills: Ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: Develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES
Basic knowledge of biological disciplines.
LEARNING OBJECTIVES
By the end of the course, students should be familiar with the regulations regarding workplace health and safety and occupational risk factors in the healthcare sector. They should demonstrate knowledge of the main topics of general hygiene and hygiene applied to the prevention and control of infectious and chronic degenerative diseases, and be able to place these topics within the context of the nursing profession.
DUBLIN DESCRIPTORS
Knowledge and understanding: Ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and be able to classify interventions aimed at promoting the safety of workers and patients.
Applied knowledge and understanding: Ability to integrate knowledge and technical skills in the field of hygiene and preventive sciences to understand health determinants, risk factors, and health promotion and prevention strategies, both individual and collective.
Independent judgment: Ability to plan nursing interventions to ensure proactive care for residents at the community, home, and hospital levels, and the ability to utilize theoretical models and role models within the care process to facilitate growth, development, and adaptation in promoting, maintaining, and recovering residents' health.
Communication skills: Ability to use interpersonal techniques to facilitate patient engagement, adherence, and empowerment.
Learning skills: Ability to self-assess one's own skills and identify personal and patient training needs.

Educational objectives

PREREQUISITES

Logical reasoning and problem-solving skills, the ability to mentally perform low-to-medium complexity calculations, dexterity, psychomotor skills, and coordination.

EDUCATIONAL OBJECTIVES

Ability to apply nursing methodology in patient and family relationships and practice basic nursing skills in low-complexity professional settings.

DUBLIN DESCRIPTORS

Knowledge and understanding: At the end of the first year, students will be able to recognize basic nursing care needs.

Applied knowledge and understanding: Students will be able to identify and implement appropriate nursing interventions to meet basic nursing care needs, using appropriate techniques and procedures.

Making independent judgments: Students will be able to evaluate the patient's results following nursing interventions and will be able to adjust the care plan based on the results achieved.

Communication skills: Students will be able to communicate with patients, providing explanations regarding the interventions performed, and implementing health education activities.

Learning skills: The candidate will have developed the learning skills necessary to continue their studies with a sufficient degree of autonomy and to adapt to the demands of their healthcare work.

Educational objectives

PREREQUISITES

Students must have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES

The course is divided into modules on General Pathology and Pathophysiology, Microbiology, Anatomical Pathology, and Laboratory Medicine, with the aim of providing students with knowledge of the etiology, pathogenesis, and diagnosis of major human diseases.

DESCRIPTORS OF DUBLIN

Knowledge and understanding ability: be able to explain the main physiological and pathological processes associated with health and disease in people at different ages and stages of life. Specifically, at the end of the course, students will have acquired knowledge and understanding of:
• the general concepts of health and disease, the main etiological agents active in the human body, and the pathogenic mechanisms responsible for diseases, understanding the fundamental principles of the immune response, the inflammatory process, and the pathophysiology of the major organ systems;
• the morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, prions, parasites), pathogenicity factors of microorganisms and possible interactions between microorganisms and their hosts, general principles of disinfection and sterilization, mechanisms of action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines;
• analytical and biological variability, the concept of reference values, the pre- and post-analytical phases of laboratory tests, patient preparation and the collection, processing, and storage of biological samples, the main diagnostic tests applied to the study of anemia, hemostasis, liver function, kidney disease, endocrine disorders, respiratory diseases, transfusion medicine, and urine analysis;
• grading and staging systems for neoplasms, the different types of material analyzed in pathology and their delivery methods, and the diagnostic procedures for the main neoplasms.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Specifically, the knowledge acquired will enable students to independently approach the various areas of their future professional activity. Applying their acquired knowledge of microbiology, pathological anatomy, alterations in cellular, immunological, and genetic mechanisms underlying human pathologies, and laboratory diagnostics, they will be able to collaborate with colleagues and medical staff to resolve diagnostic and therapeutic questions and problems. Students will also be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Communication skills: by the end of the course, students will have acquired the scientific terminology necessary to effectively communicate information, ideas, problems, and solutions with colleagues and others (e.g., patients) regarding the molecular mechanisms of cellular damage, neoplastic transformation, and pathogenetic mechanisms.

Learning skills: students will be able to apply the knowledge acquired to independently explore specific aspects encountered in their professional practice.

Judgment skills: the course will enable the student to: i) be able to make assessments related to the topics covered; ii) understand and explain the molecular, immunological, and pathophysiological mechanisms that trigger disease; iii) make independent judgments in the evaluation of human pathologies; iv) collect and interpret the results of the most frequently prescribed and performed laboratory tests in medical practice, making adequate independent judgments on the data presented.

Educational objectives

PREREQUISITES

Students must have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES

The course is divided into modules on General Pathology and Pathophysiology, Microbiology, Anatomical Pathology, and Laboratory Medicine, with the aim of providing students with knowledge of the etiology, pathogenesis, and diagnosis of major human diseases.

DESCRIPTORS OF DUBLIN

Knowledge and understanding ability: be able to explain the main physiological and pathological processes associated with health and disease in people at different ages and stages of life. Specifically, at the end of the course, students will have acquired knowledge and understanding of:
• the general concepts of health and disease, the main etiological agents active in the human body, and the pathogenic mechanisms responsible for diseases, understanding the fundamental principles of the immune response, the inflammatory process, and the pathophysiology of the major organ systems;
• the morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, prions, parasites), pathogenicity factors of microorganisms and possible interactions between microorganisms and their hosts, general principles of disinfection and sterilization, mechanisms of action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines;
• analytical and biological variability, the concept of reference values, the pre- and post-analytical phases of laboratory tests, patient preparation and the collection, processing, and storage of biological samples, the main diagnostic tests applied to the study of anemia, hemostasis, liver function, kidney disease, endocrine disorders, respiratory diseases, transfusion medicine, and urine analysis;
• grading and staging systems for neoplasms, the different types of material analyzed in pathology and their delivery methods, and the diagnostic procedures for the main neoplasms.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Specifically, the knowledge acquired will enable students to independently approach the various areas of their future professional activity. Applying their acquired knowledge of microbiology, pathological anatomy, alterations in cellular, immunological, and genetic mechanisms underlying human pathologies, and laboratory diagnostics, they will be able to collaborate with colleagues and medical staff to resolve diagnostic and therapeutic questions and problems. Students will also be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Communication skills: by the end of the course, students will have acquired the scientific terminology necessary to effectively communicate information, ideas, problems, and solutions with colleagues and others (e.g., patients) regarding the molecular mechanisms of cellular damage, neoplastic transformation, and pathogenetic mechanisms.

Learning skills: students will be able to apply the knowledge acquired to independently explore specific aspects encountered in their professional practice.

Judgment skills: the course will enable the student to: i) be able to make assessments related to the topics covered; ii) understand and explain the molecular, immunological, and pathophysiological mechanisms that trigger disease; iii) make independent judgments in the evaluation of human pathologies; iv) collect and interpret the results of the most frequently prescribed and performed laboratory tests in medical practice, making adequate independent judgments on the data presented.

Educational objectives

PREREQUISITES

Students must have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES

The course is divided into modules on General Pathology and Pathophysiology, Microbiology, Anatomical Pathology, and Laboratory Medicine, with the aim of providing students with knowledge of the etiology, pathogenesis, and diagnosis of major human diseases.

DESCRIPTORS OF DUBLIN

Knowledge and understanding ability: be able to explain the main physiological and pathological processes associated with health and disease in people at different ages and stages of life. Specifically, at the end of the course, students will have acquired knowledge and understanding of:
• the general concepts of health and disease, the main etiological agents active in the human body, and the pathogenic mechanisms responsible for diseases, understanding the fundamental principles of the immune response, the inflammatory process, and the pathophysiology of the major organ systems;
• the morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, prions, parasites), pathogenicity factors of microorganisms and possible interactions between microorganisms and their hosts, general principles of disinfection and sterilization, mechanisms of action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines;
• analytical and biological variability, the concept of reference values, the pre- and post-analytical phases of laboratory tests, patient preparation and the collection, processing, and storage of biological samples, the main diagnostic tests applied to the study of anemia, hemostasis, liver function, kidney disease, endocrine disorders, respiratory diseases, transfusion medicine, and urine analysis;
• grading and staging systems for neoplasms, the different types of material analyzed in pathology and their delivery methods, and the diagnostic procedures for the main neoplasms.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Specifically, the knowledge acquired will enable students to independently approach the various areas of their future professional activity. Applying their acquired knowledge of microbiology, pathological anatomy, alterations in cellular, immunological, and genetic mechanisms underlying human pathologies, and laboratory diagnostics, they will be able to collaborate with colleagues and medical staff to resolve diagnostic and therapeutic questions and problems. Students will also be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Communication skills: by the end of the course, students will have acquired the scientific terminology necessary to effectively communicate information, ideas, problems, and solutions with colleagues and others (e.g., patients) regarding the molecular mechanisms of cellular damage, neoplastic transformation, and pathogenetic mechanisms.

