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First Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)
[40/42]  NURSING [42/00 - Ord. 2020]  PERCORSO COMUNE 5 40


• To know the theoretical foundations of nursing and understand their translation into nursing practice
• To know some of the most known theories of nursing
•To learn about the development of the nursing discipline in Italy, the historical evolution of education and the relevant legislation
• To know the methodology of nursing and understand its applicability and limits
• To know the main operational tools of nursing care
•To know the Code of Ethics and understand the ethical value of nursing
• To use the nursing process to identify nursing care needs, plan and evaluate nursing care
• To understand and apply the scientific method in nursing
• To apply the nursing process and know how to balance the needs of standardization and personalisation of care
• To know how to integrate theoretical models and clinical knowledge in order to be able to identify goals and priorities in a clinical case
• To be able to assess and analyse the nursing process, its implementation and outputs
• To know how to investigate the assumptions of the different models of health and care
• To adopt an appropriate scientific and disciplinary terminology
• To develop awareness of the value of communication in order to interact with all the actors in the care scene
• To self-assess one's own knowledge and training needs
• To undertake a process of critical review of one’s own knowledge
•to know the contribution of pedagogy to nursing sciences;
•to understand the role of communication, relational and educational skills in the nursing profession;
•to know the criteria and strategies for mediating health through the relationship care;
•to know the stages of planning a health/therapeutic education path;
•to use basic pedagogical skills to establish a positive relationship with the assisted;
•to implement effective communication-relational criteria and strategies to mediate health in the assisted person;
•to design a health/therapeutic education path;
•to collect and t interpret verbal, non-verbal and contextual signals to understand the assisted's emotional state and to act intentionally on a relational and communicative level to respond effectively to the needs espresse;
•to analyze the assisted's educational needs in order to personalize a therapeutic education project
Communication skills:
•to acquire effective communication strategies to establish a positive relationship with the assisted;
•to develop the ability to "learning how to learn" to continue the training path throughout the course of working life.


Willingness to develop and integrate critical and reflective thinking.
Metacognitive reflection skills with on to one's own communicative-relational style and the personal system of values and meaning schemes that influence professional action.


Evolution and development of the nursing profession
• Ethical and deontological principles of the nurse
• Historical overview of the legislation concerning education and the role of the nurse
• The nursing care process
• The concept of care need and nursing care
• Methodological tools for assistance set by objectives

1.The role of educational, communication and relational skills in nursing
2.Relationship care in the health sector: criteria and strategies
3.The phases of the educational process in the health sector:
3.1 need analysis
3.2 planning of the activity
3.3 project implementation
3.4 evaluation.

Teaching Methods

The course will be articulated in frontal lessons followed by classroom debates. The facilitated debates will pursue argumentation skills and will help to contextualize the theoretical references and the operational tools. Autonomy of judgment and communication skills will be promoted by the request to argue one's own statements and establish comparisons and links among the different areas of knowledge.

The course will take place through participatory lessons, moments of metacognitive reflection and practical exercises, individually or in small groups. The teacher, through Power Point presentations, will propose the pedagogical knowledge characterizing the module and food for thought for the discussion and comparison between the students. With reference to the nurse's communicative, relational and educational skills, moments of metacognitive reflection on one's own thinking and acting will be encouraged. In addition, exercises will be proposed in reference to planning in the field of therapeutic education.n accordance with what is indicated in the Manifesto of Studies for the AY 2020-2021 (page 12): "Teaching will be delivered simultaneously both face to face and online, thus outlining a mixed teaching that can be applied in university classrooms but at the same time also at a distance. At the beginning of the semester, the student will opt for face-to-face or remote teaching, the choice will be binding for the entire semester. If the number of students exceeds the capacity of the classrooms, determined on the basis of government provisions on health matters for the purpose of contrasting the Covid-19 pandemic, access to the educational facilities will be regulated through a shift system that will be communicated in due time to the interested students ".

Verification of learning

An oral test will be used to assess the student’s knowledge. The student will be required to answer 3 questions and to be able to synthesize. In particular, the student will be required to demonstrate knowledge of the theoretical core of nursing, the principles of care methodology, the Code of Ethics and the nurse's value references and sector legislation.
The score of the exam is attributed by means of a mark expressed out of thirty. The test is passed if at least the grade of 18/30 is achieved.
In determining the final grade, the following elements will be taken into account:
1. appropriateness, correctness and congruence of knowledge;
2. appropriate use of the specific language of the discipline;
3. ability to take care of the structure, organization and logical connections of the expository discourse.

The student evaluation includes an oral test during which the student will have to answer 3 open-ended questions, one on each block of contents of the program, also proposed in the form of a clinical case. Each question will be evaluated with a score from 0 to 10.
The student will have to demonstrate knowledge of the role of educational, communicative and relational skills in nursing care, the criteria and strategies to effectively mediate the patient's health through the care relationship and the phases of a health education and therapeutic path .
The score of the exam is attributed by means of a mark expressed out of thirty. The test is passed if at least the grade of 18/30 is achieved.
In determining the final grade, the following elements will be taken into account:
1. appropriateness, correctness and congruence of knowledge;
2. appropriate use of the specific language of the discipline;
3. ability to take care of the structure, organization and logical connections of the expository discourse.


Saiani L., Brugnolli A. Trattato di cure infermieristiche. (3 ed): chapters 1, 2, 5
NANDA-I Nursing Diagnoses. Definition and classification 2021-2023: part 1,2 and 3
Moorhead S.: et al. Nursing Outcome Classisifcation NOC (6 ed. ) Part 1: Chapter 1
Bulecheck G.M. et al. Nursing Interventions Classifications (NIC). (6 ed.) Part 1: Chapter 1
Code of Ethics for Nursing Professions 2019
Bender M. Re-conceptualizing the nursing metaparadigm: Articulating the philosophical ontology of the nursing discipline that orients inquiry and practice. Nurs Inq. 2018;25(3):e12243. doi:10.1111/nin.12243
Henderson V. The concept of nursing. 1977. J Adv Nurs. 2006;53(1):21-34. doi:10.1111/j.1365-2648.2006.03660.x
Orem DE. Views of human beings specific to nursing. Nurs Sci Q. 1997;10(1):26-31. doi:10.1177/089431849701000110
Manara D.F. Il problema del problema dell’infermieristica: Il concetto di bisogno di assistenza infermieristica. Rivista L’infermiere n.3-2020.
Manara D.F. Il conflitto tra teoria e prassi nell'assistenza infermieristica. Nursing Oggi n.3-2002.

Benini, S. (2006). Pedagogia e Infermieristica in dialogo. Per uno sviluppo delle competenze educative, comunicative e relazionali nella pratica assistenziale. Bologna: Clueb (Capp. 1 [tutto] 2 [par. 2.1; 2.2; 2.7] 4 [par. 4.6]) 5 [par. 5.1; 5.2; 5.3] 6 [par. 6.4; 6.4.1; 6.6; 6.7] 7 [par. 7.7; 7.8; 7.10] 8 [par. 8.4; 8.4.1; 8.4.2; 8.4.3; 8.4.4; 8.4.5]

A.Ferraresi, A., Gaiani. R., Manfredini, M. (2009). Educazione Terapeutica. Metodologia e applicazioni. Roma: Carocci Faber (Capp. 2 [par. 2.2] 5-6-7-8-9)

“La mediazione della salute attraverso la relazione di cura: criteri e strategie” (handout by the teacher)

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