SPECIALIST MEDICAL NURSING
Learning outcomes of the course unit
The Course is part of the integrated Course of Clinical Medicine. Its objectives are to provide the students with the knowledge and understanding of the instruments and theoretical concepts needed to organize the care process, and to make sure that the students gain the ability to use knowledge and understanding to program clinical cases through the scientific method, i.e. Nursing.
Results of learning
At the end of the course the student should have developed, through his/her anatomy biology, physiology, general pathology and psychology background, and acquired knowledge and understanding of:
Pathophysiology of the following main health problems: diabetes mellitus, stroke, heart failure;
The organization of care processes and their relevance for the patient:
Moreover, the student should be able to apply knowledge and understanding gained, alone or in group, to:
program nursing of patients with diabetes mellitus, stroke, heart failure;
figure out patient high priority care problems;
define short, medium and long term objectives in a realistic way for the patient, adequate to the problems, measurable and scheduled;
finding and describing evaluation and monitoring intervention needed for autonomous and collaborative caring, in order to reach programmed objectives.
Course contents summary
Health needs and high priority health problems.
The care process: definition, history, characterisstics and thypes.
From knowledge to competence: nursing competence; Dreyfus, Spencer & Spencer 1993 and Levati & Saraò 1998 models.
Nursing and documents production and handling.
Diagnostic process and nurse diagnosis: NANDA taxonomy ; links between NANDA, NOC and NIC; bifocal clinical practice model by L. J. Carpenito.
Clinical cases: diabetes mellitus, stroke, heart failure.
• Sasso L., Gamberoni L., Marmo G., Rocco G., Tibaldi L. “Infermieristica generale e clinica per problemi prioritari di salute”, Casa Editrice McGraw-Hill, Miano 2003
• Casati G., “Il percorso assistenziale del paziente”, McGraw-Hill, Milano 2002
• Vanhaecht K, Bollmann m , Bower K, Gallagher C, Gardini A, Guenzo J, Jansen U, Massoud R, Moody K, Sermeus W, Van Zelm R, Whittle C, Yazbeck AM, Zander K, Panella M, Prevalence and Use of Clinical Pathways in 23 Countries – An International Survey by the European Pathway association, Journal of Integrated Care Pathways 2006; 10:28-34
• Judith M. Wilkinson, “Processo infermieristico e pensiero critico”, Casa Editrice Ambrosiana, Milano, 2003.
• Lynda Juall Carpenito, “Piani di assistenza infermieristica e documentazionei”, Casa Editrice Ambrosiana, 2a edizione, Milano, 2011.
• Lynda Juall Carpenito-Moyet, “diagnosi infermieristiche – applicazione alla pratica clinica”, Casa Editrice Ambrosiana, 4a edizione Milano, 2009.
• M. Johnson, G. Bulechek, J. McCloskey Dochterman, M. Maas, S. Moorhead, “Diagnosi infermieristiche, risultati, interventi – collegamenti NANDA, NOC, NIC”, Casa Editrice Ambrosiana, Milano, 2005.
• Claudio Rugarli, “Medicina interna sistematica”, Casa Editrice Masson, 6a edizione, Trento, 2010
Lessons with slides and videos and discussion with students. Student practising in groups or alone on simulated clinical cases and final discussion on the conclusion reached.
Assessment methods and criteria
Oral exam on the whole program in one single session with other section of clinical medicine integrated course. The knowledge and understanding of the subjects included in the program, reasoning capacity on the problems of internal medicine patients, the acquisition of a correct terminology and the possible personal elaboration will be evaluated. Questions on the programming of clinical cases will be made to verify whether the student has reached the objective of applying knowledge. Final score results from academic board consultation, based on the grading obtained in each course section.