Ateneo - UPO

"The integrated course offers a unified pathway oriented towards acquiring theoretical, practical, and methodological skills, both in applied research (nursing and midwifery) and in educational/didactic design, delivery, and evaluation. It integrates the principles of research methodology (protocol drafting, measurement instrument validation, ethical procedures) with educational design based on andragogy and health needs analysis, with a specific focus on primary care, prevention, critical care, and community-based settings."

Polit D. F., Beck C. T., Fondamenti di Ricerca Infermieristica. Ed. italiana a cura di A. Palese, Milano: McGraw-Hill, 2014.
Chiorri C., Teoria e Tecnica Psicometrica. Costruire un test psicologico. Milano: McGraw-Hill, 2011.
Castagna M., Progettare la formazione. Milano: Franco Angeli, 2012.
Gamberoni L., Marmo G., Apprendimento clinico, riflessività e tutorato. Napoli: EdiSES, 2009.
Knowles M., Holton E.F.III, Swanson R.A., Quando l'adulto impara. Andragogia e sviluppo della persona. Milano: Franco Angeli, 2016.
Wenger E., Comunità di pratica. Milano: Raffaello Cortina Editore, 2006.
Cristofori E., Delli Poggi A., Serreri P. (a cura di), Il laboratorio professionale nella formazione. Teorie e metodi, 2017.
Guilbert J.J., Guida pedagogica. III ed. Milano: Armando Editore, 1981.
(Articoli scientifici aggiornati e materiali di lettura forniti a lezione).

Upon completion of the integrated course, students will be able to:Knowledge and understanding:Know the structure, key components, and methodology for defining a qualitative and quantitative research protocol, integrated with the analysis of healthcare and educational needs. Understand adult learning theories (andragogy), teaching models, elements of docimology (construction and validation of testing tools), and the operation of Communities of Practice and web-based learning environments. Recognize the fundamental psychometric/metrological properties of data collection tools (reliability, validity, sensitivity, and specificity). Applying knowledge and understanding:Structure and implement a simple research protocol applied to nursing, midwifery, critical care, or primary care settings. Develop a targeted educational/didactic project (modular and structured into learning units) by integrating health needs analysis methodologies and community diagnosis. Apply multimedia tools and research contexts to carry out the evaluation of learning outcomes and healthcare performance. Making judgements:Critically evaluate organizational, care, and educational issues to justify methodological choices in research and teaching. Collect and process community data (reports, statistics) to guide decisions and interventions in health promotion and prevention. Communication skills:Clearly articulate and defend educational design choices and research protocols using scientific terminology during classroom discussions and oral examinations. Develop teamwork and group planning skills (through projects and flipped classroom activities). Learning skills:Develop self-directed learning skills, critical appraisal of updated literature, and active participation in Communities of Practice for continuous master's-level professional development.

Knowledge of the main pedagogical/andragogical models and basic teaching methods. Ability to read and interpret statistics and data related to community analysis. Good reading comprehension of written scientific English.

Lectures with multimedia presentations. Individual practical exercises and group work (in the classroom and computer lab). Problem-Based Learning (PBL) and Flipped Classroom with guided critical discussion in the classroom.

Ecco la traduzione in inglese del testo:Students with disabilities, Specific Learning Disorders (SLD/DSA), or Special Educational Needs (SEN/BES) may request specific services and support tools by contacting the Student Careers and Services Staff (Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti) and by visiting the dedicated page on the University website: https://uniupo.it/it/servizi/servizi-studenti-disabili-e-dsa Once students with disabilities, SLD, or SEN have contacted the University Staff, they can contact the course instructor regarding the adaptation of examination procedures and specific teaching arrangements.

The examination for the integrated course will consist of an oral exam designed to assess the skills acquired across the three modules. During the examination, the candidate will discuss:The critical analysis of a report/case study and the presentation/discussion of a research protocol, articulating its essential components (applied to primary care or critical care). The related educational and training design, justifying the methodological choices, innovative delivery methods, and outcome evaluation strategies. Calculation and assignment of the final grade:The final grade will be expressed on a 30-point scale (out of 30) and will be derived from a joint evaluation by the examination board (or from the weighted/harmonized average of the marks obtained in the three constituent modules). Honours (cum laude) may be awarded, upon unanimous agreement of the Examination Board, to candidates who achieve a grade of 30/30 by demonstrating excellent knowledge, full conceptual mastery, and an outstanding ability to integrate all course topics.

Module 1-2: Applied Research Methodology (Nursing and Midwifery)The Research Protocol:Definition, structure, and essential components of qualitative and quantitative research protocols. The authorization process and approval workflow by the Ethics Committee. Data Collection Tools:Psychometric and metrological properties of measurement instruments. Validation process and reliability analysis. Sensitivity and specificity of tests and instruments. Specific applications in primary care, prevention, and critical care settings. Module 3: Applied Didactics and Educational DesignLearning Models and Theories:Learning theories and adult education (Andragogy). Communities of Practice and web/multimedia environments supporting education. Community-Based Educational Design:Quantitative and qualitative analysis of training needs and community health diagnosis. Structuring modular educational interventions and Learning Units (Unità di Apprendimento - UdA). Evaluation and Docimology:Principles of docimology: construction and validation of objective assessment tests. Evaluation of learning outcomes, clinical performance, and health outcomes resulting from educational interventions.

Ecco la traduzione in inglese dei Risultati di apprendimento attesi (Intended Learning Outcomes):Upon completion of the integrated course, students will achieve the following learning outcomes structured according to the Dublin Descriptors:1. Knowledge and understandingStudents will be able to:Identify the fundamental components and essential aspects of a research protocol (qualitative and quantitative) applied to the nursing and midwifery fields. Identify the fundamental metrological and psychometric properties of a data collection instrument (validity, reliability/dependability, sensitivity, and specificity). Recognize the essential parts of an educational project and adult learning theories (andragogy). Know quantitative and qualitative methods for training needs analysis, docimological concepts for constructing objective assessment tests, and the foundational elements of Communities of Practice. 2. Applying knowledge and understandingStudents will be able to:Draft and structure a simple research protocol and collaborate in conducting a research study in clinical, primary care, or critical care settings. Design and develop a targeted educational/training project in primary care and prevention, structured into modules and learning units. Conduct a health needs analysis and community health diagnosis, defining educational objectives accordingly. Use multimedia tools and web-based environments to support learning, and evaluate learning outcomes, clinical performance, and health outcomes resulting from the educational intervention. 3. Making judgementsStudents will be able to:Evaluate which organizational, educational, and healthcare delivery issues can be identified to develop a research project or a community-based training intervention. Justify and critically argue their educational design and research methodology choices. Collect and critically analyze information (reports, community statistics, health determinants) to guide decisions and initiatives in health promotion and disease prevention. 4. Communication skillsStudents will be able to:Articulate clearly, coherently, and using appropriate scientific language their educational design choices and research protocols during classroom discussions and oral examinations. Use effective communication strategies within educational activities in primary care settings. Plan, collaborate, and work effectively in group contexts (flipped classroom activities and group project work). 5. Learning skillsStudents will be able to:Independently search, retrieve, and integrate up-to-date scientific literature and sector reports into their studies. Develop collaborative and reflective learning skills through participation in Communities of Practice and dedicated web environments for continuous professional development at the master's level.