Learning skills: students will be able to apply the knowledge acquired to independently explore specific aspects encountered in their professional practice.

Judgment skills: the course will enable the student to: i) be able to make assessments related to the topics covered; ii) understand and explain the molecular, immunological, and pathophysiological mechanisms that trigger disease; iii) make independent judgments in the evaluation of human pathologies; iv) collect and interpret the results of the most frequently prescribed and performed laboratory tests in medical practice, making adequate independent judgments on the data presented.

Educational objectives

PREREQUISITES

Students must have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES

The course is divided into modules on General Pathology and Pathophysiology, Microbiology, Anatomical Pathology, and Laboratory Medicine, with the aim of providing students with knowledge of the etiology, pathogenesis, and diagnosis of major human diseases.

DESCRIPTORS OF DUBLIN

Knowledge and understanding ability: be able to explain the main physiological and pathological processes associated with health and disease in people at different ages and stages of life. Specifically, at the end of the course, students will have acquired knowledge and understanding of:
• the general concepts of health and disease, the main etiological agents active in the human body, and the pathogenic mechanisms responsible for diseases, understanding the fundamental principles of the immune response, the inflammatory process, and the pathophysiology of the major organ systems;
• the morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, prions, parasites), pathogenicity factors of microorganisms and possible interactions between microorganisms and their hosts, general principles of disinfection and sterilization, mechanisms of action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines;
• analytical and biological variability, the concept of reference values, the pre- and post-analytical phases of laboratory tests, patient preparation and the collection, processing, and storage of biological samples, the main diagnostic tests applied to the study of anemia, hemostasis, liver function, kidney disease, endocrine disorders, respiratory diseases, transfusion medicine, and urine analysis;
• grading and staging systems for neoplasms, the different types of material analyzed in pathology and their delivery methods, and the diagnostic procedures for the main neoplasms.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Specifically, the knowledge acquired will enable students to independently approach the various areas of their future professional activity. Applying their acquired knowledge of microbiology, pathological anatomy, alterations in cellular, immunological, and genetic mechanisms underlying human pathologies, and laboratory diagnostics, they will be able to collaborate with colleagues and medical staff to resolve diagnostic and therapeutic questions and problems. Students will also be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Communication skills: by the end of the course, students will have acquired the scientific terminology necessary to effectively communicate information, ideas, problems, and solutions with colleagues and others (e.g., patients) regarding the molecular mechanisms of cellular damage, neoplastic transformation, and pathogenetic mechanisms.

Learning skills: students will be able to apply the knowledge acquired to independently explore specific aspects encountered in their professional practice.

Judgment skills: the course will enable the student to: i) be able to make assessments related to the topics covered; ii) understand and explain the molecular, immunological, and pathophysiological mechanisms that trigger disease; iii) make independent judgments in the evaluation of human pathologies; iv) collect and interpret the results of the most frequently prescribed and performed laboratory tests in medical practice, making adequate independent judgments on the data presented.

Educational objectives

PREREQUISITES

Students must have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES

The course is divided into modules on General Pathology and Pathophysiology, Microbiology, Anatomical Pathology, and Laboratory Medicine, with the aim of providing students with knowledge of the etiology, pathogenesis, and diagnosis of major human diseases.

DESCRIPTORS OF DUBLIN

Knowledge and understanding ability: be able to explain the main physiological and pathological processes associated with health and disease in people at different ages and stages of life. Specifically, at the end of the course, students will have acquired knowledge and understanding of:
• the general concepts of health and disease, the main etiological agents active in the human body, and the pathogenic mechanisms responsible for diseases, understanding the fundamental principles of the immune response, the inflammatory process, and the pathophysiology of the major organ systems;
• the morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, prions, parasites), pathogenicity factors of microorganisms and possible interactions between microorganisms and their hosts, general principles of disinfection and sterilization, mechanisms of action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines;
• analytical and biological variability, the concept of reference values, the pre- and post-analytical phases of laboratory tests, patient preparation and the collection, processing, and storage of biological samples, the main diagnostic tests applied to the study of anemia, hemostasis, liver function, kidney disease, endocrine disorders, respiratory diseases, transfusion medicine, and urine analysis;
• grading and staging systems for neoplasms, the different types of material analyzed in pathology and their delivery methods, and the diagnostic procedures for the main neoplasms.

Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Specifically, the knowledge acquired will enable students to independently approach the various areas of their future professional activity. Applying their acquired knowledge of microbiology, pathological anatomy, alterations in cellular, immunological, and genetic mechanisms underlying human pathologies, and laboratory diagnostics, they will be able to collaborate with colleagues and medical staff to resolve diagnostic and therapeutic questions and problems. Students will also be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Communication skills: by the end of the course, students will have acquired the scientific terminology necessary to effectively communicate information, ideas, problems, and solutions with colleagues and others (e.g., patients) regarding the molecular mechanisms of cellular damage, neoplastic transformation, and pathogenetic mechanisms.

Learning skills: students will be able to apply the knowledge acquired to independently explore specific aspects encountered in their professional practice.

Judgment skills: the course will enable the student to: i) be able to make assessments related to the topics covered; ii) understand and explain the molecular, immunological, and pathophysiological mechanisms that trigger disease; iii) make independent judgments in the evaluation of human pathologies; iv) collect and interpret the results of the most frequently prescribed and performed laboratory tests in medical practice, making adequate independent judgments on the data presented.

Educational objectives

PREREQUISITES
Basic knowledge of Biology and Anatomy, Microbiology, Physics, Biochemistry, and Virology.

LEARNING OBJECTIVES
Upon completion of the course, each student will be able to:
• describe pathophysiological processes, clinical manifestations, diagnostic methods, healthcare issues, medical and nursing management, and related interventions based on scientific evidence and appropriateness, also considering rehabilitative and/or palliative aspects for symptoms in advanced stages of the disease;
• define the characteristics of the main drug categories, their therapeutic, collateral, and toxic effects, and nursing management methods.

DUBLIN DESCRIPTORS
Knowledge and understanding: understand the healthcare needs of people with chronic and critical medical conditions, taking into account their clinical situation, age, and individual response to the disease.
Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.
Making judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.
Communication skills: at the end of the course, each student will be expected to develop verbal and/or written communication strategies based on the profile of the individuals considered in the clinical simulations, based on their age, culture, and context.
Learning skills: each student will be expected to:
• develop the ability and autonomy to search for useful information;
• develop independent study skills;
• continually question themselves about clinical practice, fostering doubt and critical thinking based on simulated situations;
• develop the ability to self-assess their skills by outlining learning needs;
• demonstrate a proactive approach in seeking resources and opportunities.

Educational objectives

PREREQUISITES
Basic knowledge of Biology and Anatomy, Microbiology, Physics, Biochemistry, and Virology.

LEARNING OBJECTIVES
Upon completion of the course, each student will be able to:
• describe pathophysiological processes, clinical manifestations, diagnostic methods, healthcare issues, medical and nursing management, and related interventions based on scientific evidence and appropriateness, also considering rehabilitative and/or palliative aspects for symptoms in advanced stages of the disease;
• define the characteristics of the main drug categories, their therapeutic, collateral, and toxic effects, and nursing management methods.

DUBLIN DESCRIPTORS
Knowledge and understanding: understand the healthcare needs of people with chronic and critical medical conditions, taking into account their clinical situation, age, and individual response to the disease.
Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.
Making judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.
Communication skills: at the end of the course, each student will be expected to develop verbal and/or written communication strategies based on the profile of the individuals considered in the clinical simulations, based on their age, culture, and context.
Learning skills: each student will be expected to:
• develop the ability and autonomy to search for useful information;
• develop independent study skills;
• continually question themselves about clinical practice, fostering doubt and critical thinking based on simulated situations;
• develop the ability to self-assess their skills by outlining learning needs;
• demonstrate a proactive approach in seeking resources and opportunities.

