Learning objectives
Educational goals
At the end of the course the student will be able to:
1. Understand the two fundamental paradigms of nursing science
2. 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
Prerequisites
Basic knowledge of philosophy of nursing sciences
Basic knowledge about professional healthcare-user and and family
Course unit content
Contents
Epistemology: the main paradigms of nursing science; The positivist paradigm and the phenomenological paradigm.
Learn about some relationship tools:
PATIENT AGENDA
AUTOBIOGRAPHY
STORYTELLING
Relationships in practice, in research and in training
Case studies
Full programme
COMMUNICATION LABORATORIES
Educational goals
At the end of the course the student will be able to:
1. Understand the two fundamental paradigms of nursing science
2. 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 Basic knowledge about professional healthcare-user and and family
Contents
Epistemology: the main paradigms of nursing science; The positivist paradigm and the phenomenological paradigm.
"
Learn about some relationship tools:
PATIENT AGENDA
AUTOBIOGRAPHY
STORYTELLING
Relationships in practice, in research and in training
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 0392-4323
3. Artioli G. and Amaducci G., Narrate the Illness, New Nursing Instruments, Carocci Editore, 2007
4. Artiol G, Foà C, Cosentino C, Taffurelli C. Integrated narrative nursing: a new perspective for an advanced assessment. Acta Biomed for Health Professions 2017; Vol. 88, S. 1: 7-17 DOI: 10.23750 / abm.v88i1 -S.6279
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 slides
Bibliography
Bibliography 1. Marcadelli S e Artioli G., Nursing narrativo, un approccio innovativo all'assistenza, Maggioli Editore, 2010 2. Artioli G., Foà C., Taffurelli C., An integrated narrative nuring model: towards a new healthcare paradigm. Acta Biomed. - Vol. 87 - Suppl. 4 November 2016 | ISSN 0392 – 4203 3. Artioli G. e Amaducci G., Narrare la malattia, nuovi strumenti per l'assistenza infermieristica, Carocci Editore, 2007 4. Artioli G, Foà C, Cosentino C, Taffurelli C. Integrated narrative nursing: a new perspective for an advanced assessment. Acta Biomed for Health Professions 2017; Vol. 88, S. 1: 7-17 DOI: 10.23750/abm.v88i1 -S.6279 5. Tropea S.(2011), "Therapeutic emplotment". a new paradigm to esplore the interaction between nurse and patients with a long-term illness. Journal of Advanced Nursing 68(4), 939-947 6. slide del docente
Teaching methods
Didactic methodology
Interactive lessons and discussion in the classroom
Grouping and analysis of cases and discussion
Role play
Assessment methods and criteria
How to test learning
Multiple Response Test inserted in the Integrated Course Assessment
Other information
- - -
2030 agenda goals for sustainable development
- - -
