Nursing and Midwifery Sciences – Nursing Profile - Roma S. Camillo

Activity type

* Scienze ostetriche

SSD

MED/45

Year

2nd year

Semester

2nd semester

CFU

2

Hours distribution

16 classroom hours

Lecturers

FRANCESCA SORO

Activity type

* Scienze ostetriche

SSD

MED/45

Year

2nd year

Semester

2nd semester

CFU

1

Hours distribution

8 classroom hours

Lecturers

Attilio Montagna

Activity type

* Scienze ostetriche

SSD

MED/40

Year

2nd year

Semester

2nd semester

CFU

1

Hours distribution

8 classroom hours

Lecturers

ROMOLO DI IORIO

Activity type

* Scienze infermieristiche pediatriche

SSD

MED/38

Year

2nd year

Semester

2nd semester

CFU

1

Hours distribution

8 classroom hours

Lecturers

ALESSANDRO FERRETTI

Activity type

Dimensioni antropologiche pedagogiche e psicologiche

SSD

M-PSI/04

Year

2nd year

Semester

2nd semester

CFU

2

Hours distribution

16 classroom hours

Lecturers

DORA BIANCHI

In this integrated course, students develop an essential map of key obstetric and pediatric conditions and, starting from salient signs, order priorities and physiopathological links that give coherence to decisions. Such understanding enables the proportional alignment of clinical presentations with diagnostic–therapeutic–care pathways, including the reasoned selection of first-line tests, referral criteria, and continuity-of-care arrangements. In parallel, a developmental lens provides the terminology to read cognitive, emotional, and socio-relational milestones, to recognize deviations, and to name vulnerabilities in educational settings, extending to the interpretation of bullying and cyberbullying while mobilizing resources across school–family–services networks. Guidelines and care pathways are approached not as checklists but as logical structures through which students articulate rationales, weigh uncertainty, and limit biases that often arise where clinical urgency meets organizational complexity. A gender lens informs every choice, distinguishing sex and gender as health determinants shaping epidemiology, diagnosis, treatment response, and access to care; from this follows cultural competence that avoids ethnocentrism, adapts communication and settings, and renders therapeutic education genuinely person-centred. Judgment is progressively consolidated: risks and benefits are appraised, clinical and organizational outcomes are estimated, reasoning is documented, and plans are recalibrated against explicit indicators. Mastery of technical-scientific language sustains counselling, care transitions, and multiprofessional coordination, where nursing and midwifery leadership integrate a gender perspective into decision-making and organizational models. Autonomy is nourished by critical reading of the literature and ongoing appraisal of policies and guidelines; from this emerge targeted educational micro-interventions and measurable process improvements. Ultimately, students unite theory and critical evaluation to design individualized care and educational pathways, promote equitable and inclusive practices, and contribute—through well-grounded argumentation—to peer training and to policies that reduce health inequalities.

Students are expected to have solid skills in reading and critically analyzing scientific texts, coupled with the ability to study independently using instructor-provided materials (articles, guidelines, textbook chapters) and communication skills suitable for classroom discussions, group work, and concise oral briefings. Baseline theoretical knowledge should include Madeleine Leininger’s Transcultural Nursing Theory, foundational gynecological and pediatric notions from the first-cycle curriculum, and core concepts in developmental physiology as well as general and specialty pathology. In addition, students should be broadly familiar with the nursing approach to the developmental-age population and caregivers, understood as command of the essential principles of care, basic clinical–care assessment, and collaborative communication with families, with specific attention to patient safety and continuity of care.

Module: NURSING SCIENCES AND GENDER MEDICINE
CONTENTS

UNIT 1: GENDER MEDICINE: GENERAL ASPECTS
• Gender medicine: definition and scope of practice;
• Sex and gender: definition, differences, and influence on health status;
• Determinants of health: a comparison of the US and European models;
• Gender as a determinant of health: definition of the determinants of health with respect to smoking, alcohol, excess weight, and physical inactivity;
• Gender gap in life expectancy and the main causes of mortality;
• Medical specialties affected by gender differences;
• Gender pharmacology: scope of application, differences in pharmacodynamics and pharmacokinetics.