Educational objectives

PREREQUISITES
Basic knowledge of Biology and Anatomy, Microbiology, Physics, Biochemistry, and Virology.

LEARNING OBJECTIVES
Upon completion of the course, each student will be able to:
• describe pathophysiological processes, clinical manifestations, diagnostic methods, healthcare issues, medical and nursing management, and related interventions based on scientific evidence and appropriateness, also considering rehabilitative and/or palliative aspects for symptoms in advanced stages of the disease;
• define the characteristics of the main drug categories, their therapeutic, collateral, and toxic effects, and nursing management methods.

DUBLIN DESCRIPTORS
Knowledge and understanding: understand the healthcare needs of people with chronic and critical medical conditions, taking into account their clinical situation, age, and individual response to the disease.
Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.
Making judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.
Communication skills: at the end of the course, each student will be expected to develop verbal and/or written communication strategies based on the profile of the individuals considered in the clinical simulations, based on their age, culture, and context.
Learning skills: each student will be expected to:
• develop the ability and autonomy to search for useful information;
• develop independent study skills;
• continually question themselves about clinical practice, fostering doubt and critical thinking based on simulated situations;
• develop the ability to self-assess their skills by outlining learning needs;
• demonstrate a proactive approach in seeking resources and opportunities.

Educational objectives

PREREQUISITES
Basic knowledge of Biology and Anatomy, Microbiology, Physics, Biochemistry, and Virology.

LEARNING OBJECTIVES
Upon completion of the course, each student will be able to:
• describe pathophysiological processes, clinical manifestations, diagnostic methods, healthcare issues, medical and nursing management, and related interventions based on scientific evidence and appropriateness, also considering rehabilitative and/or palliative aspects for symptoms in advanced stages of the disease;
• define the characteristics of the main drug categories, their therapeutic, collateral, and toxic effects, and nursing management methods.

DUBLIN DESCRIPTORS
Knowledge and understanding: understand the healthcare needs of people with chronic and critical medical conditions, taking into account their clinical situation, age, and individual response to the disease.
Applied knowledge and understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.
Making judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.
Communication skills: at the end of the course, each student will be expected to develop verbal and/or written communication strategies based on the profile of the individuals considered in the clinical simulations, based on their age, culture, and context.
Learning skills: each student will be expected to:
• develop the ability and autonomy to search for useful information;
• develop independent study skills;
• continually question themselves about clinical practice, fostering doubt and critical thinking based on simulated situations;
• develop the ability to self-assess their skills by outlining learning needs;
• demonstrate a proactive approach in seeking resources and opportunities.

Educational objectives

PREREQUISITES

Minimum knowledge of the principles of pedagogical communication. Basic knowledge of health sciences, including a preliminary understanding of human biology, anatomy, and physiology, which are essential for contextualizing psychological processes in a clinical context. Communication and interpersonal skills, meaning good written and oral communication skills, are essential for interpreting and applying psychological concepts in nursing practice and for fostering effective relationships with patients. Interest in the humanities and social sciences, meaning demonstrating an interest in understanding human behavior, sociology, and relational dynamics, which are useful for contextualizing psychological theories. Critical analysis and reflection skills, meaning being able to read, analyze, and interpret texts and research, critically evaluating the evidence and theoretical models proposed.

EDUCATIONAL OBJECTIVES

The course aims to develop professional preventive and educational skills for managing primary and community care processes with respect to priority health issues. Students will be provided with the necessary theoretical knowledge of psychology, including the underlying concepts of psychological processes and personality, as well as knowledge of professional practices and methodologies useful for the nursing profession in approaching patients and managing their work. The course also aims to provide students with
knowledge of preventive and community nursing, the relevant theoretical models, and the concepts of education, prevention, and integration with individuals, families, and the community. The course also analyzes the network of services available in the area, organizational and care models, and the role and functions of the Family Health Nurse, consistent with the socio-cultural changes of today's society. An introduction to the principles and organization of the National Health System and the World Health Organization will also be provided, enabling students to orient their professional behavior toward individual and community priorities, as per national and international guidelines.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and the ability to classify interventions aimed at promoting the safety of professionals and patients. Ability to recognize relational dynamics and the psychological and social needs of people experiencing mental, social, and physical distress.

Applied knowledge and understanding: ability to integrate knowledge from basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships capable of guiding and supporting patients and their families throughout their care journey, promoting adherence and self-care. Ability to develop a care pathway with the patient and caregiver.

Independent judgment: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Learning skills: demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES

Minimum knowledge of the principles of pedagogical communication. Basic knowledge of health sciences, including a preliminary understanding of human biology, anatomy, and physiology, which are essential for contextualizing psychological processes in a clinical context. Communication and interpersonal skills, meaning good written and oral communication skills, are essential for interpreting and applying psychological concepts in nursing practice and for fostering effective relationships with patients. Interest in the humanities and social sciences, meaning demonstrating an interest in understanding human behavior, sociology, and relational dynamics, which are useful for contextualizing psychological theories. Critical analysis and reflection skills, meaning being able to read, analyze, and interpret texts and research, critically evaluating the evidence and theoretical models proposed.

EDUCATIONAL OBJECTIVES

The course aims to develop professional preventive and educational skills for managing primary and community care processes with respect to priority health issues. Students will be provided with the necessary theoretical knowledge of psychology, including the underlying concepts of psychological processes and personality, as well as knowledge of professional practices and methodologies useful for the nursing profession in approaching patients and managing their work. The course also aims to provide students with
knowledge of preventive and community nursing, the relevant theoretical models, and the concepts of education, prevention, and integration with individuals, families, and the community. The course also analyzes the network of services available in the area, organizational and care models, and the role and functions of the Family Health Nurse, consistent with the socio-cultural changes of today's society. An introduction to the principles and organization of the National Health System and the World Health Organization will also be provided, enabling students to orient their professional behavior toward individual and community priorities, as per national and international guidelines.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and the ability to classify interventions aimed at promoting the safety of professionals and patients. Ability to recognize relational dynamics and the psychological and social needs of people experiencing mental, social, and physical distress.

Applied knowledge and understanding: ability to integrate knowledge from basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships capable of guiding and supporting patients and their families throughout their care journey, promoting adherence and self-care. Ability to develop a care pathway with the patient and caregiver.

Independent judgment: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Learning skills: demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES

Minimum knowledge of the principles of pedagogical communication. Basic knowledge of health sciences, including a preliminary understanding of human biology, anatomy, and physiology, which are essential for contextualizing psychological processes in a clinical context. Communication and interpersonal skills, meaning good written and oral communication skills, are essential for interpreting and applying psychological concepts in nursing practice and for fostering effective relationships with patients. Interest in the humanities and social sciences, meaning demonstrating an interest in understanding human behavior, sociology, and relational dynamics, which are useful for contextualizing psychological theories. Critical analysis and reflection skills, meaning being able to read, analyze, and interpret texts and research, critically evaluating the evidence and theoretical models proposed.

EDUCATIONAL OBJECTIVES

The course aims to develop professional preventive and educational skills for managing primary and community care processes with respect to priority health issues. Students will be provided with the necessary theoretical knowledge of psychology, including the underlying concepts of psychological processes and personality, as well as knowledge of professional practices and methodologies useful for the nursing profession in approaching patients and managing their work. The course also aims to provide students with
knowledge of preventive and community nursing, the relevant theoretical models, and the concepts of education, prevention, and integration with individuals, families, and the community. The course also analyzes the network of services available in the area, organizational and care models, and the role and functions of the Family Health Nurse, consistent with the socio-cultural changes of today's society. An introduction to the principles and organization of the National Health System and the World Health Organization will also be provided, enabling students to orient their professional behavior toward individual and community priorities, as per national and international guidelines.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to illustrate health determinants, risk factors, individual and collective prevention strategies, and the ability to classify interventions aimed at promoting the safety of professionals and patients. Ability to recognize relational dynamics and the psychological and social needs of people experiencing mental, social, and physical distress.

Applied knowledge and understanding: ability to integrate knowledge from basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life. Ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships capable of guiding and supporting patients and their families throughout their care journey, promoting adherence and self-care. Ability to develop a care pathway with the patient and caregiver.

Independent judgment: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Learning skills: demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
The knowledge and skills deemed necessary for successful learning of the subject require general knowledge of human anatomy and the physiology of the various organs and systems.

