99209 - Pedagogia generale ed educazione alla salute

Learning outcomes

At the end of the module, the student is able to understand general pedagogical and educational principles with their application to nursing theory and practice. Specifically, the student is able to evaluate the formative, educational and relational dimensions present in the holistic nursing dimension.

Course contents

Adopting a systemic view: recognising the connections between personal, interpersonal and collective levels

Communication Pedagogy and Nonviolent Communication

Community approach to health: social determinants of health, cultural and anthropological dimensions, gender issues

Living with illness, grieving, dealing with death: pedagogical and philosophical dimensions

The eco-climatic crisis from the point of view of the health care professions

 

 

Students with SLD or temporary or permanent disabilities: it is suggested that they get in touch immediately with the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) and with the lecturer, in order to seek together the most effective strategies for following the lessons and/or preparing for the exam.

Readings/Bibliography

During the lectures, the lecturer will provide a selection of materials to be studied.



An extensive bibliography is presented below, from which the texts used during the course will be taken:

Bourdieu P. (1972/2006). La riproduzione. Guaraldi.

Briggs, B. (2014). Guida pratica a facilitazione e metodo del consenso: Terra Nuova Edizioni.

Canguilhem G. (1943/1998). Il normale e il patologico. Torino: Einaudi.

Fiorilli O. (2012). Biomedicina. Affari di donne. In "Femministe a parole. Grovigli da districare" Mascat J, Marchetti S., Perrilli V. (a cura di) Ediesse. Disponibile al link: https://www.academia.edu/7205620/Biomedicina_Affari_di_donne_In_Femministe_a_parole_Grovigli_da_districare_Mascat_J_Marchetti_S_Perrilli_V_a_cu_ra_di

Forsyth, D. R. (2018). Group Dynamics: Cengage Learning.

Fragnito M., Tola M. (a cura di) (2021). Ecologie della cura. Prospettive transfemministe. Napoli: Orthotes.

Kübler-Ross E. (1969/2015). La morte e il morire. Assisi: Cittadella

Lambruschi F., Battilani L. (2014).“La funzione del lutto nel mantenimento della coerenza sistemica del sé.” XV “Convegno Di Psicopatologia E Psicoterapia Post-Razionalista “Continuità, Cambiamento, Coerenza Sistemica E Complessità” Siena, Venerdì 23 Maggio 2014.

Macy J. (2014). Coming back to life: the updated guide to the Work that Reconnects. Gabriola Island: New Society.

Nathan T. (1996). Principi di etnopsicoanalisi. Bollati Borlinghieri: Torino.

Popay J., Whitehead M., Ponsford R., Egan M., Mead R.. (2021). Power, control, communities and health inequalities I: theories, concepts and analytical frameworks, Health Promotion International, Volume 36, Issue 5, pp. 1253–1263. https://doi-org.ezproxy.unibo.it/10.1093/heapro/daaa133

Quaranta I. (a cura di) (2006). Antropologia medica. I testi fondamentali. Milano: Raffaello Cortina.

Rosenberg M. B. (1999/2017). Le parole sono finestre (oppure muri): introduzione alla comunicazione nonviolenta. Reggio Emilia: Esserci.

Stevens R., Chapelle G., Servigne P. (2020). Un’altra fine del mondo è possibile. Vivere il collasso (e non solo sopravvivere). Treccani Libri.

Tolstoj L. (1886/2008). La morte di Ivan Il'ic. Milano: Rizzoli.

Watzlawick P., Beavin J. H., Jackson D. (1967/1976), Pragmatica della comunicazione umana, Roma: Astrolabio.

WHO. (2008). Closing the gap in a generation: health equity through action on the social determinants of health - Final report of the commission on social determinants of health. https://www.who.int/publications/i/item/WHO-IER-CSDH-08.1

Teaching methods

Lessons will be composed of moments of frontal explanation, discussion in subgroups and workshop activities.

Assessment methods

Written examination with closed multiple-choice questions, consisting of 16 questions with 4 answer options (only one of which is correct). If all answers are correct, the mark is 31, which is equivalent to 30 cum laude. A mark will be deducted for each wrong or ungiven answer, up to a maximum of 7 wrong answers allowed: if more than 7 wrong answers are given, the examination is failed.

 

Students with SLD or temporary or permanent disabilities: it is advisable to contact the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be its task to propose any possible adaptations to the students concerned, which must in any case be submitted 15 days in advance for approval by the lecturer, who will assess the appropriateness also in relation to the teaching objectives.

Teaching tools

Slides and teaching materials available on the platform Virtuale.

Office hours

See the website of Pietro Corazza