39369 - Knowledge Translation and Teaching Methods in Nursing and Midwifery (BO)

Learning outcomes

At the end of the course the student must know and understand the teaching methodologies in teaching nursing and midwifery. The student must be able to use evidence-based practice, using research findings to introduce change and to improve healthcare practice with particular reference to the conduct of clinical audits.

Course contents

GUIDELINES
Definition of guideline.
Construction of recommendations.
Classification of recommendations.
Meaning of the guidelines and responsibility of using them.
Guidelines evaluation and evaluation tools.
CHANGE
Understand the barriers of change.
Identify barriers of change.
Overcoming barriers of change.
The choice of implementation strategy.
THE DIAGNOSTIC-THERAPEUTIC-ASSISTANCE PATHS
Definition of diagnostic-therapeutic-assistance path (PDTA).
Construction and implementation of the PDTA.
Main requirements for building a PDTA.
Representation of the PDTA.
Evaluation system and indicators.
Management and diffusion of the PDTA.
PDTA application verification, evaluation and review.
THE CLINICAL AUDIT
Clinical audit design.
Performance measurement.
Variance analysis.
Implementation of change
CLINICAL GOVERNMENT
Definition of clinical governance.
Clinical governance structures and methods.
Performance evaluation.
Nursing sensitive outcomes.

Readings/Bibliography

• Paolo Chiari, Daniela Mosci, Enrico Naldi, EBN Study Center. Evidence-Based Clinical Practice Clinical care practice based on evidence of effectiveness 2/ed. Milan: McGraw Hill, 2011.
• Guyat Methodological manual for the production of clinical practice guidelines, CNEC, ISS
• Guyat G. et al. GRADE guidelines: 1. Introduction: GRADE evidence profiles and summary of findings tables. Journal of Clinical Epidemiology 64 (2011) 383e394
• Balshem H et al. GRADE guidelines: 3. Rating the quality of evidence. Journal of Clinical Epidemiology 64 (2011) 401e406
• Guyatt G. et al. for the GRADE Working Group. Rating quality of evidence and strength of recommendations: What is "quality of evidence" and why is it important to clinicians? BMJ. 2008 May 3;336(7651):995-8
• Slides and in-depth material provided by the teacher.

Teaching methods

Frontal lessons, Interactive lesson with practical exercises
PC, small group work.

Assessment methods

Written test
The exam will be based on the design and discussion of a clinical audit. The project must be delivered at least 10 days before the submission date.
The test is considered passed with a minimum score of 18/30.
The exam involves the evaluation of the contents of the entire module.
As regards the evaluation of the Integrated Course (C.I.) Methodological bases for health education and promotion:
1) the IC rating corresponds to the weighted average of the ratings obtained in the individual IC tests; in case of scoring with decimal, if the number after the decimal point is greater than or equal to 5 it is approximated upwards, if less than 5 it is approximated downwards. Honors are awarded if the candidate has achieved an evaluation of 30/30 in all CI courses and at least two honours;
2) the positive evaluation of the individual IC tests is kept valid for the period of two sessions; after this period, the candidate who has not taken and passed all the CI tests will have to repeat all the CI exams. Therefore, for example, the tests taken in the summer session (June, July) will remain valid up to and including the autumn session;
3) for the verbalization of the C.I. (professor Prof. Martoni) it is necessary to register for the CI exams published on Almaesami; presence is not necessary.

Teaching tools

Teams and Zoom platform for the provision of distance learning.
Virtual classrooms for small group exercises.
PC and video projector, for in-person lessons.
Guidelines, articles and slides selected by the teacher.

 

Office hours
Consult the Domenica Gazineo website

Office hours

See the website of Domenica Gazineo