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

Lectures, interactive lessons with exercises and work in the small groups.

Assessment methods

Written and oral 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. For the oral presentation, the candidate will have 10 minutes available, on the same date both the written test and the oral presentation will be evaluated. The test is considered passed with a minimum score of 18/30.

The vote will be defined as follows: 30 cum laude, excellent implementation of the audit project complete with all the required documentation, respect for delivery times. from 24 to 30, complete implementation of the Audit protocol, compliance with delivery times. from 18 to 23, sufficient implementation of the Audit protocol, compliance with delivery times.

The positive evaluation of the test is kept valid for the period of two sessions; after this period the candidate will have to repeat the exam. Therefore, for example, the tests taken in the summer session (June, July) will remain valid up to and including the autumn session; For the minutes of the C.I. (professor Prof. Martoni) it is necessary to register for the CI exams published on Alma-esami; presence is not necessary.

Teaching tools

 

PC and video projector.Internet access to consult guideline sites. Guidelines and scientific articles.

Office hours

See the website of Domenica Gazineo