Nursing and Midwifery Sciences REPLICA S. CAMILLO

The module begins by developing purposeful reading strategies for scientific prose: learners navigate papers through skimming and scanning, keep analytical notes, and map the argument to connect the research question, the intended contribution, and its relevance to practice or further research. The IMRaD structure is then examined as a rhetorical scaffold, highlighting the canonical moves of the introduction and the signalling function of the abstract relative to the title and keywords. The second segment focuses on methods and results: students recognise common study designs, command the lexis needed to report setting, sampling, instruments, and procedures, and interpret tables and figures by linking estimates, intervals, and significance to the stated outcomes. The third session strengthens critical discussion skills, with specific attention to the “Limitations” paragraph, precise reporting verbs, and calibrated hedging to formulate evidence-based judgments. The final session is a production workshop: working from an assigned paper, each student completes a data-extraction sheet and drafts a 200–250-word structured abstract; texts are peer-reviewed and refined against a shared checklist to convert deep comprehension into clear, coherent synthesis.

Students are expected to have basic research-methods literacy (study types, variables, measurement, elementary statistics including means, standard deviations, confidence intervals, and p-values) and reading competence at CEFR B1 or higher. Willingness to refine academic writing and to engage in close reading and peer review is essential.

Allum, V., & McGarr, P. (2008). Cambridge English for nursing. Intermediate Plus student’s book (with Audio). Cambridge University Press. ISBN 978-0521715409. (Ristampe/reissue 2025: ISBN 978-1009672146.)

Admission to assessment is conditional upon in-person attendance of no less than two-thirds (66.7%) of the total contact hours. **Remote participation is neither provided for nor countable. Attendance is recorded exclusively via the signature register. No exceptions are permitted.

The assessment in Scientific English comprises guided reading and comprehension of a scientific article in English, followed by a closed-question test designed to evaluate mastery of disciplinary vocabulary, the IMRaD structure, argumentation, and key methodological elements (aims, study design, results, limitations), and by the production of a brief original abstract of the article, which will be assessed for content relevance, clarity, concision, and adherence to conventions of scientific English. The final grade is reported on a 30-point scale as an integration of the module results (pass ≥ 18/30); honours may be awarded upon unanimous decision. Admission to the examination requires in-person attendance of at least two-thirds (≥ 66.7%) of the total contact hours. Accommodations and compensatory measures are guaranteed for students with disabilities and/or specific learning disorders, in compliance with current regulations.

Matthews, J. R., & Matthews, R. W. (2014). Successful scientific writing: A step-by-step guide for the biological and medical sciences (4th ed.). Cambridge University Press. ISBN 978-1107691933.

Teaching is delivered face-to-face through an integrated approach that combines didactic (lecture-based) and interactive modalities, supported by multimedia presentations, simulated cases, and the critical appraisal of scientific articles. Lecture segments introduce and structure core content using slides, diagrams, and concept maps to build shared theoretical frameworks and foster organized note-taking. Interactive sessions promote applied reasoning through guided questioning, brief small-group discussions, plenary debriefs, and short formative checks. The use of presentations ensures clarity, logical sequencing, and straightforward access to study materials; simulation of clinical-organizational scenarios enables practice of decision-making and risk management in a protected environment, followed by structured debriefing. Journal club activities develop evidence use by guiding students in source selection, synthesis of findings, essential methodological appraisal, and transfer of evidence to practice and organizational contexts.