UNIT 2: THE ORIGINS OF GENDER-RELATED DISCRIMINATION

• The weight of prejudice and the role of pseudoscience;
• “Implicit bias” and the consideration of female intelligence in history;
• Contributions by Edward Harmon Clarke and Mary Corinna Putnam Jacobi: Biological Reasons for Women's Exclusion/Inclusion from Intellectual Activities;
• Scientific Contribution of Neuroscience: Comparing the Female and Male Central Nervous Systems.

UNIT 3: THE LONG ROAD TO GENDER EQUALITY
• Gender Stereotypes in Antiquity;
• The Italian Constitution: Toward the Affirmation of the Principle of Equality;
• Gender Equality in the Public Sector, in Business, and in Universities.

UNIT 4: INTERNATIONAL AND NATIONAL REGULATIONS ON GENDER MEDICINE
• Analysis of the Historical and Regulatory Context of the Development of Gender Medicine in Europe;
• Equal Opportunities. Gender Mainstreaming and the Gender Pay Gap;
• Gender Medicine in Italy: Plan for the Application and Dissemination of Gender Medicine (pursuant to Article 3, paragraph 1, Law 3/2018);
• European Institute for Gender Equality (EIGE): Index in Italy 2024.

UNIT 5: GENDER MEDICINE IN HEALTHCARE
• Occupational segregation in the medical and nursing professions;
• Gender differences in healthcare professions;
• Gender differences in the nursing profession;
• Gender bias in healthcare.

UNIT 6: GENDER-RELATED HEALTH INEQUALITIES
• Sexual identity versus gender identity;
• The four dimensions of sexual identity;
• LGBT+ acronym;
• The psychological well-being of LGBT+ people: Minority stress theory;
• Barriers to accessing and using healthcare services for LGBT+ people;
• Useful actions for inclusive healthcare practice;
• Healthcare personnel communication with LGBT+ people;
• Communication with transgender and gender diverse people and the gender affirmation process.



Module: METHOD OF ANALYSIS OF CULTURAL AND COMMUNICATIVE CHARACTERISTICS
The course addresses topics such as the influence of culture on health, patient beliefs, values, and lifestyles, and strategies for providing culturally competent and sensitive care, drawing on Madeleine Leininger's principles and the concept of preserving, adapting, and reshaping cultural care. The program includes the study of cultural differences, migration, body care, illness narratives, and avoiding ethnocentrism to improve the quality of care, all from an organizational and managerial perspective


Module: GYNECOLOGY AND OBSTETRICS
Emergency and Urgent Care: Definition
Principles regarding guidelines, clinical protocols, and diagnostic and therapeutic care pathways (PDTA)
Maternal Mortality in Pregnancy: Epidemiology, Causes
Postpartum Hemorrhage: Definition, Epidemiology, Clinical Management
Thromboembolism in Pregnancy: Epidemiology, Risk Factors, Prevention
Preeclampsia: Definition, Epidemiology, Pathogenesis, Clinical Management
Eclampsia: Definition, Treatment
HELLP Syndrome: Definition, Clinical Management
Ectopic Pregnancy: Definition, Epidemiology, Diagnosis, and Treatment
Ovarian Torsion: Diagnosis and Treatment
Cesarean Section: Epidemiology and Causes
Primary C-Section: Definition
Robson Classification
Causes of Primary C-Section: Arrest of Labor, Non-Reassuring CTG, Abnormal Presentations, Twin Pregnancy,
Vaginal Delivery After C-Section
Policies for Reducing Primary C-Section


