Nursing

the articulation, through a breakdown into thematic nuclei or teaching units (modules) and respective number of hours12 HOURS - four parts (1 CFU) - a first part dedicated to the examination of general concepts and nursing context in the territorial/community area general principles: primary, secondary prevention,- primary, secondary, tertiary care differences and integration [3 hours]; - a second part of in-depth study: primary care: role of the school nurse/role of the nurse in the District, Consultancy; secondary care: role of the nurse acute pathologies; role of the nurse in the territory: case manager, caregiver territorial centrality [3 hours]; - a third part to be allocated to in-depth activities [3 hours], specialized territorial nursing care: psychiatric, RSA, Hospice, post-traumatic rehabilitation, home - a fourth part to be allocated to research activities/knowledge of extra-contractual responsibilities pursuant to law no. 24/17 (Gelli-Bianco Law) on the main tools of the research methodology to extract scientific articles to contextualize the reality of the internship with current scientific evidence (extraction of a scientific article - primary literature from the main search engines) and on the implementing decrees on the safety of care and responsibility of nurses, role of the forensic nurse The program is in line and in unison with the integrated programs; psychology, research methodology, assistance to the cancer patient A further level of detail is achieved by subdividing the contents of the 3-hour lesson [e.g. with related materials/teaching activities texts/handouts indicated in the bibliography and/or laboratory activities].

The scientific knowledge possessed at the beginning of the teaching activity and included in the contents during the secondary school course of study are expected, deepened during the first year of the Degree Course by passing preparatory exams in order to achieve the learning objectives of the teaching in question (PROPEDEUTICALITY - CLARITY - USEFULNESS - IMPORTANCE - INDISPENSABILITY) It is also strictly indispensable of fundamental importance, the irreplaceable knowledge of the individual modules of the integrated teaching declined, to support a critical, logical deductive capacity of the PDTA of complex clinical cases to integrate the abstract case in the concrete case.

D.Antonelli-L’infermiere di famiglia e cure primarie. Aspetti gestionali e competenze cliniche PICCIN

The attendance method of the teaching is mandatory, with the methods of recording the presence with a random sample system/verification of the signature on the signature sheet and the presence thresholds (in 70% of the scheduled lesson hours) beyond which the attendance obligation is considered fulfilled).

Teaching is dedicated to methods with which the actual achievement of the expected learning outcomes of the student is ascertained. The aforementioned methods also include the criteria adopted for the grading of grades. The verification method allows the ascertainment of the actual achievement by the student of the expected results, that is, there must be coherence between the expected results and the methods of verification of carefully considered learning. For example, if among the specific and transversal training objectives there is the ability to apply knowledge and understanding [such as the ability to solve a clinical case, a technical scientific problem or to develop a context analysis], among the evaluation methods it will be necessary to provide tests aimed at verifying this competence. For further information, please refer to the examples provided in: Annex 3: Examples of writing for the Evaluation field Writing example no. 1 In the evaluation of the exam, the determination of the final grade takes into account the following Elements strictly applied: 1. 25% acquisition of knowledge of general principles (first part of the program) 2. 25% acquisition of knowledge of assistance / prevention of differences (second part of the program) 3. 25% acquisition of knowledge of specialized territorial nursing care, role of the case manager, training of the Caregiver (third part of the program) 4. 25% acquisition of knowledge of scientific methodological tools (extraction of scientific evidence Evidence-Best-Nursing EBN) and legal tools of extra-contractual liability and safety of care (fourth part of the program) Some of the elements to be taken into consideration are: the deductive logic followed by the student in solving the question; the correctness of the procedure identified for the solution of the question; the adequacy of the proposed solution in relation to the skills that the student is assumed to have acquired at the end of the course; the use of appropriate language. The satisfaction of the aspects indicated in the four parts of the program is a necessary condition for achieving a rating of 60% overall for the 4 parts; 60% for each part. Grades higher than will be awarded to students whose tests satisfy all four aspects listed above. To pass the exam, it is necessary to achieve a grade of no less than 18/30 equal to 60% of the satisfaction of the training The student must demonstrate that he/she has acquired sufficient knowledge of the 4 parts of the program by demonstrating a basic knowledge of the topics and being able to demonstrate that he/she has acquired the specific skills in the territorial care reality. To obtain a score of 30/30 with honors, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to connect them in a logical and coherent way. It is therefore necessary to indicate not only the type and areas of the elements examined, but, above all, the motivation for choosing certain assessment methods, with reference to the expected learning outcomes. With regard to the elements to be considered for the purposes of assessment, reference can be made, for example, to attendance, active participation, reasoning and independent study skills; where explicitly stated, it must be clearly indicated in what percentage these aspects contribute to the formation of the final judgment [for example: active participation 50%, written test 25%, oral test 25%]. The evaluation methods illustrated, taking into account the following different elements: • number and type of tests that contribute to the final evaluation of the teaching [with particular attention to the Integrated Teachings] practical test - oral test; • objective of each individual test; • method of administration [oral, practical]; • temporal placement with reference to the delivery of the teaching [indicating, for example, in which week an intermediate test or a pre-call is scheduled in agreement with the Coordinator of the Integrated Course]; • duration of the verification tests: 20 minutes divided into 5 minutes for 4 parts [a particularly important aspect for the oral and practical tests]; • final measurement of the outcome of the test [in the different component parts if present] with evaluation of the learning result: arithmetic mean with the subjects of the Integrated Course. It is also appropriate to indicate whether a learning assessment method specifically dedicated to incoming international mobility students is provided (differentiated program, possibility of taking the assessment exam in a foreign language, etc.). In the assessments of the integrated courses (where the professionalizing activity is an integral part of them) or in independent assessments related to the achievement

In this field of the Teaching Sheet, detailed information is provided regarding the organization of teaching activities, with particular reference to the type of teaching model adopted or the combination of multiple teaching methods: frontal lessons, preparation of papers and/or research and projects, use of telematic supports, reflective or self-directed learning, In this regard: • it is necessary to detail how the teaching methods chosen by the teacher (by the teachers in the case of integrated teaching) contribute to the achievement of the expected learning outcomes; • it is important to ensure consistency between the expected outcomes and the teaching methods of the individual teaching. The expected outcomes are linked exclusively to the acquisition of knowledge, one can limit oneself to frontal teaching, as the main teaching method. Otherwise, if the ability to apply knowledge is included among the training objectives, it will be appropriate to include, among the teaching methods, the carrying out of exercises extracting scientific articles • the method of "carrying out" the Teaching: frontal/traditional teaching or distance teaching.