EDUCATIONAL OBJECTIVES

The course aims to develop professional skills related to surgical patient care, from the preoperative phase to postoperative recovery. It includes knowledge of the main surgical pathologies, diagnostic and therapeutic pathways, operating room activities, preparation for surgery, management of complications, and rehabilitation. It also includes the ability to describe the pathophysiological processes, clinical manifestations, diagnostic methods, prognostic guidelines, and principles of surgical, endoscopic, and minimally invasive treatment of the main pathologies of the esophagus, stomach, pancreas, liver, colorectal, lung, breast, thyroid, ear, nose, pharynx-larynx, bladder, prostate, kidney, and vascular systems.

DUBLIN DESCRIPTIONS

Knowledge and Understanding: ability to understand the care needs of people with surgical conditions, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied Knowledge and Understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.

Making Independent Judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication Skills: ability to use appropriate communication skills with patients of all ages and their families within the care process and/or with other healthcare professionals, using appropriate verbal, nonverbal, and written forms. Ability to develop a communication style that supports a helping relationship, adapted to the prevailing clinical situations and directed at patients and their families. Ability to use appropriate communication methods within a team to: manage and facilitate the resolution of conflicts arising from differing positions.

Learning skills: ability to develop independent study skills; demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice, asking appropriate and relevant questions to resolve them; demonstrate the ability to continuously seek out opportunities for self-learning; demonstrate the ability to self-assess one's skills and identify one's development and learning needs; demonstrate the ability to learn collaboratively and share knowledge within work teams; demonstrate the ability and autonomy to seek the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of research evidence.

Educational objectives

PREREQUISITES
The knowledge and skills deemed necessary for successful learning of the subject require general knowledge of human anatomy and the physiology of the various organs and systems.

EDUCATIONAL OBJECTIVES

The course aims to develop professional skills related to surgical patient care, from the preoperative phase to postoperative recovery. It includes knowledge of the main surgical pathologies, diagnostic and therapeutic pathways, operating room activities, preparation for surgery, management of complications, and rehabilitation. It also includes the ability to describe the pathophysiological processes, clinical manifestations, diagnostic methods, prognostic guidelines, and principles of surgical, endoscopic, and minimally invasive treatment of the main pathologies of the esophagus, stomach, pancreas, liver, colorectal, lung, breast, thyroid, ear, nose, pharynx-larynx, bladder, prostate, kidney, and vascular systems.

DUBLIN DESCRIPTIONS

Knowledge and Understanding: ability to understand the care needs of people with surgical conditions, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied Knowledge and Understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.

Making Independent Judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication Skills: ability to use appropriate communication skills with patients of all ages and their families within the care process and/or with other healthcare professionals, using appropriate verbal, nonverbal, and written forms. Ability to develop a communication style that supports a helping relationship, adapted to the prevailing clinical situations and directed at patients and their families. Ability to use appropriate communication methods within a team to: manage and facilitate the resolution of conflicts arising from differing positions.

Learning skills: ability to develop independent study skills; demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice, asking appropriate and relevant questions to resolve them; demonstrate the ability to continuously seek out opportunities for self-learning; demonstrate the ability to self-assess one's skills and identify one's development and learning needs; demonstrate the ability to learn collaboratively and share knowledge within work teams; demonstrate the ability and autonomy to seek the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of research evidence.

Educational objectives

PREREQUISITES
The knowledge and skills deemed necessary for successful learning of the subject require general knowledge of human anatomy and the physiology of the various organs and systems.

EDUCATIONAL OBJECTIVES

The course aims to develop professional skills related to surgical patient care, from the preoperative phase to postoperative recovery. It includes knowledge of the main surgical pathologies, diagnostic and therapeutic pathways, operating room activities, preparation for surgery, management of complications, and rehabilitation. It also includes the ability to describe the pathophysiological processes, clinical manifestations, diagnostic methods, prognostic guidelines, and principles of surgical, endoscopic, and minimally invasive treatment of the main pathologies of the esophagus, stomach, pancreas, liver, colorectal, lung, breast, thyroid, ear, nose, pharynx-larynx, bladder, prostate, kidney, and vascular systems.

DUBLIN DESCRIPTIONS

Knowledge and Understanding: ability to understand the care needs of people with surgical conditions, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied Knowledge and Understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.

Making Independent Judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication Skills: ability to use appropriate communication skills with patients of all ages and their families within the care process and/or with other healthcare professionals, using appropriate verbal, nonverbal, and written forms. Ability to develop a communication style that supports a helping relationship, adapted to the prevailing clinical situations and directed at patients and their families. Ability to use appropriate communication methods within a team to: manage and facilitate the resolution of conflicts arising from differing positions.

Learning skills: ability to develop independent study skills; demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice, asking appropriate and relevant questions to resolve them; demonstrate the ability to continuously seek out opportunities for self-learning; demonstrate the ability to self-assess one's skills and identify one's development and learning needs; demonstrate the ability to learn collaboratively and share knowledge within work teams; demonstrate the ability and autonomy to seek the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of research evidence.

Educational objectives

PREREQUISITES
The knowledge and skills deemed necessary for successful learning of the subject require general knowledge of human anatomy and the physiology of the various organs and systems.

EDUCATIONAL OBJECTIVES

The course aims to develop professional skills related to surgical patient care, from the preoperative phase to postoperative recovery. It includes knowledge of the main surgical pathologies, diagnostic and therapeutic pathways, operating room activities, preparation for surgery, management of complications, and rehabilitation. It also includes the ability to describe the pathophysiological processes, clinical manifestations, diagnostic methods, prognostic guidelines, and principles of surgical, endoscopic, and minimally invasive treatment of the main pathologies of the esophagus, stomach, pancreas, liver, colorectal, lung, breast, thyroid, ear, nose, pharynx-larynx, bladder, prostate, kidney, and vascular systems.

DUBLIN DESCRIPTIONS

Knowledge and Understanding: ability to understand the care needs of people with surgical conditions, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied Knowledge and Understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.

Making Independent Judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication Skills: ability to use appropriate communication skills with patients of all ages and their families within the care process and/or with other healthcare professionals, using appropriate verbal, nonverbal, and written forms. Ability to develop a communication style that supports a helping relationship, adapted to the prevailing clinical situations and directed at patients and their families. Ability to use appropriate communication methods within a team to: manage and facilitate the resolution of conflicts arising from differing positions.

Learning skills: ability to develop independent study skills; demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice, asking appropriate and relevant questions to resolve them; demonstrate the ability to continuously seek out opportunities for self-learning; demonstrate the ability to self-assess one's skills and identify one's development and learning needs; demonstrate the ability to learn collaboratively and share knowledge within work teams; demonstrate the ability and autonomy to seek the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of research evidence.

Educational objectives

PREREQUISITES
The knowledge and skills deemed necessary for successful learning of the subject require general knowledge of human anatomy and the physiology of the various organs and systems.

EDUCATIONAL OBJECTIVES

The course aims to develop professional skills related to surgical patient care, from the preoperative phase to postoperative recovery. It includes knowledge of the main surgical pathologies, diagnostic and therapeutic pathways, operating room activities, preparation for surgery, management of complications, and rehabilitation. It also includes the ability to describe the pathophysiological processes, clinical manifestations, diagnostic methods, prognostic guidelines, and principles of surgical, endoscopic, and minimally invasive treatment of the main pathologies of the esophagus, stomach, pancreas, liver, colorectal, lung, breast, thyroid, ear, nose, pharynx-larynx, bladder, prostate, kidney, and vascular systems.

DUBLIN DESCRIPTIONS

Knowledge and Understanding: ability to understand the care needs of people with surgical conditions, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied Knowledge and Understanding: ability to integrate knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models to address the health needs of individuals and communities at all ages and stages of life.

Making Independent Judgments: ability to evaluate clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication Skills: ability to use appropriate communication skills with patients of all ages and their families within the care process and/or with other healthcare professionals, using appropriate verbal, nonverbal, and written forms. Ability to develop a communication style that supports a helping relationship, adapted to the prevailing clinical situations and directed at patients and their families. Ability to use appropriate communication methods within a team to: manage and facilitate the resolution of conflicts arising from differing positions.