Module: PEDIATRICS
The module addresses major paediatric conditions through an integrated clinical-care perspective, aimed at early recognition of signs and symptoms, guidance in first-line investigations, initiation of safe early interventions, and effective collaboration with the paediatric team and the family. The learning pathway leads students to understand essential pathophysiological mechanisms, link clinical presentation to appropriate diagnostic choices, plan care and health education, and appraise outcomes in the short and medium term.
It begins with coeliac disease in childhood, framed as an immune-mediated condition with both intestinal and extra-intestinal manifestations. Warning signs across age groups, current diagnostic criteria, indications for a gluten-free diet, and strategies to support adherence in school and family life are outlined. Emphasis is placed on family education, growth monitoring, and follow-up indicators.
The module then examines chronic inflammatory diseases in childhood, with particular reference to paediatric inflammatory bowel disease and connective tissue disorders. The goals are to recognise the typical alternation between active phases and remission, understand the impact of maintenance therapies and biologics, and plan continuity of care across the child’s settings of life. Vaccinations, nutrition, and psychosocial support are discussed.
A central section focuses on epilepsy, developmental and epileptic encephalopathies, and status epilepticus. It covers seizure classification, triage red flags, principles of acute and long-term management, environmental safety, and treatment adherence. For status epilepticus, the content addresses rapid assessment, first-line pharmacological sequencing, and collaboration with emergency services, with specific attention to caregiver counselling and personalised action plans.
The module continues with disorders of consciousness in childhood, distinguishing transient conditions—such as syncope and breath-holding spells—from persistent alterations up to coma. A reasoned pathway is proposed from initial assessment to decisions on monitoring and referral, with careful attention to safety, communication with parents, and clinical-care documentation.
Early puberty is then addressed, clarifying clinical suspicion criteria, differences between central and peripheral forms, first-line examinations, and indications for specialist management. The care perspective includes education, emotional safeguarding, school involvement, and monitoring of growth and bone maturation.
Finally, infections of the upper and lower urinary tract in childhood are discussed, with attention to variability of onset in infants versus older children. Correct urine sampling, interpretation of urinalysis, indications for empirical therapy, and criteria for imaging and prophylaxis are presented. Educational aspects are integrated, including hydration, voiding habits, and prevention of recurrence.


Module: PSYCHOLOGY OF DEVELOPMENT AND EDUCATION
The first part of the course will introduce the processes of cognitive and socio-emotional development across different ages, illustrating the more relevant approaches. Specifically, the lessons will be focused on the theories of cognitive development, the models of socio-emotional development, and to the theories of attachment styles across the lifespan.
The second part of the course will be focused on relevant themes concerning educational psychology, concerning the propensity to risky behaviors in adolescence and some specific risk conditions (e.g. bullying and cyberbullying).

Module: NURSING SCIENCES AND GENDER MEDICINE
• Abbracchio, MP., & D’Amico, M. (2023). Women in Science: The Long Road to Equality, Milan: Franco Angeli.
• Antonetti, G., Alvaro, R., Checconi, M., Scampati, P., Ducci, A., & Potenza, S. (2015). Gender and the Nursing Profession: The Results of a Field Study Conducted in Italy and England. Rome: UniversItalia.
• Li Vigni, I. (2019). Women and the Power to Act: Female Presence and Action Today and Tomorrow. Milan: FrancoAngeli.
• National Observatory on Women's and Gender Health. (2019). From Gender-Specific Medicine to Precision Medicine: Evolutionary Paths and Synergies of Skills. Milan: FrancoAngeli.



Module: METHOD OF ANALYSIS OF CULTURAL AND COMMUNICATIVE CHARACTERISTICS
gnoletti, V., & Stievano, A. (Eds.). (2011). Antropologia culturale, infermieristica e globalizzazione [Cultural anthropology, nursing and globalization]. FrancoAngeli. ISBN 9788856844436.

Leininger, M. M., & McFarland, M. R. (2014). Culture Care Diversity and Universality: A Worldwide Nursing Theory (3rd ed.). Jones & Bartlett Learning. ISBN 9781284026627.


Module: GYNECOLOGY AND OBSTETRICS
N/D
Module: PEDIATRICS
Bartolozzi, G., & Guglielmi, M. (2008). Pediatria: Principi e pratica clinica (3ª ed.). Elsevier Masson. ISBN 9788821430336
Marcdante, K. J., Kliegman, R. M., Jenson, H. B., & Behrman, R. E. (2012). Nelson: Manuale di pediatria (6ª ed.). Elsevier. ISBN 978882143228


Module: PSYCHOLOGY OF DEVELOPMENT AND EDUCATION
Study materials will be provided during the course (lecture slides and scientific articles).

