Learning objectives
Goals
By the end of the course the student will be able to:
1. Understand the two basic paradigms of nursing and suggest their possible applications in different operating frameworks;
2. Perform a critical analysis of the models that do not envisage the relationship between health professional and patient as the focus of care.
3. To reflect and discuss the assumptions and model of Nursing Narrative applicable in the clinic, including the possibility of applying the narrative to organizational contexts, research, training;
4. Understand and experience clinical situations where different reporting tools are used: patient’s agenda, narrative, autobiography, counseling skills, therapeutic emplotment.
Prerequisites
Prerequisites:
Basic knowledge of philosophy in nursing science;
Basic knowledge of nursing models and theories;
Basic knowledge of new reporting tools used in practice, in teaching and in research:
patient’s agenda
narration
autobiography
Course unit content
Contents
Outline of epistemology: the main nursing paradigms; the positivist paradigm and the phenomenological one.
Is their integration possible?
Narrative Nursing: how to integrate the narrative model and the traditional one in healthcare
Examination of the new reporting tools:
PATIENT’S AGENDA
AUTOBIOGRAPHY
NARRATION
COUNSELING SKILLS
THERAPEUTIC EMPLOTMENT
Relationship tools in practice, in research and in training
Insights on cases
Full programme
Educational goals
At the end of the course the student will be able to:
1. Understand the two fundamental paradigms of nursing science and propose possible applications in the different operating realities
2. Reflect and discuss the assumptions and model of Nursing Integrative Narrative applicable in the clinic; Understand the possibility of applying narrative to organizational, research, and training contexts
3. Understand and experience in clinical situations where the different means of communication are used: Patient's agenda, narrative, autobiography
Prerequisites
Basic knowledge of philosophy of nursing sciences
Basic knowledge about professional healthcare-user and and family
Contents
Epistemology: the main paradigms of nursing science; The positivist paradigm and the phenomenological paradigm. Is it possible to integrate between the two paradigms?
Narrative Nursing: How to Integrate Narrative Model and Traditional Pattern in Assistance
Insights into new reporting tools:
PATIENT AGENDA
AUTOBIOGRAPHY
STORYTELLING
Relationships in practice, in research and in training
Thoughts on narrative medicine, participatory medicine and Patient Engagement
Case studies
Didactic methodology
Interactive lessons and discussion in the classroom
Grouping and analysis of cases and discussion
Role play
How to test learning
Multiple Response Test inserted in the Integrated Course Assessment
Bibliography
1. Marcadelli S and Artioli G., Narrative Nursing, an Innovative Approach to Care, Maggioli Editore, 2010
2. Artioli G., Foà C., Taffurelli C., An Integrated Narration Model: Towards a New Healthcare Paradigm. Acta Biomed. - Vol. 87 - Suppl. 4 November 2016 ISSN 0392-4203
3. Artioli G. and Amaducci G., Narrate the Illness, New Nursing Instruments, Carocci Editore, 2007
4. Artioli G., Montanari R. and Saffioti A., Counseling and Nursing Professionals, Carocci Editore, 2005
5. Tropea S. (2011), "Therapeutic emplotment". A new paradigm to explore the interaction between nurses and patients with a long-term illness. Journal of Advanced Nursing 68 (4), 939-947
6. Teacher slide
Bibliography
1. Marcadelli S and Artioli G., Narrative Nursing, an Innovative Approach to Care, Maggioli Editore, 2010
2. Artioli G., Foà C., Taffurelli C., An Integrated Narration Model: Towards a New Healthcare Paradigm. Acta Biomed. - Vol. 87 - Suppl. 4 November 2016 ISSN 0392-4203
3. Artioli G. and Amaducci G., Narrate the Illness, New Nursing Instruments, Carocci Editore, 2007
4. Artioli G., Montanari R. and Saffioti A., Counseling and Nursing Professionals, Carocci Editore, 2005
5. Tropea S. (2011), "Therapeutic emplotment". A new paradigm to explore the interaction between nurses and patients with a long-term illness. Journal of Advanced Nursing 68 (4), 939-947
6. Teacher slide
Teaching methods
Interactive lessons and discussion in the classroom
Group work and analysis and discussion of cases
Role play
Assessment methods and criteria
TraduttoreDisattiva traduzione istantanea
Italiano
Inglese
Francese
Rileva lingua
Inglese
Italiano
Spagnolo
test a risposta multipla inseriti nella valutazione di corso integrato
71/5000
Multiple Response Test inserted in the Integrated Course Assessment
Other information
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2030 agenda goals for sustainable development
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