ID:
SME0446
Duration (hours):
45
CFU:
3
SSD:
SCIENZE INFERMIERISTICHE GENERALI, CLINICHE E PEDIATRICHE
Located in:
Varese - Università degli Studi dell'Insubria
Year:
2025
Overview
Date/time interval
Primo Semestre (06/10/2025 - 23/01/2026)
Syllabus
Course Objectives
Learning Objectives / Learning Outcomes
The course aims to provide students with the knowledge to understand the difference between technical-professional nursing competencies and transversal (soft) competencies, and to place the main activities of the second year within these two categories. The course also aims to develop technical-professional and transversal competencies related to evidence-based practice.
Technical-Professional Competencies
Governance of the Nursing Clinical-Assistance Process
Includes: Managing patient (and family/caregiver) care, managing the nursing assessment process, planning nursing care, delivering nursing interventions, and managing health education and care processes.
Orientation and Continuity in Health and Care Pathways
Includes: Navigating the healthcare and social care system, understanding different settings and care pathways, and promoting continuity of clinical-assistance.
Reporting, Evaluation, and Improvement of Practice
Includes: Documenting planned and delivered nursing care, evaluating the quality of nursing care provided, and improving nursing care quality.
Transversal Competencies
Cognitive Competencies
Ability to analyze and interpret information, make clinical-assistance decisions based on research results and evidence, solve medium-complexity problems, organize time and priorities (time and task management), and use digital tools and critical thinking consciously to support autonomous and responsible professional practice.
Includes: Critical Thinking, Problem Solving, Decision Making, Situation Awareness, Task Management, Time Management, Data, Information, and Digital Content Management.
Social and Relational Competencies
Ability to communicate clearly and empathetically, interact effectively with colleagues, professionals from other disciplines, patients, and families, and collaborate in teams to promote a cohesive professional environment and trust-based relationships.
Includes: Communication and Interpersonal Relationship, Teamwork, and Leadership (appropriate followership according to responsibility level).
Emotional Competencies
Ability to recognize, understand, and manage one’s own emotions and those of others, maintaining balance, resilience, and self-awareness in stressful situations, professional challenges, and interactions with patients, families, and colleagues.
Includes: Self Awareness, Coping with Emotions, Coping with Stressors, Resilience and Fatigue Management.
Educational Competencies
Ability to promote continuous professional learning and integrate research findings into clinical-assistance practice, updating knowledge, protocols, and interventions to improve care quality and meet the needs of patients, families, and communities.
Includes: Promoting continuous professional learning and applying research results to clinical-assistance practice.
The course aims to provide students with the knowledge to understand the difference between technical-professional nursing competencies and transversal (soft) competencies, and to place the main activities of the second year within these two categories. The course also aims to develop technical-professional and transversal competencies related to evidence-based practice.
Technical-Professional Competencies
Governance of the Nursing Clinical-Assistance Process
Includes: Managing patient (and family/caregiver) care, managing the nursing assessment process, planning nursing care, delivering nursing interventions, and managing health education and care processes.
Orientation and Continuity in Health and Care Pathways
Includes: Navigating the healthcare and social care system, understanding different settings and care pathways, and promoting continuity of clinical-assistance.
Reporting, Evaluation, and Improvement of Practice
Includes: Documenting planned and delivered nursing care, evaluating the quality of nursing care provided, and improving nursing care quality.
Transversal Competencies
Cognitive Competencies
Ability to analyze and interpret information, make clinical-assistance decisions based on research results and evidence, solve medium-complexity problems, organize time and priorities (time and task management), and use digital tools and critical thinking consciously to support autonomous and responsible professional practice.
Includes: Critical Thinking, Problem Solving, Decision Making, Situation Awareness, Task Management, Time Management, Data, Information, and Digital Content Management.
Social and Relational Competencies
Ability to communicate clearly and empathetically, interact effectively with colleagues, professionals from other disciplines, patients, and families, and collaborate in teams to promote a cohesive professional environment and trust-based relationships.
Includes: Communication and Interpersonal Relationship, Teamwork, and Leadership (appropriate followership according to responsibility level).
Emotional Competencies
Ability to recognize, understand, and manage one’s own emotions and those of others, maintaining balance, resilience, and self-awareness in stressful situations, professional challenges, and interactions with patients, families, and colleagues.