Suggested bibliography:
- Santrock – (2021) Psicologia dello Sviluppo Mc Graw Hill
- Menesini, Nocentini, & Palladino (2017). Prevenire e contrastare il bullismo e il cyberbullismo Eds. Il Mulino.

Module: NURSING SCIENCES AND GENDER MEDICINE
• Arnone, A., Gioiello, G., & Riccardo, F. (2022). Gender bias in healthcare: a qualitative investigation. Italian Journal of Nursing (40), 60-63.
• Carè, A., Marconi M., Masella, R., & Ortona, (2021). Reference Center for Gender Medicine – ISS. Gender Medicine. Available from: https://www.epicentro.iss.it/medicina-di-genere/cosa-e#writers; accessed January 22, 2025.
• Di Nuovo, F., Onorati, M., Nicola, M., & Cassoni, M. (2018). The added value of gender difference in healthcare professions. Journal of Sex-and Gender-Specific Medicine, 4(1), 34-35.
• ISTAT, (2024). Causes of death in Italy in 2021. Mortality decreased in 2021, but remains higher than pre-pandemic levels. Available from: https://www.istat.it/wp-content/uploads/2024/06/Report-cause-di-morte-Anno-2021.pdf; Accessed February 5, 2025.
• ISTAT, (2024). Smoking, alcohol, excess weight, and sedentary lifestyle – 2023. Italians less sedentary. Excess weight, risky alcohol, and smoking habits stable. Available from: https://www.istat.it/wp-content/uploads/2024/12/Fumo_Alcol_eccosso-di-peso_sedentarieta_Anno-2023.pdf; Accessed February 5, 2025
• Istituto Superiore di Sanità, (2023). Guidelines for Healthcare Professionals' Communication with LGBT+ Patients. Available from: https://www.iss.it/documents/d/guest/linee-di-indirizzo-per-la-comunicazione-del-personale-sanitario-con-i-pazienti-lgbt-pdf; accessed February 3, 2025.
• Maciocco, G., & Santomauro, F. (2014). Global Health. Social Determinants and Inequalities. Rome: Carocci.
• Masella, R., Busani, L., & Ruggieri, A. (2023). Gender Medicine: The Impact of Sex and Gender Differences in Healthcare. Gender Medicine: The Impact of Sex and Gender Differences in Healthcare. Conference. Health Protection in Sports and the Fight against Doping, 36(9), 3-6.
• Ministry of Health, (2016). Gender as a determinant of health. The development of gender-specific medicine to ensure equity and appropriateness of care. Journals of the Ministry of Health, 26, 1-77.
• Ministry of Health, (2019). Plan for the application and dissemination of gender-specific medicine (in implementation of Article 3, paragraph 1, Law 3/2018). Version May 6, 2019. Available from: https://www.salute.gov.it/imgs/C_17_pubblicazioni_2860_allegato.pdf; accessed January 3, 2025.
• President of the Republic, (2006). Legislative Decree April 11, 2006, no. 198 Code of equal opportunities between men and women, pursuant to Article 6 of Law November 28, 2005, no. 246. Official Journal no. 125 - Ordinary Supplement no. 133. Available from: https://www.gazzettaufficiale.it/dettaglio/codici/pariOpportunita; accessed March 12, 2025.



Module: METHOD OF ANALYSIS OF CULTURAL AND COMMUNICATIVE CHARACTERISTICS
N/D
Module: GYNECOLOGY AND OBSTETRICS
Royal College of Obstetrica and Gynaecologists. Reducing the risk of thrombosis and embolism during pregnancy and puerperium. Green-top Guideline No. 37a. November 2009

American College of Obstetricians and Gynecologists. Inherited thrombofilia in pregnancy. Practice Bulletin n.111, 2010

Duley L et al. Drugs for treatment of very high blood pressure during pregnancy. Cochrane Library, issue 7, 2013

American College of Obstetricians and Gynecologists. Emergent therapy for acute-onset, severe hypertension during pregnancy and the postpartum period. Committee Opinion n.623, February 2015

Society fo Maternal-Fetal Medicine. Guidelines n.9. Amniotic fluid embolism: diagnosis and management. Am J Obstet Gynecol 2016



Module: PEDIATRICS
N/D
Module: PSYCHOLOGY OF DEVELOPMENT AND EDUCATION
- Santrock J. W., Deater-Deckard, K., Lansford, J., e Rollo, D. – (2021) Psicologia dello Sviluppo, IV edizione. Mc Graw Hill (Solo capitoli: 1; 5, 9)
- Menesini, Nocentini, & Palladino (2017). Prevenire e contrastare il bullismo e il cyberbullismo. Il Mulino.

