ID:
SME0273
Duration (hours):
160
CFU:
16
SSD:
SCIENZE INFERMIERISTICHE GENERALI, CLINICHE E PEDIATRICHE
Located in:
Varese - Università degli Studi dell'Insubria
Year:
2025
Overview
Date/time interval
Annuale (06/10/2025 - 05/06/2026)
Syllabus
Course Objectives
Learning Objectives / Expected Learning Outcomes
The first-year clinical internship aims to introduce students to professional nursing practice through supervised experiences in healthcare settings, supporting the progressive development of professional identity and basic nursing care competencies.
At the end of the first-year internship, students will be able to:
Begin developing their professional identity by observing and interacting with different professional role models within healthcare settings.
Develop the foundations of the professional helping relationship, promoting and respecting patients’ rights and considering their physical, psychological, social, and spiritual needs.
Collaborate in promoting health, well-being, and patient autonomy in low-complexity care situations.
Begin to assume responsibility for their professional activities within the limits of their educational level and under supervision.
Apply initial elements of critical thinking when analyzing nursing care situations.
Apply the initial phases of the nursing process: data collection, identification of basic care needs or nursing problems, definition of care objectives, and implementation of basic nursing interventions.
Begin to use healthcare and nursing documentation used in clinical settings.
Recognize the roles and competencies of the different members of the healthcare team and interact effectively with them.
Ensure respect for privacy and confidentiality of healthcare information.
The first-year clinical internship aims to introduce students to professional nursing practice through supervised experiences in healthcare settings, supporting the progressive development of professional identity and basic nursing care competencies.
At the end of the first-year internship, students will be able to:
Begin developing their professional identity by observing and interacting with different professional role models within healthcare settings.
Develop the foundations of the professional helping relationship, promoting and respecting patients’ rights and considering their physical, psychological, social, and spiritual needs.
Collaborate in promoting health, well-being, and patient autonomy in low-complexity care situations.
Begin to assume responsibility for their professional activities within the limits of their educational level and under supervision.
Apply initial elements of critical thinking when analyzing nursing care situations.
Apply the initial phases of the nursing process: data collection, identification of basic care needs or nursing problems, definition of care objectives, and implementation of basic nursing interventions.
Begin to use healthcare and nursing documentation used in clinical settings.
Recognize the roles and competencies of the different members of the healthcare team and interact effectively with them.
Ensure respect for privacy and confidentiality of healthcare information.
Course Prerequisites
None
Teaching Methods
Teaching and Learning Methods (Clinical Internship)
The clinical internship represents a fundamental component of nursing education and is carried out in healthcare settings accredited by the Degree Programme in Nursing.
Clinical learning takes place through direct participation in care activities, under the supervision and guidance of experienced healthcare professionals.
Students are progressively introduced to the clinical environment and are supported in the development of professional competencies through observation, participation, and reflective learning.
Clinical Learning in Healthcare Settings
During the internship, students are assigned to clinical units where they participate in daily care activities under supervision.
Learning in the clinical setting is based on:
• observation of nursing practice
• guided participation in nursing care activities
• gradual assumption of responsibility appropriate to the student’s level of training
• reflection on clinical experiences
Students are encouraged to integrate theoretical knowledge acquired during lectures with practical experience in clinical settings.
The clinical internship represents a fundamental component of nursing education and is carried out in healthcare settings accredited by the Degree Programme in Nursing.
Clinical learning takes place through direct participation in care activities, under the supervision and guidance of experienced healthcare professionals.
Students are progressively introduced to the clinical environment and are supported in the development of professional competencies through observation, participation, and reflective learning.
Clinical Learning in Healthcare Settings
During the internship, students are assigned to clinical units where they participate in daily care activities under supervision.
Learning in the clinical setting is based on:
• observation of nursing practice
• guided participation in nursing care activities
• gradual assumption of responsibility appropriate to the student’s level of training
• reflection on clinical experiences
Students are encouraged to integrate theoretical knowledge acquired during lectures with practical experience in clinical settings.
Assessment Methods
Internship Evaluation
The evaluation of the clinical internship is based on the observation of the student’s professional behavior during clinical activities and on the achievement of the expected learning outcomes.
The evaluation considers:
ability to apply knowledge and nursing care skills
autonomy of judgment in care situations
communication and relational abilities
professional and ethical behavior
The evaluation scale includes three levels:
0 – behavior not acquired
1 – behavior acquired with the need for supervision or assistance
2 – behavior acquired
Failure to achieve one of the expected behaviors may result in a negative evaluation of the internship period.
The final evaluation is expressed on a twenty-point scale and subsequently converted into a thirty-point scale according to the conversion system established by the Degree Program.
The evaluation is carried out by the clinical tutor (ATUO) in collaboration with the university tutor and is shared with the student.
The evaluation of the clinical internship is based on the observation of the student’s professional behavior during clinical activities and on the achievement of the expected learning outcomes.
The evaluation considers:
ability to apply knowledge and nursing care skills
autonomy of judgment in care situations
communication and relational abilities
professional and ethical behavior
The evaluation scale includes three levels:
0 – behavior not acquired
1 – behavior acquired with the need for supervision or assistance
2 – behavior acquired
Failure to achieve one of the expected behaviors may result in a negative evaluation of the internship period.
The final evaluation is expressed on a twenty-point scale and subsequently converted into a thirty-point scale according to the conversion system established by the Degree Program.
The evaluation is carried out by the clinical tutor (ATUO) in collaboration with the university tutor and is shared with the student.
Contents
Technical-Professional Competencies
During the first-year clinical internship, students will progressively develop the following competencies:
1. Nursing Care Process
Collect and analyze data related to the patient.
Identify basic care needs or nursing problems.
