39361 - Philosophy and Theory for Nursing and Midwifery Science (RN)

Learning outcomes

At the end of the course, the student must demonstrate knowledge and skills that extend and strengthen the contents, the operational and research methods of nursing and midwifery sciences acquired in the first cycle of study and understand the historical-philosophical evolution of the respective  disciplinary fields, in order to critically analyze them.

Course contents

• Elements of Philosophy of Science applied to Nursing  and Midwifery Sciences

• Epistemology of Nursing and Midwifery Sciences
  
• Evolution of welfare disciplines

• Elements of theoretic and theoretical criticism of nursing and midwifery

• Research philosophy
  

Readings/Bibliography

 

 References:

Manzoni, E. Le radici e le foglie. Una visione storico-epistemologica della disciplina infermieristica, 2016 - CEA 2° Ed., Milano

Marriner, A. I Teorici e le loro teorie, 1989 - CEA ED., Milano

Guana M. et al., La disciplina ostetrica - teoria, pratica e organizzativa della professione, 2011 - McGraw-Hill, Milano

For advanced or deeper knowledge of single matters:

Manzoni P.C.: Introduzione alle scienze infermieristiche, 2002 - Carrocci-Faber, Roma

Kuhn, S., Thomas, La struttura delle rivoluzioni scientifiche, 2009 - Einaudi 2° Ed., Torino

Popper, R., Karl, Logica della scoperta scientifica. Il carattere autocorrettivo della scienza, 2010 - Einaudi, Torino

Costanza, R. La questione infermieristica: prendersi cura o curare? L'Infermieristica è o non è una scienza?, 2012 - CEA, Milano

Teaching methods

Interactive frontal lessons and classroom debate.

Self-assessment test.

Assessment methods

The formative evaluation involves the explanation of the work produced, the classroom debate and an end-of-course self-evaluation test.

In the final exam of the module the Student will have to demonstrate his ability to debate the themes discussed in the lessons and in the papers shared by the groups during the course as part of an oral exam.

Grading of ratings:

Reference will be made to the "SOLO" model (Structure of the Observed Learning Outcome, originally proposed by Biggs and Collis (1982).

First Level - Minimum knowledge: sufficient to deal with basic situations. Memorize, identify, recognize what is already known and imparted (from 18 to 20)
Second Level - Descriptive knowledge: knowledge and understanding of the correlation of different topics. Classify, describe, list (from 21 to 23)
Third Level - Integrative knowledge: relating both to the analysis of scientific assumptions and to theoretical knowledge. Apply confidently to a known context, integrate, analyze, explain to others (24 to 26)
Fourth Level - Extended understanding: being able to go beyond what has been taught, tackling new situations in a creative and original way. Apply to new contexts, hypothesize, reflect, generate. (27 to 30 L)

Particular attention will be paid to the ability to speak competently and correctly in the field of structural analysis of scientific thought and philosophy of science.

Teaching tools

Projections of slides, handouts on a virtual platform

Office hours

See the website of Sara Emiliani