Ateneo - UPO

The Clinical Nursing Methodology module
provides the scientific nursing methodology
principles, through the different phases that
make up the healthcare process. Assessment
models are analyzed, especially the health
functional models proposed by Gordon.
Nursing care problems are identified,
according to Carpenito's Bifocal Model, up to
nursing diagnoses identification according to
the NANDA taxonomy. For each investigated
functional model, nursing diagnoses related
to the dysfunctional model are identified and
the related assistance interventions and the
final evaluation criteria are proposed.

Reference bibliography
- Carpenito L.J.,.(2024) “Manuale delle
diagnosi infermieristiche” 8^ edizione Milano:
CEA.
- Craven R.F., Hirnle C.J., Henshaw C.M.
(2024) Principi fondamentali dell'assistenza
infermieristica. 7^ edizione Milano: CEA.
- Gordon M., Diagnosi infermieristiche.
Processo e applicazioni (2009), CEA, Capitoli
5-6-7, appendici H,I.
- Wilkinson J.M. (2013). Processo
infermieristico e pensiero critico. 3^ edizione.
Milano: CEA.
In-depth bibliography:

- Artioli G., Copelli P., Foà C., La Sala R. (2016)
Valutazione infermieristica della persona
assistita -un approccio integrato Poletto
Editore.

At the end of the module students are able to:
- define the whole nursing care process
- define the concepts of nursing diagnosis and
collaborative problem, according to
Carpenito's bifocal model- use the theoretical reference models for
nursing assessment, especially models
proposed by Gordon
- provide nursing problems characteristics
and main assistance interventions.
Apply the whole nursing process to a
predefined healthcare case.

NONE

Lectures on the covered topics, through
PowerPoint presentations.
Participatory lessons with Problem Solving
methodology application, through analysis
and discussion of simple clinical cases.

As teaching support, additional teaching
activities are provided, aimed at acquiring
clinical reasoning skills and technical-gestural
skills.
The teaching starts the communication skills
development, which are examined in depth
during the care relationship module.As teaching support, additional teaching
activities are provided, aimed at acquiring
clinical reasoning skills and technical-gestural
skills.
The teaching starts the communication skills
development, which are examined in depth
during the care relationship module.
Students with physical disabilities, Learning
Disabilities or Special Education Needs can
request specific services and tools via the
Staff Sviluppo e Coordinamento Carriere e
Servizi alle Studentesse e agli Studenti,
consulting the University webpage:
https://www.uniupo.it/en/services/services-
students-physical-or-learning-disabilities

Students with disabilities, learning disabilities
or special education needs, once they have
contacted
the University Staff, can refer to the tutor in
charge of the course to define the
examination
modalities, concerning academic aspects.

The exam consists of a single session for the
whole integrated course of NURSING
SCIENCES (disciplines: Clinical Nursing
Methodology, General Nursing, Professional
Ethics, Moral Philosophy). The test consists of
a quiz test (multiple choice, with only one
correct answer) for Moral Philosophy and an
oral test for the disciplines of Clinical Nursing
Methodology, General Nursing, Professional
Ethics.
To even up the number of students that each
Commission have to evaluate in the oral
phase, students may take the exam at a
Center different from their home and be
assessed by Commissioners (teachers) from
other training centers.
Admission to the oral exam is subject to
passing 60% of the Moral Philosophy quiz. (15
questions, 60% = 8 questions). The written
test lasts 20 minutes.
To pass the oral exam, students must
demonstrate integrated and sufficient
knowledge and competence of all module
topics and the marks are given in thirtieths.
The average between the grades of the oral
exam, if sufficient, and the teaching
certification of the Moral Philosophy test will
determine the certification assessment.
To achieve 30/30 cum laude, students must
demonstrate excellent knowledge of all
course topics. The oral exam mark determines the mark of the integrated
course.

- Problem solving: problem perception and
observation, phenomenon or problem
description, goal formulation. Nursing
Problem Solving Strategies.
- The nursing process and its phases:
assessment, data interpretation, nursing
diagnoses formulation, planning,
implementation and evaluation.
- Nursing assessment: methods, types, tools,
data validation method, suitable assessment
tool usage. The interview.
- Data organization systems: Gordon
functional models, head-foot model, body
systems model.
- From data to care problem planning for
grownups: the diagnostic reasoning process,
through data interpretation and care
problems definition The different diagnosis
types and collaborative problems according
to Carpenito's Bifocal Model.
- Result and intervention planning: how todefine objectives and establish interventions
to be implemented.
- Implementation of planned interventions
- Final evaluation: planned objective
achievement evaluation, through ongoing
and final evaluation
- Definition and characteristics of health
management problems: ineffective health
maintenance, risk of falls. Conley scale for
assessing the risk of falling.
- Definition and characteristics of mobility
and exercise problems, body care and
hygiene, immobility: self-care deficit, activity
intolerance, risk of immobilization syndrome,
impaired walking, impaired skin / tissue
integrity.
- The assessment scales in nursing practice:
ADL, IADL, Barthel Index, Braden and Norton,
NPUAP.
- Nursing interventions related to mobility
and physical exercise problems, body care
and hygiene, immobility, compromised skin
integrity.
- Definition and characteristics of nutrition
problems: nutrition below needs, impaired
swallowing (Water swallow test), Pressure
ulcer Risk, Pressure ulcer.
- Malnutrition risk assessment scale.- Nursing interventions related to nutrition
problems.
- Definition and characteristics of urinary and
intestinal elimination problems: impaired
urinary elimination, urinary retention,
constipation, diarrhea, urinary and / or fecal
incontinence. Inherent nursing interventions.
Assessment scale: Bristol Stool Scale
- Definition and characteristics of rest and
sleep problems: insomnia, circadian rhythm
disturbances, sleep apnea. Inherent nursing
interventions.
- Definition and characteristics of impaired
sensory and cognitive perception problems:
risk of injury (fall, trauma, aspiration, injury
due to impaired cognitive functions and
mobility). Inherent nursing interventions.
Assessment scales: VAS, NRS, Wong-Baker
Faces, Pained Face
- Definition and characteristics of self
perception / self concept: anxiety, fear, body
image disturbance. Related nursing
interventions.
- definition and characteristics of role and
relationship problems: bereavement. Related
interventions.
- Definition and characteristics of sexuality
problems: ineffective model of sexuality.Related interventions.
- Definition and characteristics of coping
problems and stress tolerance: ineffective
coping, tension in the caregiver role. Inherent
nursing interventions.
- Definition and characteristics of spiritual
health problems: spiritual suffering. Related
interventions.

* Knowledge and understanding.
At the end of the module students know:
- The main theoretical assumptions of
Scientific Problem Solving and of the whole
Nursing Process
- The theoretical reference models used for
nursing assessment.
- The characteristics and main care
interventions of nursing problems in thecontexts of: health safety and management,
mobility, nutrition, elimination, rest and
sleep, cognition and perception, self-concept,
role and relationships, stress coping and
adaptation, sexuality and spirituality.
- The criteria for evaluating nursing care
activities for people's response.
* Application of knowledge.
Students have skills in:
- Analysis and interpretation of data collected
to recognize the nursing care needs
expressed by the assisted people
- Program specific assistance interventions to
the assistance problems that emerged while
evaluating obtained results
* Autonomy of judgment.
Students are able to:
- Analyze problems and propose solutions,
based on scientific evidence
- Define care priorities
- Establish customized interventions, based
on the person uniqueness
- Critically evaluate the outcomes of taken
decisions
* Learning ability.
Students demonstrate self-learning skills byself-seeking information, based on best
practices, required for care problems solving.