Includes: Self Awareness, Coping with Emotions, Coping with Stressors, Resilience and Fatigue Management.
Educational Competencies
Ability to promote continuous professional learning and integrate research findings into clinical-assistance practice, updating knowledge, protocols, and interventions to improve care quality and meet the needs of patients, families, and communities.
Includes: Promoting continuous professional learning and applying research results to clinical-assistance practice.
Course Prerequisites
Prerequisites
For effective attendance and participation in the Clinical Nursing 2 course, students are expected to have acquired the following knowledge and skills during the first year of the Bachelor’s Degree in Nursing:
Basic knowledge of general and clinical nursing, with particular reference to the nursing care process (assessment, planning, implementation, and evaluation).
Fundamental knowledge of anatomy, physiology, and pathophysiology, useful for understanding patients’ care needs.
Basic knowledge of research methodology and guided reading of scientific texts, even at an introductory level.
Ability to comprehend scientific texts in Italian and, at an introductory level, in English.
Basic skills in using digital tools (e.g., consulting educational materials, navigating databases and online resources).
Willingness to actively participate in class, engage in group discussions, and take part in collaborative learning activities.
For effective attendance and participation in the Clinical Nursing 2 course, students are expected to have acquired the following knowledge and skills during the first year of the Bachelor’s Degree in Nursing:
Basic knowledge of general and clinical nursing, with particular reference to the nursing care process (assessment, planning, implementation, and evaluation).
Fundamental knowledge of anatomy, physiology, and pathophysiology, useful for understanding patients’ care needs.
Basic knowledge of research methodology and guided reading of scientific texts, even at an introductory level.
Ability to comprehend scientific texts in Italian and, at an introductory level, in English.
Basic skills in using digital tools (e.g., consulting educational materials, navigating databases and online resources).
Willingness to actively participate in class, engage in group discussions, and take part in collaborative learning activities.
Teaching Methods
Teaching Methods
Interactive lectures: use of cited slides, whiteboard, and guided discussion
Group work: article analysis, posters on competencies, group reflections, presentation of work developed for EBP
Active and reflective learning: students compare and discuss results, move and integrate posters to map competencies
Critical appraisal: guided reading of scientific articles, understanding methods, and critical evaluation of results
Independent learning: consultation of texts available in class, comparison between sources and proposed materials
Interactive lectures: use of cited slides, whiteboard, and guided discussion
Group work: article analysis, posters on competencies, group reflections, presentation of work developed for EBP
Active and reflective learning: students compare and discuss results, move and integrate posters to map competencies
Critical appraisal: guided reading of scientific articles, understanding methods, and critical evaluation of results
Independent learning: consultation of texts available in class, comparison between sources and proposed materials
Assessment Methods
Assessment
Type: written test with open-ended questions, divided into two sections: EBP and competencies
Timing: duration of 1 hour, scheduled at the end of the last lesson or, in case of absence, during the exam session
Grading: evaluation is conducted during the exam based on the answers provided; participation in the in-class test is not mandatory but recommended for better preparation. Feedback and oral discussion are conducted during the exam session for final grade determination
Type: written test with open-ended questions, divided into two sections: EBP and competencies
Timing: duration of 1 hour, scheduled at the end of the last lesson or, in case of absence, during the exam session
Grading: evaluation is conducted during the exam based on the answers provided; participation in the in-class test is not mandatory but recommended for better preparation. Feedback and oral discussion are conducted during the exam session for final grade determination
Contents
Course Content
Module 1: Evidence-Based Practice (approx. 12 hours)
History and fundamental concepts: EBM (Evidence-Based Medicine), EBN (Evidence-Based Nursing), EBHC (Evidence-Based Health Care); differences and commonalities
Meaning of EBP and its integration into clinical practice
Searching for and using bibliographic sources: databases, scientific articles, guidelines, etc.
