Ateneo - UPO

Applied research methodology in nursing and midwifery with acquisition of up-to-date theoretical knowledge and skills in the area of training and teaching, with the aim of designing, implementing and evaluating educational interventions relevant to the primary care.

• Denise F. Polit, Cheryl Tatano Beck – Fondamenti di Ricerca Infermieristica. Ed. Mc Graw Hill, Milano 2014. Edizione Italiana a cura di Alvisa Palese
• “Teoria e Tecnica Psicometrica. Costruire un test psicologico” di C. Chiorri. McGraw-Hill. Milano. 2011
• Lyn R., Morse J. - Fare ricerca qualitativa. Ed. Franco Angeli, 2017. V edizione
• Gamberoni L., Marmo G., Apprendimento clinico, riflessività e tutorato. Napoli: EdiSES, 2009.
• Castagna M. Progettare la formazione .Milano: Franco Angeli; 2012. JJ Guilbert. Guida pedagogica. III ed. Milano: Armando editore; 1981. • Knowles M. Quando l’adulto impara. Milano: Franco Angeli, 2000.
• Knowles M., Holton E.F.III, Swanson R.A. Nuova edizione (2016). Quando l'adulto impara. Andragogia e sviluppo della persona. Franco Angeli Editore, Milano
•E. Wenger. Comunità di pratica. Milano: Raffaello Cortina Editore, 2006.
• Elena Cristofori, Alessandro Delli Poggi, Paolino Serreri, (a cura di). Il laboratorio professionale nella formazione. Teorie e metodi. 2017
• Ulteriore materiale di lettura verrà fornito durante le lezioni in merito alla produzione scientifica aggiornata disponibile.

At the end of the course, the student will be able to structure a simple research protocol and implement it to perform a health needs analysis in the primary care; define educational goals based on the identified training needs; motivate choices based on the principles of adult education; design training interventions by defining the most appropriate modalities, tools and methods; use multimedia tools and web environments for knowledge development by planning and implementing the evaluation of a training intervention.

Students should possess adequate knowledge and skills to understand written English and be familiar with the main pedagogical and andragogical models and teaching methods

Lectures, group work , PBL and flipped classroom with critical classroom discussion.

The examination will consist of an oral test that will assess the ability to apply the knowledge acquired through critical discussion of a research protocol by arguing design choices and related developments in terms of didactics. In addition, the student will be expected to demonstrate knowledge of the essential aspects of a research protocol, focused in the context of primary care. The final teaching evaluation will be expressed in thirtieths. Honors may be awarded, upon unanimous opinion of the Examination Committee, to those who have achieved a final grade of 30/30. Thus, to achieve a score of 30/30 cum laude, the student must demonstrate excellent knowledge of all topics covered in the course.

The research protocol: definition and basic parts of the research protocol, the ethics committee approval process of the protocol;
-Data collection instruments: basic characteristics of a data collection instrument, the validation process of an instrument, reliability analysis of an instrument, the specificity and sensitivity of the instrument.
-Both qualitative and quantitative data collection techniques. Priority health issues related educational objectives in primary care Quantitative and qualitative methods in training needs analysis. Theories of learning and effective teaching methods in adult education. Design of modular training interventions and learning units. Training of trainers. Elements of effective communication in training in primary care Notions of docimology: constructing and validating objective evidence of knowledge. Assessment of learning, performance and health outcomes. Web environments to support learning. Practice Communities

-Knowledge and understanding Students, upon completion of the course are able to: - Identify the basic parts of a research protocol -Identify the basic features of a data collection instrument This knowledge is acquired during theoretical lectures and classroom exercises and is assessed by oral test.
-Ability to apply knowledge and understanding Students, upon completion of the course, are able to: - Write a simple research protocol; - Collaborate in conducting a research study. These skills are acquired during classroom exercises and are assessed by the oral test.
-Making judgements Students, upon completion of the course, are able to assess what organizational, educational and care problems can be identified to develop a research or systematic review project. This skill is acquired during classroom exercises.
In addition, by the end of the course, he/she will have acquired the skills necessary to gather information to formulate his/her own assessment and make initiatives and decisions in primary care, the work context, health promotion and education in relation to changing lifestyles and frailty, and the sociological dimensions of communication processes; and to formulate an educational program in the work context that is of interest to users and professionals.