Learning skills: ability to develop independent study skills; demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice, asking appropriate and relevant questions to resolve them; demonstrate the ability to continuously seek out opportunities for self-learning; demonstrate the ability to self-assess one's skills and identify one's development and learning needs; demonstrate the ability to learn collaboratively and share knowledge within work teams; demonstrate the ability and autonomy to seek the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of research evidence.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES
Basic knowledge of human anatomy and physiology, histology, and cytology.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students will be able to understand the epidemiology of major hematological, endocrine, oncological, nephrological, pulmonary, and cardiovascular diseases; understand and recognize the biological, social, demographic, environmental, and cultural factors that can cause disease and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. They will be able to describe the etiopathogenesis, clinical presentation, and principles of treatment and healthcare, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, respiratory, oncological, hematological, nephrological, and endocrinological diseases.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with medical and surgical conditions related to hematological, endocrinological, oncological, nephrological, pulmonary, and cardiovascular diseases, in chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.

Making judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions. Recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to use verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.

Learning skills: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, interaction with tutors, and teamwork.

Educational objectives

PREREQUISITES

Basic knowledge of biology, chemistry, biostatistics, and mathematics.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify research approaches and the types of scientific studies in the epidemiological field. Understand the research methods applied to public health to define causal relationships between risk factors and health outcomes. Understand the structure and main components of a computer, a computer network, and their different operating systems. Be aware of the legislation governing data processing, especially in the healthcare sector, and plan their activities accordingly. Be able to use the most common word processing, data processing, and data presentation applications. Describe basic computer science concepts. Use appropriate computer language. Understand the usefulness of statistics and quantitative methods in the clinical/healthcare field. Be able to collect and present data using graphs and tables. Be able to use the simplest methods of descriptive statistics to describe qualitative and quantitative variables. Understand the fundamentals of inferential statistics, interpret p-values, and confidence intervals. Critically and independently read the results of the scientific literature.

DUBLIN DESCRIPTORS

Knowledge and understanding: know and be able to interpret the basic elements of epidemiology, statistics, computer science, and English in healthcare.

Applied knowledge and understanding: know how to plan care based on clinical data, caring principles, and scientific evidence in specialized, critical, and emergency settings. Know how to interpret and apply research findings to nursing practice. Provide nursing care responsibly, considering ethical principles, regulatory provisions, and scientific evidence to ensure safety, continuity, and quality of care.

Making independent judgments: know how to evaluate the effectiveness of interventions adopted by monitoring outcomes. Know how to resolve care problems through a reflective, scientific, and collaborative approach.

Communication skills: ability to collaborate with a multi-professional team through effective and well-documented communication.

Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning

Educational objectives

PREREQUISITES

Basic knowledge of biology, chemistry, biostatistics, and mathematics.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify research approaches and the types of scientific studies in the epidemiological field. Understand the research methods applied to public health to define causal relationships between risk factors and health outcomes. Understand the structure and main components of a computer, a computer network, and their different operating systems. Be aware of the legislation governing data processing, especially in the healthcare sector, and plan their activities accordingly. Be able to use the most common word processing, data processing, and data presentation applications. Describe basic computer science concepts. Use appropriate computer language. Understand the usefulness of statistics and quantitative methods in the clinical/healthcare field. Be able to collect and present data using graphs and tables. Be able to use the simplest methods of descriptive statistics to describe qualitative and quantitative variables. Understand the fundamentals of inferential statistics, interpret p-values, and confidence intervals. Critically and independently read the results of the scientific literature.

DUBLIN DESCRIPTORS

Knowledge and understanding: know and be able to interpret the basic elements of epidemiology, statistics, computer science, and English in healthcare.

Applied knowledge and understanding: know how to plan care based on clinical data, caring principles, and scientific evidence in specialized, critical, and emergency settings. Know how to interpret and apply research findings to nursing practice. Provide nursing care responsibly, considering ethical principles, regulatory provisions, and scientific evidence to ensure safety, continuity, and quality of care.

Making independent judgments: know how to evaluate the effectiveness of interventions adopted by monitoring outcomes. Know how to resolve care problems through a reflective, scientific, and collaborative approach.

Communication skills: ability to collaborate with a multi-professional team through effective and well-documented communication.

Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning

Educational objectives

PREREQUISITES

Basic knowledge of biology, chemistry, biostatistics, and mathematics.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify research approaches and the types of scientific studies in the epidemiological field. Understand the research methods applied to public health to define causal relationships between risk factors and health outcomes. Understand the structure and main components of a computer, a computer network, and their different operating systems. Be aware of the legislation governing data processing, especially in the healthcare sector, and plan their activities accordingly. Be able to use the most common word processing, data processing, and data presentation applications. Describe basic computer science concepts. Use appropriate computer language. Understand the usefulness of statistics and quantitative methods in the clinical/healthcare field. Be able to collect and present data using graphs and tables. Be able to use the simplest methods of descriptive statistics to describe qualitative and quantitative variables. Understand the fundamentals of inferential statistics, interpret p-values, and confidence intervals. Critically and independently read the results of the scientific literature.

DUBLIN DESCRIPTORS

Knowledge and understanding: know and be able to interpret the basic elements of epidemiology, statistics, computer science, and English in healthcare.

Applied knowledge and understanding: know how to plan care based on clinical data, caring principles, and scientific evidence in specialized, critical, and emergency settings. Know how to interpret and apply research findings to nursing practice. Provide nursing care responsibly, considering ethical principles, regulatory provisions, and scientific evidence to ensure safety, continuity, and quality of care.

Making independent judgments: know how to evaluate the effectiveness of interventions adopted by monitoring outcomes. Know how to resolve care problems through a reflective, scientific, and collaborative approach.

Communication skills: ability to collaborate with a multi-professional team through effective and well-documented communication.

Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning

Educational objectives

PREREQUISITES

Basic knowledge of biology, chemistry, biostatistics, and mathematics.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify research approaches and the types of scientific studies in the epidemiological field. Understand the research methods applied to public health to define causal relationships between risk factors and health outcomes. Understand the structure and main components of a computer, a computer network, and their different operating systems. Be aware of the legislation governing data processing, especially in the healthcare sector, and plan their activities accordingly. Be able to use the most common word processing, data processing, and data presentation applications. Describe basic computer science concepts. Use appropriate computer language. Understand the usefulness of statistics and quantitative methods in the clinical/healthcare field. Be able to collect and present data using graphs and tables. Be able to use the simplest methods of descriptive statistics to describe qualitative and quantitative variables. Understand the fundamentals of inferential statistics, interpret p-values, and confidence intervals. Critically and independently read the results of the scientific literature.

DUBLIN DESCRIPTORS

Knowledge and understanding: know and be able to interpret the basic elements of epidemiology, statistics, computer science, and English in healthcare.

Applied knowledge and understanding: know how to plan care based on clinical data, caring principles, and scientific evidence in specialized, critical, and emergency settings. Know how to interpret and apply research findings to nursing practice. Provide nursing care responsibly, considering ethical principles, regulatory provisions, and scientific evidence to ensure safety, continuity, and quality of care.

Making independent judgments: know how to evaluate the effectiveness of interventions adopted by monitoring outcomes. Know how to resolve care problems through a reflective, scientific, and collaborative approach.

Communication skills: ability to collaborate with a multi-professional team through effective and well-documented communication.

Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to consult scientific sources and digital tools for independent learning

Educational objectives

PREREQUISITES

Basic knowledge of human anatomy and physiology.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students will be able to understand the epidemiology of the main disabling diseases; understand and understand the biological, social, demographic, environmental, and cultural factors that can generate disability and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. Students will be able to describe the etiopathogenesis, clinical features, and principles of treatment and care, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, cerebrovascular, neurodegenerative, neuroinflammatory, and oncological conditions.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with chronic conditions, including chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support patients and their families throughout their care journey, promoting adherence and self-care.

Making independent judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, discussion with tutors, and work group.

Educational objectives

PREREQUISITES

Basic knowledge of human anatomy and physiology.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students will be able to understand the epidemiology of the main disabling diseases; understand and understand the biological, social, demographic, environmental, and cultural factors that can generate disability and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. Students will be able to describe the etiopathogenesis, clinical features, and principles of treatment and care, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, cerebrovascular, neurodegenerative, neuroinflammatory, and oncological conditions.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with chronic conditions, including chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support patients and their families throughout their care journey, promoting adherence and self-care.

Making independent judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, discussion with tutors, and work group.