Collaborate in planning and implementing basic nursing interventions.
Observe and monitor the patient’s responses to nursing care.
2. Patient Safety and Risk Prevention
Apply hygiene principles and infection prevention and control measures.
Correctly use personal protective equipment (PPE).
Apply ergonomic principles when mobilizing patients.
Contribute to patient safety during care activities.
3. Clinical and Nursing Documentation
Begin using healthcare and nursing documentation used in clinical settings.
Record basic care-related information under supervision.
Understand the importance of documentation and traceability of care activities.
Transversal Competencies
1. Cognitive Competencies
Analyze low-complexity care situations.
Use theoretical knowledge to understand clinical situations observed during the internship.
Begin developing critical thinking skills.
2. Social and Relational Competencies
Establish professional relationships with patients and their families.
Communicate clearly with members of the healthcare team.
Collaborate with healthcare professionals while respecting their roles and responsibilities.
3. Ethical and Professional Competencies
Respect ethical and professional principles of the nursing profession.
Ensure confidentiality of health-related information.
Recognize the importance of professional responsibility in care activities.
4. Reflective Competencies
Use feedback from tutors and healthcare professionals to improve professional behavior.
Develop self-assessment skills regarding performed activities.
Reflect on internship experiences to support professional learning.
During the first-year clinical internship, students will progressively develop the following competencies:
1. Nursing Care Process
Collect and analyze data related to the patient.
Identify basic care needs or nursing problems.
Collaborate in planning and implementing basic nursing interventions.
Observe and monitor the patient’s responses to nursing care.
2. Patient Safety and Risk Prevention
Apply hygiene principles and infection prevention and control measures.
Correctly use personal protective equipment (PPE).
Apply ergonomic principles when mobilizing patients.
Contribute to patient safety during care activities.
3. Clinical and Nursing Documentation
Begin using healthcare and nursing documentation used in clinical settings.
Record basic care-related information under supervision.
Understand the importance of documentation and traceability of care activities.
Transversal Competencies
1. Cognitive Competencies
Analyze low-complexity care situations.
Use theoretical knowledge to understand clinical situations observed during the internship.
Begin developing critical thinking skills.
2. Social and Relational Competencies
Establish professional relationships with patients and their families.
Communicate clearly with members of the healthcare team.
Collaborate with healthcare professionals while respecting their roles and responsibilities.
3. Ethical and Professional Competencies
Respect ethical and professional principles of the nursing profession.
Ensure confidentiality of health-related information.
Recognize the importance of professional responsibility in care activities.
4. Reflective Competencies
Use feedback from tutors and healthcare professionals to improve professional behavior.
Develop self-assessment skills regarding performed activities.
Reflect on internship experiences to support professional learning.
Course Language
English
More information
Evaluation of Transversal Competencies (Experimental Phase)
Starting from the academic year 2025-2026, an experimental tool has been introduced to evaluate transversal competencies mobilized during professionalizing educational activities.
This tool is currently in use at the Varese training site and is applied during internship activities by the educational tutor, with the purpose of supporting the formative assessment of the student and promoting professional development. The evaluation conducted by the clinical internship assistant in the operational units remains separate and focuses on clinical activities in real-life settings.
The tool allows for the observation and assessment of key dimensions of transversal competencies relevant to nursing education, including:
• Communication and teamwork competencies
• Self-awareness, professional role awareness, and contextual understanding
• Critical thinking, problem-solving, and decision-making
• Time and task management
• Learning from experience and professional development
• Stress, emotion, and resilience management
• Ethical, digital, and sustainable conduct
The assessment is structured across five levels of competency development: area for improvement, area for development, area of effectiveness, area of distinction, and area of excellence.
To provide students with a structured growth pathway, the evaluation by the educational tutors includes three modalities, applied in both the first and second semesters:
1. Evaluation of transversal competencies using the experimental tool.
2. Evaluation of planning in simulated contexts, to practice competencies in controlled scenarios.
3. Evaluation of planning in real contexts, to observe the application of competencies during practical activities.
The model is currently in the experimental phase, and the results of its application will be monitored and analyzed by the Degree Program in order to assess its effectiveness and the potential for stable integration into the internship evaluation system.
Starting from the academic year 2025-2026, an experimental tool has been introduced to evaluate transversal competencies mobilized during professionalizing educational activities.
This tool is currently in use at the Varese training site and is applied during internship activities by the educational tutor, with the purpose of supporting the formative assessment of the student and promoting professional development. The evaluation conducted by the clinical internship assistant in the operational units remains separate and focuses on clinical activities in real-life settings.
The tool allows for the observation and assessment of key dimensions of transversal competencies relevant to nursing education, including:
• Communication and teamwork competencies
• Self-awareness, professional role awareness, and contextual understanding
• Critical thinking, problem-solving, and decision-making
• Time and task management
• Learning from experience and professional development
• Stress, emotion, and resilience management
• Ethical, digital, and sustainable conduct
The assessment is structured across five levels of competency development: area for improvement, area for development, area of effectiveness, area of distinction, and area of excellence.
To provide students with a structured growth pathway, the evaluation by the educational tutors includes three modalities, applied in both the first and second semesters:
1. Evaluation of transversal competencies using the experimental tool.
2. Evaluation of planning in simulated contexts, to practice competencies in controlled scenarios.
3. Evaluation of planning in real contexts, to observe the application of competencies during practical activities.
The model is currently in the experimental phase, and the results of its application will be monitored and analyzed by the Degree Program in order to assess its effectiveness and the potential for stable integration into the internship evaluation system.
Degrees
Degrees
NURSING
Bachelor’s Degree
3 years
No Results Found
People
People
Dottorandi
No Results Found