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.

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.

Assessment is integrated: within the same examination session, the student completes all assessments pertaining to the individual modules and must pass each with at least a satisfactory result. In-term tests or exemptions may be scheduled and contribute to the overall evaluation. The final grade is expressed on a 30-point scale, as an integration of the module results (pass ≥ 18/30); honors are awarded upon a unanimous decision. Admission to the exam is contingent upon in-person attendance of not less than two thirds (≥ 66.7%) of the total course hours. Reasonable accommodations, as well as compensatory tools and dispensations for students with disabilities and/or specific learning disorders (SLD), are ensured in accordance with applicable regulations.

Describe the role of peers in bullying behaviours at school (open-ended question).

Which of the following responses represents Madeleine Leininger’s model of cultural competence?

Which Italian law represents a turning point in the institutionalization of gender medicine?

With regard to developmental encephalopathy, epileptic encephalopathy, and developmental and epileptic encephalopathy, which of the following statements is incorrect?

Which of the following is a risk factor for thromboembolism in pregnancy?

Module: NURSING SCIENCES AND GENDER MEDICINE

• UNIT 1: GENDER MEDICINE: GENERAL ASPECTS• Gender medicine: definition and scope of practice;• Sex and gender: definition, differences, and influence on health status;• Determinants of health: a comparison of the US and European models;• Gender as a determinant of health: definition of the determinants of health with respect to smoking, alcohol, excess weight, and physical inactivity;• Gender gap in life expectancy and the main causes of mortality;• Medical specialties affected by gender differences;• Gender pharmacology: scope of application, differences in pharmacodynamics and pharmacokinetics.


• UNIT 2: THE ORIGINS OF GENDER-RELATED DISCRIMINATION• The weight of prejudice and the role of pseudoscience;• “Implicit bias” and the consideration of female intelligence in history;• Contributions by Edward Harmon Clarke and Mary Corinna Putnam Jacobi: Biological Reasons for Women's Exclusion/Inclusion from Intellectual Activities;• Scientific Contribution of Neuroscience: Comparing the Female and Male Central Nervous Systems.


• UNIT 3: THE LONG ROAD TO GENDER EQUALITY• Gender Stereotypes in Antiquity;• The Italian Constitution: Toward the Affirmation of the Principle of Equality;• Gender Equality in the Public Sector, in Business, and in Universities.


• UNIT 4: INTERNATIONAL AND NATIONAL REGULATIONS ON GENDER MEDICINE• Analysis of the Historical and Regulatory Context of the Development of Gender Medicine in Europe;• Equal Opportunities. Gender Mainstreaming and the Gender Pay Gap;• Gender Medicine in Italy: Plan for the Application and Dissemination of Gender Medicine (pursuant to Article 3, paragraph 1, Law 3/2018);• European Institute for Gender Equality (EIGE): Index in Italy 2024.


• UNIT 5: GENDER MEDICINE IN HEALTHCARE• Occupational segregation in the medical and nursing professions;• Gender differences in healthcare professions;• Gender differences in the nursing profession;• Gender bias in healthcare.


• UNIT 6: GENDER-RELATED HEALTH INEQUALITIES• Sexual identity versus gender identity;• The four dimensions of sexual identity;• LGBT+ acronym;• The psychological well-being of LGBT+ people: Minority stress theory;• Barriers to accessing and using healthcare services for LGBT+ people;• Useful actions for inclusive healthcare practice;• Healthcare personnel communication with LGBT+ people;• Communication with transgender and gender diverse people and the gender affirmation process.