Educational objectives

PREREQUISITES

Basic knowledge of human anatomy and physiology.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students will be able to understand the epidemiology of the main disabling diseases; understand and understand the biological, social, demographic, environmental, and cultural factors that can generate disability and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. Students will be able to describe the etiopathogenesis, clinical features, and principles of treatment and care, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, cerebrovascular, neurodegenerative, neuroinflammatory, and oncological conditions.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with chronic conditions, including chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support patients and their families throughout their care journey, promoting adherence and self-care.

Making independent judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, discussion with tutors, and work group.

Educational objectives

PREREQUISITES

Basic knowledge of human anatomy and physiology.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students will be able to understand the epidemiology of the main disabling diseases; understand and understand the biological, social, demographic, environmental, and cultural factors that can generate disability and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. Students will be able to describe the etiopathogenesis, clinical features, and principles of treatment and care, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, cerebrovascular, neurodegenerative, neuroinflammatory, and oncological conditions.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with chronic conditions, including chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support patients and their families throughout their care journey, promoting adherence and self-care.

Making independent judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, discussion with tutors, and work group.

Educational objectives

PREREQUISITES

Basic knowledge of human anatomy and physiology.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students will be able to understand the epidemiology of the main disabling diseases; understand and understand the biological, social, demographic, environmental, and cultural factors that can generate disability and influence overall health; and master the fundamental principles of comprehensive assessment (multidimensional assessment) for the purpose of developing an individual care plan to be implemented within the network of services for people with chronic diseases and disabilities. Students will also be familiar with common disabling syndromes, including their anatomical and functional bases and clinical and symptomatic features. Students will be able to describe the etiopathogenesis, clinical features, and principles of treatment and care, medical, nursing, and rehabilitation support for the most common acute and chronic diseases, with particular reference to cardiovascular, cerebrovascular, neurodegenerative, neuroinflammatory, and oncological conditions.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to understand the care needs of people with chronic conditions, including chronic and critical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to manage patients with chronic conditions, disabilities, and complex needs in various care settings. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support patients and their families throughout their care journey, promoting adherence and self-care.

Making independent judgments: ability to assess clinical, psychosocial, and cultural priorities to make appropriate care decisions.

Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the person being cared for.

Ability to learn: ability to develop the ability to ask critical questions and formulate hypotheses to improve clinical practice. Demonstrate the ability to learn through practical experience, discussion with tutors, and work group.

Educational objectives

PREREQUISITES
Logical reasoning and problem-solving skills, ability to mentally perform low-to-medium complexity calculations, dexterity, psychomotor skills, and coordination.
EDUCATIONAL OBJECTIVES
Ability to apply nursing methodology in the context of patient and family relationships and practice basic nursing skills in low- to medium-complexity professional settings.
DUBLIN DESCRIPTORS
Knowledge and understanding: at the end of the second year, students will be able to recognize basic and advanced care needs, including in patients with multiple morbidities.
Applied knowledge and understanding: students will be able to identify and implement appropriate nursing interventions to meet basic and advanced care needs, using appropriate techniques and procedures.
Making independent judgments: students will be able to evaluate the patient's results following nursing interventions and will be able to adjust the care plan based on the results achieved.
Communication skills: student will be able to communicate with the patient, providing explanations regarding the procedures performed, and implementing health education measures.
Learning skills: students will have developed the learning skills necessary to continue their studies with a sufficient degree of autonomy and to adapt to the demands of healthcare.

Educational objectives

PREREQUISITES

In-depth knowledge of all basic sciences, general pathology, internal medicine, clinical nursing in medicine, medical microbiology, infectious diseases, general surgery, anesthesiology, and surgical nursing is required.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the skills necessary to care for patients in unstable and life-threatening situations, both in hospital and out-of-hospital settings. These objectives include developing rapid assessment skills, timely intervention, advanced airway management, medication administration, and management of specialized equipment, as well as the ability to work in a team and communicate effectively in stressful situations.

DUBLIN DESCRIPTORS

Knowledge and Understanding: understanding the care needs of people with chronic and critical medical and surgical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, principles of care, and scientific evidence in specialized, critical, and emergency settings.

Making judgment: ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies.

Ability to learn: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES

In-depth knowledge of all basic sciences, general pathology, internal medicine, clinical nursing in medicine, medical microbiology, infectious diseases, general surgery, anesthesiology, and surgical nursing is required.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the skills necessary to care for patients in unstable and life-threatening situations, both in hospital and out-of-hospital settings. These objectives include developing rapid assessment skills, timely intervention, advanced airway management, medication administration, and management of specialized equipment, as well as the ability to work in a team and communicate effectively in stressful situations.

DUBLIN DESCRIPTORS

Knowledge and Understanding: understanding the care needs of people with chronic and critical medical and surgical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, principles of care, and scientific evidence in specialized, critical, and emergency settings.

Making judgment: ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies.

Ability to learn: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES

In-depth knowledge of all basic sciences, general pathology, internal medicine, clinical nursing in medicine, medical microbiology, infectious diseases, general surgery, anesthesiology, and surgical nursing is required.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the skills necessary to care for patients in unstable and life-threatening situations, both in hospital and out-of-hospital settings. These objectives include developing rapid assessment skills, timely intervention, advanced airway management, medication administration, and management of specialized equipment, as well as the ability to work in a team and communicate effectively in stressful situations.

DUBLIN DESCRIPTORS

Knowledge and Understanding: understanding the care needs of people with chronic and critical medical and surgical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, principles of care, and scientific evidence in specialized, critical, and emergency settings.

Making judgment: ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies.

Ability to learn: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES

In-depth knowledge of all basic sciences, general pathology, internal medicine, clinical nursing in medicine, medical microbiology, infectious diseases, general surgery, anesthesiology, and surgical nursing is required.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the skills necessary to care for patients in unstable and life-threatening situations, both in hospital and out-of-hospital settings. These objectives include developing rapid assessment skills, timely intervention, advanced airway management, medication administration, and management of specialized equipment, as well as the ability to work in a team and communicate effectively in stressful situations.

DUBLIN DESCRIPTORS

Knowledge and Understanding: understanding the care needs of people with chronic and critical medical and surgical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, principles of care, and scientific evidence in specialized, critical, and emergency settings.

Making judgment: ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies.

Ability to learn: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES

In-depth knowledge of all basic sciences, general pathology, internal medicine, clinical nursing in medicine, medical microbiology, infectious diseases, general surgery, anesthesiology, and surgical nursing is required.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the skills necessary to care for patients in unstable and life-threatening situations, both in hospital and out-of-hospital settings. These objectives include developing rapid assessment skills, timely intervention, advanced airway management, medication administration, and management of specialized equipment, as well as the ability to work in a team and communicate effectively in stressful situations.

DUBLIN DESCRIPTORS

Knowledge and Understanding: understanding the care needs of people with chronic and critical medical and surgical conditions, taking into account their clinical situation, age, and individual response to the disease.

Applied knowledge and understanding: ability to plan care based on clinical data, principles of care, and scientific evidence in specialized, critical, and emergency settings.

Making judgment: ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies.

Ability to learn: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES
In-depth knowledge of all basic sciences acquired in the first and second year courses (anatomy, physiology, pharmacology, etc.) is required.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students should be able to acquire the skills necessary to plan, deliver, and evaluate preventive, curative, palliative, and rehabilitative nursing care applied to obstetrics and gynecology, including the related informational, educational, and support aspects. Students should be provided with information and tools to educate patients about contraception and the prevention of sexually transmitted diseases. Students should also be able to understand how to identify and respond to the nursing care needs of children and newborns, using the nursing care process and nursing care documentation tools, and contextualizing them with pediatric care situations.

DUBLIN DESCRIPTORS
Knowledge and understanding: understanding the care needs of physiological and pathological processes related to the health and illness of people at different ages, including newborns, children, couples, and women; understanding the fields of nursing intervention, the clinical method that guides an effective approach to care, the operational intervention techniques, and the evidence that guides decision-making; understanding the determinants of health, risk factors, individual and collective prevention strategies, and interventions aimed at promoting the safety of healthcare workers and patients.
Applied knowledge and understanding: integrating knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life. Knowing how to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.
Independent judgment: ability to recognize complex or critical situations requiring prompt access to specialized resources.
Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.
Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES
In-depth knowledge of all basic sciences acquired in the first and second year courses (anatomy, physiology, pharmacology, etc.) is required.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students should be able to acquire the skills necessary to plan, deliver, and evaluate preventive, curative, palliative, and rehabilitative nursing care applied to obstetrics and gynecology, including the related informational, educational, and support aspects. Students should be provided with information and tools to educate patients about contraception and the prevention of sexually transmitted diseases. Students should also be able to understand how to identify and respond to the nursing care needs of children and newborns, using the nursing care process and nursing care documentation tools, and contextualizing them with pediatric care situations.

