2021/2022

2021/2022

DM270

MED/45 (GENERAL, CLINICAL AND PEDIATRIC NURSING)

DEPARTMENT OF PUBLIC HEALTH, NEUROSCIENCE, EXPERIMENTAL AND FORENSIC MEDICINE

NURSING AND MIDWIFERY SCIENCES

PERCORSO COMUNE

1°

(14/03/2022 - 03/06/2022)

2

16 lesson hours

Italian

WRITTEN TEST

ARRIGONI CRISTINA (titolare) - 1 ECTS
ARRIGONI CRISTINA (titolare) - 1 ECTS

Attendance at the "LOGIC AND PHILOSOPHY OF SCIENCE: EXPANSION OF THEORETICAL DISCIPLINARY FOUNDATIONS" course and “EDUCATION AND SPECIAL TEACHING METHODS” course

Aims of the course
“Each of us has a story of their own experience, an inner story, whose continuity, whose meaning is our life. It could be said that each of us builds and lives a "story" and that this story is ourselves, our identity. If we want to know something about a man, we ask: "What is his story, his true, intimate story?" since each of us is a biography, a story. Each of us is a peculiar tale, constructed continuously, unconsciously by us, in us and through us - through our perceptions, our feelings, our thoughts, our actions; and, last but not least, our speech, our oral stories. From a biological, physiological point of view, we do not differ much from each other; historically, as stories, each of us is unique. "
Oliver Sacks, L’uomo che scambiò sua moglie per un cappello
At the end of the course the student will acquire a conceptual framework that will allow:

1) Define the main characteristics of the narrative function applied to nursing care
2) Define reflection as a cognitive act according to the phenomenological approach applied to nursing care
3) Experience storytelling
4) Experience about reflective writing

Contents
- The narrated disease: philosophical and pedagogical presuppositions
- Analysis of a written narrated text: characteristics of structure and method
- Reflective writing: which impact on nursing care ?
-The experiential learning model applied to care situations. Experience and reflective strategies

Frontal lessons.
Storytelling, listening and reflective writing workshops: individual, couple and group experiences led by the teacher
Exercises: analysis of narratives related to clinical cases
Tools to support teaching Slides prepared by teachers, video recordings
Case analysis and guided discussion

References

1.Donald A.Schon “ Il professionista riflessivo” Edizioni Dedalo
2. Patricia Benner “L’eccellenza nella pratica clinica dell’infermiere. L’apprendimento basato sull’esperienza”. Mc Graw Hill .
3. Patricia Benner “Educating nurses. A call for radical transformation” Jossey Bass ( versione italiana)
4. Giorgio Bert “Medicina narrative. Storie e parole nella relazione di cura” Il pensiero Scientifico
5. L. Mortari, “Cultura della ricerca e pedagogia. Prospettive epistemologiche”. Carrocci editore e Studi Superiori
6. L. Mortari, “Apprendere dall’esperienza. Il pensare riflessivo nella formazione, Carrocci editore e Studi Superiori
7. L. Garrino “La medicina narrativa nei luoghi di formazione e di cura”
8. D. Boud, R.Keogh and D Walker “Reflection: turning experience into learning” Routledge Falmer


Specific additional information will be provided during the lessons

Assessment. The writing of the training / clinical experience has long been used in the medical and nursing fields to develop reflection and learning. In particular, in post-basic and continuing training, it aims to favor a re-elaboration of professional practice, stimulate comparison between peers, train them in the emotional and relational attitudes of a leader (Hays MM "Writing for self discovery: a semester long journey at the graduate level . J Prof Nurs 2005; 21: 52-8
Horton –Deutsch S, Sherwood G: Reflection: an educational strategy to developed emotionally-competent nurse leaders. JNurs Manage 2008; 16: 946-54

Examination
Presentation, analysis and written interpretation of a professional experience of a clinical-assistance, training or organizational nature, making use of the theoretical educational-relational paradigm and the theoretical model in according to the phenomenological approach treated in the classroom. Starting from the written description of the experience, the student will have to define the main implications of a welfare, training and organizational nature.
Conditions:
- The paper must be sent to the following address: cristina.arrigoni@unipv.it (we will establish the dates of sending)

Evaluation criteria:
- Thematic relevance
- Bibliographical references
- Application of the experiential learning model
- Description of organizational and / or training implications
- Argumentative quality

Attending lessons is fundamental and it allows a better understanding and a good contextualization of didactical strategies and training purposes of the course