Critical appraisal of the literature: research approaches (quantitative, qualitative, mixed methods), study designs, critical appraisal tools
Applying results to clinical nursing practice: practical examples and case studies
Guided discussion: interpretation and discussion of studies in class
Module 2: Nursing Competencies (approx. 18 hours)
Technical-professional competencies of the second year: overview and practical applications
Transversal competencies: overview and practical applications
Module 1: Evidence-Based Practice (approx. 12 hours)
History and fundamental concepts: EBM (Evidence-Based Medicine), EBN (Evidence-Based Nursing), EBHC (Evidence-Based Health Care); differences and commonalities
Meaning of EBP and its integration into clinical practice
Searching for and using bibliographic sources: databases, scientific articles, guidelines, etc.
Critical appraisal of the literature: research approaches (quantitative, qualitative, mixed methods), study designs, critical appraisal tools
Applying results to clinical nursing practice: practical examples and case studies
Guided discussion: interpretation and discussion of studies in class
Module 2: Nursing Competencies (approx. 18 hours)
Technical-professional competencies of the second year: overview and practical applications
Transversal competencies: overview and practical applications
Course Language
English
More information
Examination Management for the Entire Course
The examination for the course is a single, unified test conducted according to the regulations established by the Degree Program.
To make the assessment workload more manageable for students, and subject to agreement with the School of Medicine and the President of the Degree Program, there is the possibility of taking partial tests at the end of individual modules. Partial tests are not mandatory, but they are strongly recommended to support a more sustainable management of the overall exam, given the breadth and complexity of the content covered in the different modules.
Each instructor, in consultation with the Course Director, is responsible for defining, managing, and evaluating the test related to their module, both as a partial test and during the official exam session. The test methods and evaluation criteria are communicated to students during the teaching activities.
The results of partial tests are provided exclusively during the official exam session. For students who have taken the partial test, the final grade may be determined during the exam session through a brief oral integrative test, aimed at assessing overall preparation, clarifying any aspects not fully covered, or deepening content already adequately addressed. If a partial test has been completed with a high level of completeness and appropriateness, the grade can be returned without further assessment.
Students who did not take the partial test, either by choice or due to inability to attend on the scheduled date, must take an equivalent test during the official exam session, following methods and content comparable to those proposed in class and communicated in advance.
In the absence of partial tests, students must take all parts of the exam in the same session, covering the entire program of the course. Partial tests are therefore intended to assist students in managing the overall exam, without affecting its unified structure.
Students are required to respect the official registration deadlines for exams. If they are unable to attend, they must promptly deregister. In urgent situations where this is not possible, it is considered good practice—and appreciated by instructors—to promptly inform all involved faculty members via email. Repeated failure to comply with these provisions may be taken into account by instructors when managing the exam, in order to promote fairness and respect for common rules.
The examination for the course is a single, unified test conducted according to the regulations established by the Degree Program.
To make the assessment workload more manageable for students, and subject to agreement with the School of Medicine and the President of the Degree Program, there is the possibility of taking partial tests at the end of individual modules. Partial tests are not mandatory, but they are strongly recommended to support a more sustainable management of the overall exam, given the breadth and complexity of the content covered in the different modules.
Each instructor, in consultation with the Course Director, is responsible for defining, managing, and evaluating the test related to their module, both as a partial test and during the official exam session. The test methods and evaluation criteria are communicated to students during the teaching activities.
The results of partial tests are provided exclusively during the official exam session. For students who have taken the partial test, the final grade may be determined during the exam session through a brief oral integrative test, aimed at assessing overall preparation, clarifying any aspects not fully covered, or deepening content already adequately addressed. If a partial test has been completed with a high level of completeness and appropriateness, the grade can be returned without further assessment.
Students who did not take the partial test, either by choice or due to inability to attend on the scheduled date, must take an equivalent test during the official exam session, following methods and content comparable to those proposed in class and communicated in advance.
In the absence of partial tests, students must take all parts of the exam in the same session, covering the entire program of the course. Partial tests are therefore intended to assist students in managing the overall exam, without affecting its unified structure.
Students are required to respect the official registration deadlines for exams. If they are unable to attend, they must promptly deregister. In urgent situations where this is not possible, it is considered good practice—and appreciated by instructors—to promptly inform all involved faculty members via email. Repeated failure to comply with these provisions may be taken into account by instructors when managing the exam, in order to promote fairness and respect for common rules.
Degrees
Degrees
NURSING
Bachelor’s Degree
3 years
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People (2)
Teaching staff
Dottorandi
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