DUBLIN DESCRIPTORS
Knowledge and understanding: understanding the care needs of physiological and pathological processes related to the health and illness of people at different ages, including newborns, children, couples, and women; understanding the fields of nursing intervention, the clinical method that guides an effective approach to care, the operational intervention techniques, and the evidence that guides decision-making; understanding the determinants of health, risk factors, individual and collective prevention strategies, and interventions aimed at promoting the safety of healthcare workers and patients.
Applied knowledge and understanding: integrating knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life. Knowing how to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.
Independent judgment: ability to recognize complex or critical situations requiring prompt access to specialized resources.
Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.
Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES
In-depth knowledge of all basic sciences acquired in the first and second year courses (anatomy, physiology, pharmacology, etc.) is required.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students should be able to acquire the skills necessary to plan, deliver, and evaluate preventive, curative, palliative, and rehabilitative nursing care applied to obstetrics and gynecology, including the related informational, educational, and support aspects. Students should be provided with information and tools to educate patients about contraception and the prevention of sexually transmitted diseases. Students should also be able to understand how to identify and respond to the nursing care needs of children and newborns, using the nursing care process and nursing care documentation tools, and contextualizing them with pediatric care situations.

DUBLIN DESCRIPTORS
Knowledge and understanding: understanding the care needs of physiological and pathological processes related to the health and illness of people at different ages, including newborns, children, couples, and women; understanding the fields of nursing intervention, the clinical method that guides an effective approach to care, the operational intervention techniques, and the evidence that guides decision-making; understanding the determinants of health, risk factors, individual and collective prevention strategies, and interventions aimed at promoting the safety of healthcare workers and patients.
Applied knowledge and understanding: integrating knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life. Knowing how to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.
Independent judgment: ability to recognize complex or critical situations requiring prompt access to specialized resources.
Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.
Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES
In-depth knowledge of all basic sciences acquired in the first and second year courses (anatomy, physiology, pharmacology, etc.) is required.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students should be able to acquire the skills necessary to plan, deliver, and evaluate preventive, curative, palliative, and rehabilitative nursing care applied to obstetrics and gynecology, including the related informational, educational, and support aspects. Students should be provided with information and tools to educate patients about contraception and the prevention of sexually transmitted diseases. Students should also be able to understand how to identify and respond to the nursing care needs of children and newborns, using the nursing care process and nursing care documentation tools, and contextualizing them with pediatric care situations.

DUBLIN DESCRIPTORS
Knowledge and understanding: understanding the care needs of physiological and pathological processes related to the health and illness of people at different ages, including newborns, children, couples, and women; understanding the fields of nursing intervention, the clinical method that guides an effective approach to care, the operational intervention techniques, and the evidence that guides decision-making; understanding the determinants of health, risk factors, individual and collective prevention strategies, and interventions aimed at promoting the safety of healthcare workers and patients.
Applied knowledge and understanding: integrating knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life. Knowing how to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.
Independent judgment: ability to recognize complex or critical situations requiring prompt access to specialized resources.
Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.
Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

PREREQUISITES
In-depth knowledge of all basic sciences acquired in the first and second year courses (anatomy, physiology, pharmacology, etc.) is required.

EDUCATIONAL OBJECTIVES
Upon completion of the course, students should be able to acquire the skills necessary to plan, deliver, and evaluate preventive, curative, palliative, and rehabilitative nursing care applied to obstetrics and gynecology, including the related informational, educational, and support aspects. Students should be provided with information and tools to educate patients about contraception and the prevention of sexually transmitted diseases. Students should also be able to understand how to identify and respond to the nursing care needs of children and newborns, using the nursing care process and nursing care documentation tools, and contextualizing them with pediatric care situations.

DUBLIN DESCRIPTORS
Knowledge and understanding: understanding the care needs of physiological and pathological processes related to the health and illness of people at different ages, including newborns, children, couples, and women; understanding the fields of nursing intervention, the clinical method that guides an effective approach to care, the operational intervention techniques, and the evidence that guides decision-making; understanding the determinants of health, risk factors, individual and collective prevention strategies, and interventions aimed at promoting the safety of healthcare workers and patients.
Applied knowledge and understanding: integrating knowledge of basic, psychosocial, and nursing sciences to apply theoretical and practical models in addressing the health needs of individuals and communities at all ages and stages of life. Knowing how to plan care based on clinical data, care principles, and scientific evidence in specialized, critical, and emergency settings.
Independent judgment: ability to recognize complex or critical situations requiring prompt access to specialized resources.
Communication skills: ability to adopt verbal and nonverbal communication methods appropriate to the context, age, and condition of the patient.
Learning skills: develop the ability to ask critical questions and formulate hypotheses to improve clinical practice.

Educational objectives

EDUCATIONAL OBJECTIVES
The student will know the English terms related to the nursing profession, and he will be able to understand and express itself in a basic way in English. Starting the technique of comprehension of a text in the language for assistance and science through phases of reading and general and specific understanding. Basic linguistic functions to communicate with the patient: interview and anamnesis, medical record, explanation of therapeutic indications.

DUBLIN DESCRIPTORS
Knowledge and Comprehension: Knowledge of scientific English, with particular emphasis on both the understanding of nursing literature and management in the operational-professional field.

Ability to apply knowledge and comprehension: Apply knowledge and understanding to demonstrate a professional approach in the therapeutic relationship with patients in English.

Educational objectives

PREREQUISITES

Although there are no prerequisites, to understand the course, students are required to have a basic understanding of the main theories of care and the phases of the nursing process, human biology and physiology, elements of medical pathology and pharmacology, and general psychology.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify approaches to preventing mental illness by recognizing the attitudes of patients with psychiatric and neurological disorders. They should be able to codify care interventions and interact with the multidisciplinary healthcare team to provide support and assistance to the family. They should be aware of the psychological implications of professional practice and emotional involvement with the patient.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to recognize the relational dynamics and psychological and social needs of people in situations of mental, social, and physical distress.
Applied knowledge and understanding: ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support the patient and their family throughout their treatment journey, promoting adherence and self-care.

Independent judgment: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and assess a process, situation, or activity within the context.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies. Ability to use relational techniques to facilitate patient engagement, adherence, and empowerment.

Learning skills: develop independent learning skills, identify areas for improvement, and address gaps.

Educational objectives

PREREQUISITES

Although there are no prerequisites, to understand the course, students are required to have a basic understanding of the main theories of care and the phases of the nursing process, human biology and physiology, elements of medical pathology and pharmacology, and general psychology.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify approaches to preventing mental illness by recognizing the attitudes of patients with psychiatric and neurological disorders. They should be able to codify care interventions and interact with the multidisciplinary healthcare team to provide support and assistance to the family. They should be aware of the psychological implications of professional practice and emotional involvement with the patient.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to recognize the relational dynamics and psychological and social needs of people in situations of mental, social, and physical distress.
Applied knowledge and understanding: ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support the patient and their family throughout their treatment journey, promoting adherence and self-care.

Independent judgment: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and assess a process, situation, or activity within the context.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies. Ability to use relational techniques to facilitate patient engagement, adherence, and empowerment.

Learning skills: develop independent learning skills, identify areas for improvement, and address gaps.

Educational objectives

PREREQUISITES

Although there are no prerequisites, to understand the course, students are required to have a basic understanding of the main theories of care and the phases of the nursing process, human biology and physiology, elements of medical pathology and pharmacology, and general psychology.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify approaches to preventing mental illness by recognizing the attitudes of patients with psychiatric and neurological disorders. They should be able to codify care interventions and interact with the multidisciplinary healthcare team to provide support and assistance to the family. They should be aware of the psychological implications of professional practice and emotional involvement with the patient.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to recognize the relational dynamics and psychological and social needs of people in situations of mental, social, and physical distress.
Applied knowledge and understanding: ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support the patient and their family throughout their treatment journey, promoting adherence and self-care.

Independent judgment: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and assess a process, situation, or activity within the context.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies. Ability to use relational techniques to facilitate patient engagement, adherence, and empowerment.

Learning skills: develop independent learning skills, identify areas for improvement, and address gaps.