• Madeleine Leininger's Theories:Principles of Conservation, Adaptation, and Reshaping of Cultural Care
  • Books: Leininger, M. M., & McFarland, M. R. (2014). Culture care diversity
    
    and universality: A worldwide nursing theory (3a ed.). Jones &
    
    Bartlett Learning. ISBN 9781284026627


• Culture and Society:The influence of multicultural and intercultural
  contexts on nursing practice;Ethics and Professional
  Practice:Recognizing and overcoming ethnocentrism, the habit of judging
  other cultures according to one's own values ​​and beliefs, to provide
  more effective care
  • Books: Agnoletti, V., & Stievano, A. (a cura di). (2011). Antropologia
    
    culturale, infermieristica e globalizzazione (Collana: Salute e
    
    società). FrancoAngeli. ISBN 9788856844436. 

• general information:Emergency and urgency: definitionPrinciples regarding guidelines, clinical protocols, and diagnostic-therapeutic-care pathways (PDTA)


• obstetric emergencies:maternal mortality in pregnancy: epidemiology, causespostpartum hemorrhage: definition, epidemiology, clinical managementthromboembolism in pregnancy: epidemiology, risk factors, preventionpreeclampsia: definition, epidemiology, pathogenesis, clinical managementeclampsia: definition, treatmentHELLP syndrome: definition, clinical management


• gynecological emergencies:Ectopic pregnancy: definition, epidemiology, diagnosis, and treatmentOvarian torsion: diagnosis and treatment

• Celiac disease in the developmental
  age
  
  Chronic inflammatory diseases in the
  developmental age
  
  Epilepsy, epileptic and
  developmental encephalopathy, and status epilepticus in the developmental age
  
  Transient (e.g., syncope, actual
  spasms, etc.) And persistent disorders of consciousness up to coma in the
  developmental age
  • Books: Bartolozzi, G., & Guglielmi, M. (2008). Pediatria: Principi e
    
    pratica clinica (3ª ed.). Elsevier Masson. ISBN
    
    9788821430336Marcdante, K. J., Kliegman, R. M., Jenson, H. B., &
    
    Behrman, R. E. (2012). Nelson: Manuale di pediatria (6ª ed.). Elsevier.
    
    ISBN 978882143228


• Precocious puberty
  
  Infections of the upper and lower
  urinary tract in the developmental age
  
  Gastroenteritis and dehydration in
  the developmental age
  
  Fever,
  Infectious and exanthematous diseases
  • Books: Bartolozzi, G., & Guglielmi, M. (2008). Pediatria: Principi e
    
    pratica clinica (3ª ed.). Elsevier Masson. ISBN
    
    9788821430336Marcdante, K. J., Kliegman, R. M., Jenson, H. B., &
    
    Behrman, R. E. (2012). Nelson: Manuale di pediatria (6ª ed.). Elsevier.
    
    ISBN 978882143228

• Theoretical Introduction to Developmental Psychology - Cognitive Development from Infancy to Adolescence (Piaget) (Vygotskij)
  • Books: Santrock J. W., Deater-Deckard, K., Lansford, J., e Rollo, D. – (2024) Psicologia dello Sviluppo, 5th edition, Mc Graw Hill (Chapters  1 and 5)


• Emotional and relational development across the lifespan; emotions and emotional competence.
  • Books: Santrock J. W., Deater-Deckard, K., Lansford, J., e Rollo, D. – (2024) Psicologia dello Sviluppo, 5th edition, Mc Graw Hill (Chapter 9)


• Attachment Theories, Bowlby and Ainsworth; Daniel Stern and the concept of Intersubjectivity
  • Books: Santrock J. W., Deater-Deckard, K., Lansford, J., e Rollo, D. – (2024) Psicologia dello Sviluppo, 5th edition, Mc Graw Hill (Chapter 9)


• The Adolescent Brain and Risk-Taking Behaviors – Bullying and Cyberbullying in Adolescence
  • Books: Menesini, Nocentini, & Palladino (2017). Prevenire e contrastare il bullismo e il cyberbullismo. Il Mulino.Arain, et al.(2013). Maturation of the adolescent brain. Neuropsychiatric disease and treatment, 449-461.