Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
For the year 2019/2020
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Exam dates and rounds are managed by the relevant Medicine Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
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The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University. Please select your Study Plan based on your enrolment year.
- name at least 3 aspects of why chronic diseases are of epidemiological and social importance.
- name the different characteristics of chronic diseases.
- can describe in their own words why chronic diseases have a "complex character".
- give examples of the 3 main areas of work according to Corbin & Strauss: Illness, daily life and biographical work (coping work).
- describe the concept of the disease progression curve (trajectory) and name its aspects.
- describe the usefulness of disease trajectories for health care professions.
- name the risk factors that may lead to loss of autonomy during hospitalisation.
- name the aspects of a rehabilitative care approach.
- describe, with examples, what is involved in self-management in chronic illness.
- indicate educational priorities to promote self-management.
- can explain why continuous care is important for people with chronic illnesses.
- know the important steps to take during discharge and name the factors which should be taken into account in discharge planning.
- describe situations which characterise a complex discharge.
- motivate the importance of education for continuity of care.
- explain the elements of the Chronic Care Model using an illustration.
-know the phases of swallowing.
- know the direct and indirect signs of a swallowing disorder.
- know the causes of a swallowing disorder.
- know the consequences of a swallowing disorder.
- They know the instruments for nursing screening and identification of dysphagia in neurological patients.
- are familiar with nursing screening tools and the identification of dysphagia in older patients - presby(dys)phagia.
- know adaptive, compensatory and restorative treatment approaches.
- name the difference between informal and formal care.
- explain at least 4 challenges for caregivers (Cargiver Burden).
- name specific challenges for caregivers of people with dementia.
- know the dangers associated with the hospitalisation of people with dementia.
- describe the symptoms of dementia, their course and the effects on different aspects of life.
- describe how to take an anamnesis of people with dementia and know the important data that are collected.
- name at least 4 goals of care for people with dementia.
- describe which skills are promoted in memory training, know the area of application and examples of implementation.
- name the objectives of ROT, know when it is used and give reasons for it.
- describe how biographical data is collected in memory therapy for dementia and how this can influence the design of relationships and the care of people with dementia.
- give reasons for the validation method and name the basic principles.
- describe the assessment of pain in people with dementia in different stages and learn about examples of how it is collected.
- know three behavioural categories that should be assessed in patients with moderate to severe dementia to identify pain.
- Describe measures to promote feeding and fluid intake in people with dementia.
- describe the assessment and management of behavioural disorders using the DICE model.
- describe interventions for people with dementia using the PLST model.
- name the principles of communication with people with dementia and know which types of communication should be avoided.
- assess risk factors for delirium.
- know the approaches of managing delirium and can give examples.
- know and motivate data collected during the contact with patients with diabetes mellitus.
- name risk factors or causes leading to a deviation of the blood glucose level.
- explain the pathophysiological processes associated with acute complications of diabetes mellitus.
- know the early warning signs/symptoms and neuroglycopenic symptoms associated with hypoglycaemia.
- they know what a hypoglycaemic perception disorder is and the danger associated with it.
- know the causes and measures (adapted to the condition) of hypoglycaemia.
- distinguish between diabetic ketoacidosis and hyperosmolar coma, know the signs and symptoms, explain the pathophysiological correlations and know the measures to be taken.
know the basics of correct blood glucose measurement.
- they know the different possibilities of oral therapies, the forms of administration and the important side effects that can be observed.
- They know the onset and duration of action of the various insulins.
- know the difference between intensified insulin therapy ICT and conventional insulin therapy CT.
- name the external factors that influence the effect of insulin.
- know the basics of correct insulin administration and storage.
- know what lipodystrophy is and know measures to prevent it.
- describe the pathophysiology of diabetic foot syndrome, know the risk factors, name the data which are collected during diabetic foot syndrome control
- know the educational content of foot care for people with diabetes mellitus
- know the goal of promoting self-care competence in people with diabetes mellitus and name important moments of education
- nominate dietary recommendations for people with diabetes mellitus
- promote the importance of sport and physical exercise for people with diabetes mellitus
- are familiar with the WHO definition of falling (2007)
- know and identify personal and environmental risk factors for a fall.
- describe in their own words the negative spiral of the fear of falling.
- name and describe appropriate measures to reduce risk factors for falls.
- know the modifiable and non-modifiable risk factors for ischaemic stroke.
- know the measures to be taken pre-clinically in case of suspected stroke.
- describe the components of acute clinical care in case of cerebral stroke.