Educational objectives

PREREQUISITES

Although there are no prerequisites, to understand the course, students are required to have a basic understanding of the main theories of care and the phases of the nursing process, human biology and physiology, elements of medical pathology and pharmacology, and general psychology.

EDUCATIONAL OBJECTIVES

By the end of the course, students should be able to identify approaches to preventing mental illness by recognizing the attitudes of patients with psychiatric and neurological disorders. They should be able to codify care interventions and interact with the multidisciplinary healthcare team to provide support and assistance to the family. They should be aware of the psychological implications of professional practice and emotional involvement with the patient.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to recognize the relational dynamics and psychological and social needs of people in situations of mental, social, and physical distress.
Applied knowledge and understanding: ability to adapt nursing care to the family, cultural, and social context of the patient and the community. Ability to integrate theoretical knowledge from the humanities and nursing to establish trusting relationships that guide and support the patient and their family throughout their treatment journey, promoting adherence and self-care.

Independent judgment: use acquired knowledge and refer to it whenever necessary to appropriately evaluate and assess a process, situation, or activity within the context.

Communication skills: ability to manage communication in emotionally complex situations, including emergencies. Ability to use relational techniques to facilitate patient engagement, adherence, and empowerment.

Learning skills: develop independent learning skills, identify areas for improvement, and address gaps.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES

Knowledge of the concepts of health and illness, communication systems and therapeutic alliances, the operational mechanisms of the healthcare process, and the general principles of professional ethics.

EDUCATIONAL OBJECTIVES

Upon completion of the course, students should be able to acquire the history and analysis of the main bioethical currents, understand the organizational and economic contexts in which they operate, and implement and encourage responsible behaviors among support staff aimed at efficiency and achieving results. Furthermore, they should be able to identify the ethical issues of professional life, the methods of applying ethical standards, and the medico-legal and administrative law implications implicit in professional action within a context of professional development.

DUBLIN DESCRIPTORS

Knowledge and understanding: ability to explain the ethical, legal, ethical, and managerial principles of nursing practice, understand professional autonomy, and the areas of integration and interdependence with other members of the care team.

Applied knowledge and understanding: ability to document, evaluate, and reflect on the outcomes of care in collaboration with the interdisciplinary team. Provide nursing care responsibly, taking into account ethical principles, regulatory requirements, and scientific evidence to ensure safety, continuity, and quality of care.

Independent judgment: ability to plan nursing interventions and supervise support staff. Ability to recognize complex or critical situations requiring prompt deployment of specialized resources.

Communication skills: ability to collaborate with the multi-professional team through effective and documented communication.

Ability to learn: demonstrate the ability to consult scientific sources and digital tools to independently update oneself.

Educational objectives

PREREQUISITES
Logical reasoning and problem-solving skills, the ability to mentally perform low-to-medium complexity calculations, dexterity, psychomotor skills, and coordination.
EDUCATIONAL OBJECTIVES
Ability to apply nursing methodology in patient and family relationships and practice basic caregiving skills in low- to medium-complexity professional settings.
DUBLIN DESCRIPTORS
Knowledge and understanding: At the end of the third year, students will be able to recognize the needs for basic and advanced care, including for patients with multiple medical conditions.
Applied knowledge and understanding: The candidate will be able to identify and implement appropriate nursing interventions to meet basic and advanced care needs, using appropriate techniques and procedures.
Making judgment: The candidate will be able to evaluate the patient's results following the nursing intervention and will be able to adjust the care plan based on the results achieved.
Communication skills: The candidate will be able to communicate with the patient, providing explanations regarding the interventions performed and implementing health education measures.
Learning skills: The candidate will have developed the learning skills necessary to continue their studies with a sufficient degree of autonomy and to adapt to the demands of their caregiving activity.

Educational objectives

The final exam consists of the preparation of a paper on problems in the nursing field based on literature searches and of the dissertation of the same paper in front of a special committee.

Educational objectives

The student performs exercises aimed at acquiring knowledge of major maneuvers in nursing practice. After completing this module, the student: Will be able to apply the knowledge acquired about the technical, relational and educational skills. Will develop methodological skills related to care planning. Will develop diagnostic reasoning skills, clinical reasoning and develop methodological skills related to the care planning with particular reference to situations of high complexity. Will prepare therapeutic education plans. Will be able to identify critical areas on which to assume nursing research projects.

Educational objectives

PREREQUISITES
It is important that students have knowledge of biology, genetics, histology, anatomy, and physiology of the major organs and systems of the human body.

EDUCATIONAL OBJECTIVES
The seminar program planned for the 2026/2027 academic year includes six in-depth courses aimed at increasing students' knowledge of topics relevant to their professional practice. Specifically, at the end of the seminar program, students should: i) be able to conduct bibliographic research and produce a paper based on the identified literature; ii) manage, prepare, and administer medications; iii) manage home care and telemedicine; iv) care for patients with psychiatric conditions; v) manage patients with food poisoning; vi) be aware of the role of nurses in the management of pandemics and patients with AIDS.

DUBLIN DESCRIPTORS

Knowledge and Understanding: upon completion of the seminar, the student should have acquired knowledge and understanding of:
• bibliographic review and dissertation writing;
• medication management, preparation, and administration;
• home care and telemedicine;
• the nursing approach to patients with psychiatric conditions;
• the nursing role in food poisoning;
• the nurse's role in managing pandemics and AIDS patients.

Ability to Apply Knowledge and Understanding: the knowledge acquired will enable the student to independently approach the various areas of their future professional activity. By applying the knowledge acquired in the various areas described above, they will be able to increase their awareness of the various issues addressed and collaborate effectively with their colleagues and medical staff. Furthermore, the student will be able to use the knowledge acquired to independently explore specific aspects encountered in their professional activity.

Critical Thinking and Judgment Skills: the various seminar activities will enable students to: i) be able to evaluate the topics covered; ii) understand and explain the importance of their role in treating the various pathologies addressed; iii) be able to make independent judgments in the work areas described.

Communication Skills: by the end of the course, students will have acquired the scientific terminology that will enable them to appropriately communicate information, ideas, problems, and solutions with colleagues and others (i.e., patients) regarding the various pathologies addressed in the seminars.

Educational objectives

PREREQUISITES
It is important that the student has knowledge of biology, genetics, histology, anatomy and physiology of the main organs and systems of the human body.

EDUCATIONAL OBJECTIVES
The Elective Educational Activities (ADE) planned for the 2026/2027 academic year include six in-depth courses aimed at enhancing students' knowledge on topics related to different areas of their professional practice. Upon ADE completion the students should be able to provide adequate care: i) for patients with thyroid diseases; ii) for patients with infertility; iii) for patients undergoing antibacterial and antineoplastic chemotherapy; iv) for patients undergoing bariatric procedures; v) in patients affected by genetic diseases; vi) for surgical instruments in laparoscopic, robotic, and endoscopic procedures of urological interest.

DUBLIN DESCRIPTORS

Knowledge and understanding: at the end of the seminar activity the student will achieve knowledge and understanding:
• on thyroid diseases and pathologies associated with dietary iodine deficiency;
• on infertility and assisted procreation methods;
• on antibacterial and antineoplastic chemotherapy;
• on nursing care for patients undergoing a bariatric procedure;
• in the care of patients affected by genetic diseases;
• on the instruments used in minimally invasive urological surgery, with a focus on laparoscopic and robotic-assisted techniques.

Ability to apply knowledge and understanding: the knowledge acquired will allow the student an autonomous approach in the various areas of her/his future professional activity. Applying the knowledge acquired on diseases of the thyroid gland and pathologies associated with dietary iodine deficiency, on infertility and assisted procreation methods, on antibacterial and antineoplastic chemotherapy, on nursing care of the patient undergoing a bariatric procedure and on the role of the nurse in pediatric infectious diseases they will be able to increase their awareness of the various topics addressed and collaborate with their colleagues and medical staff in an effective manner. The student will also be able to use the knowledge acquired for the independent study of specific aspects that they will encounter in the context of their professional activity.

Critical and judgment skills: the various seminar activities will allow the student to: i) be able to carry out evaluations relating to the topics covered; ii) understand and explain the importance of one's role in the treatment of the various pathologies faced; iii) have autonomy of judgment in the evaluation in the work areas described.

Communication skills: at the end of the Course the student will have acquired the scientific terminology, which will allow him to communicate information, ideas, problems and solutions in the correct way with his colleagues and others (i.e. patients), in relation to the various pathologies faced.