To access the programme, students are required to pass a selection test prepared by the Ministry of Education, aimed at assessing a suitable personal background of the student. When submitting the application to the aforesaid competition, the following documents are required: 1) secondary high-school diploma or other qualification obtained abroad and deemed suitable; 2) one of the following qualifications:
- Bachelor’s degree conferring the right to exercise one of the healthcare professions included in Class 1 of the degrees in nursing and midwifery professions;


- University three-year degree conferring the right to exercise one of the healthcare professions included in Class 1 of the degrees in nursing and midwifery professions;


- study qualifications conferring the right to exercise one of the healthcare professions included in Class 1 of the Master’s degree in nursing and midwifery sciences;

The knowledge required for the admission is assessed by means of an entry test, prepared according to the ministerial instructions contained in the Ministerial Decree no. 612 of 15 July 2013, setting the topics and the number of the questions.
If needed, the Degree Programme may integrate any training deficiencies of the student, resulting from the entry test, through in-depth disciplinary or interdisciplinary programmes, coordinated by the professor of the subject being explored. Each professor will use methods independently identified to fill the gaps detected in the student’s background.
Once the lessons of the first year start and strictly before the internship begins, students shall attend and complete the FAD SicurMoRe course on health and safety.

Researcher and technician with a university degree in medical sciences Graduates in Nursing and Midwifery Sciences have the grounds to develop at high level, and in different contexts, the ability to analyse, read the issues, plan, design and manage complex healthcare services (decree 2 April 2001, Class of the specialist degrees in Nursing and Midwifery Sciences). In addition, master graduates have the ability to manage the human and manufacturing resources (lead teams and work processes).

Researcher and technician with a university degree in medical sciences Graduates may carry out professional roles and relevant functions within the healthcare services fields with managerial functions and in healthcare with educational and research functions.
The Healthcare Service includes a range of positions (and skills) for master graduate nurses: from the direction of the company service of technical and rehabilitation nursing care, to the coordination of a department or complex unit, or team, to the coordination of personnel updating and permanent training, to the role of trainer, professor, or tutor.

Master graduates’ specific objectives are to explore all distinctive fields of the various subjects belonging to nursery and midwifery sciences (learning areas), especially gaining advanced knowledge and skills 1) in their independent development of research activities, 2) in pedagogical and training skills, and 3) in their coordination and management organisation skills.

The programme is designed to provide students with the training objectives defined as follows:

LEARNING AREA: METHODS, DESIGN AND REALISATION OF RESEARCH ACTIVITIES
- understand, through epidemiological models, the healthcare needs of the community and the social and cultural factors affecting them for the purpose of planning the services;
- carry out a proper bibliographical research and perform a critical reading of scientific articles;
- be able to interpret the research results based on the improvement of the healthcare quality and the management of priority issues relating to the health of the community;
- apply the methodological principles of scientific research to healthcare, organisation of relevant services, and research;
- analyse the main methodological approaches relating to the classification of relevant phenomena of interest;
- design and implement innovative healthcare models based on research results for the prevention and management of health priority issues of the community;
- supervise the relevant healthcare and provide professional counselling, using information of proven scientific evidence, a global approach tailored to the various needs of the users, by applying the theoretical models and promoting the confrontation with multiple professionals;
- identify specific issues and areas of research in the clinical, organisational, and training field;
- verify the application of the research results based on the constant improvement of the healthcare quality;
- develop research and teaching on specific fields of the subject relevant to the professional role and of the healthcare

LEARNING AREA: PEDAGOGICAL AND EDUCATIONAL
- explore and develop the historical and philosophical analysis of the healthcare thought;
- explore the disciplinary theoretical principles, in order to critically analyse them, prepare interpretation models, address the research and the relevant healthcare activity;
- explore and rework the principles and techniques of the helping relationship and leading groups;
- explore the knowledge of how social and cultural, and biopsychic factors affect the human behaviour as the ground for a better understanding of self and others;
- help design basic training paths, specialising and featuring a constant training, relevant to the needs of the recipients and related to the health issues and services;
- develop the nursing or paediatric/midwifery nursing disciplinary teaching;
- develop the the historical and philosophical analysis of the nursing or paediatric/midwifery nursing healthcare thought;
- apply the fundamental concepts of the ethical and deontological values of the existing relationship among the individual, the illness, the healthcare institutions and the operators, in order to develop the skills of ethical judgement and assumption of responsibility;
- experiment strategies and interventions addressed to the relational complexity of the healthcare relating to the specific professional role and the processes of health education;
- explore the learning from experience models to guide the vocational training processes;
- explore the application of assessment models and tools of the learning processes, of the teaching effectiveness and of the impact of training on services;
- based on the specific operating context, apply formal and tutorial teaching methodologies;
- jointly with other professionals, design and carry out educational actions and activities supporting the individual and the community for the self-care and the control of risk factors and health issues;

LEARNING AREA: COORDINATION AND MANAGEMENT ORGANISATION
- analyse the evolution and the changes of healthcare systems;
- explore the strategies for managing the personnel and systems for assessing the work loads;
- explore the systems of professional assessment and accreditation;
- based on the analysis of the health issues and the service offer, build a system of healthcare standards and professional expertise;
- explore the decision-making process for effectively solve healthcare and organisational issues;
- design and implement organisation models of nursing or midwifery services within healthcare services; - design and coordinate diversified organisational and management actions, aimed at developing an effective and efficient professional action;
- negotiate, select, allocate the resources of technical staff relating to the standards of professional expertise and to work loads of the specific healthcare areas;
- assess the personnel’s skills to improve their professional potentials;
- help define a systematic plan for constant quality improvement and set shared standards and indicators for the assessment of the relevant healthcare;
- manage work groups and strategies to encourage multi-professional and organisational integration processes.