- describe monitoring in the acute phase and its particularities in patients with cerebral strokes, motivate the individual components of monitoring.
- name recommendations for the treatment and prevention of complications in the acute and post-acute phase according to SPREAD (2016).
- describe the cause of spasticity after stroke and know the negative factors that influence its occurrence and can adapt their actions accordingly.
- describe the principles of the Bobath concept.
- motivate the design of the room for patients after stroke (according to Bobath).
- describe the measures that are observed in the care of patients with neglect.
- describe the measures observed in the care of patients with pusher syndrome.
- distinguish between motor, sensory, amnestic and global aphasia.
- know the principles of communication and management of people with speech disorders.
- know the cause of painful complications of the shoulder and hip and know measures to prevent them.
- name the symptoms of Parkinson's disease
- describe the effects of the symptoms of Parkinson's disease on self-care deficit and quality of life.
- know the main points of assessment in patients with Parkinson's disease.
- motivate the importance of maintaining a structured daily routine for people with Parkinson's disease.
- describe aspects of L-Dopa therapy and motivate these aspects in the preparation, administration and monitoring of therapy.
- name different factors to make the environment safe for people with M. Parkinson's and to facilitate the daily routine.
- are familiar with measures to promote movement and can describe them.
Principles of caring for the person with chronic degenerative disease:
- promote the autonomy and independence of the patient and reduce the risk of disability
- to promote self-management of the disease -to ensure continuity of care: transitions, discharge, treatment reconciliation
- understand the disease trajectory
Effects of hospitalisation in chronicity and strategies to avoid the "hospitalisation syndrome".
Problems of the elderly person and/or with chronic degenerative diseases:
- Dysphagia: assessment and management
- Fall risk: risk factors and prevention measures
- Cognitive status and cognitive disorders: evaluation and management of memory deficit, language deficit, perception deficit
- Confusion state and delirium
- Caregiving and carer burden
- Communication with the elderly without or with cognitive impairment: ageism and elderspeak
- Assessment and protocol in the first 24 hours
- Assessment and rehabilitation-educational approach in the post-acute phase with particular attention to early mobilisation, disability-related outcomes and family needs
- The educational triad: pharmacological-insulin treatment, diet and nutrition and physical activity
- Self-care behaviours for acute complications: hypoglycaemia and hyperglycaemia
- Acute situations requiring integrated intervention-Interventions for the prevention of chronic complications
Parkinson's and Alzheimer's
- Assessment, definition and expression of the main clinical manifestations;
- Problems and symptom clusters during the disease trajectory from pre-clinical to advanced disease phase
- Educational-assistance/rehabilitation and palliative approach in the different stages of the disease -Family needs and caregiving
Georg Thieme Verlag KG.
I care Pflege
Georg Thieme Verlag KG.
Saiani L, Brugnolli A
Trattato di Medicina e infermieristica. Un approccio di cure integrate
Written exam: Multiple choice and open questions
News for students
There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.
I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.
di seguito un promemoria relativo alle modalità di erogazione della didattica per il corso di studio A.A. 2021-2022 in Infermieristica (triennale) e Scienze Infermieristiche ed Ostetriche (LM).
Il 29 giugno 2021 il Senato Accademico ed il Consiglio di Amministrazione hanno approvato le Linee guida per l’erogazione della didattica dei corsi di studio A.A. 2021-2022, che prevedono il graduale ritorno all’erogazione della didattica in presenza (previa verifica GREEN PASS) affiancato da organizzazione logistica, modalità̀, metodologie e tecnologie didattiche già̀ adottate dallo scorso anno.
In considerazione della peculiarità del corso professionalizzante, che prevede la presenza obbligatoria sia per le lezioni frontali che numerosi laboratori pratici in presenza, si ricorda che non sarà possibile ottenere la frequenza richiesta solamente con la frequenza streaming o tramite lezioni registrate. La gestione delle presenze in aula/streaming verrà quindi garantita dai coordinatori, in un piano di presenze che dovrà essere seguito dallo studente.
Nei giorni in cui i coordinatori proporranno allo studente la frequenza in streaming si sottolinea l’importanza di avere il video acceso ed una postura ed un abbigliamento consono alla lezione universitaria. In mancanza di questi elementi, la frequenza non verrà conteggiata. La registrazione della lezione non potrà considerarsi come sostitutiva ma come elemento di supporto didattico. Non varrà quindi come frequenza.
Sperando che, anche grazie all’importantissima campagna vaccinale in corso, si possa tornare quanto prima ad una situazione pre-COVID-19, vi auguro buon lavoro!