Admission to the degree programme is subject to the possession of a secondary school diploma or equivalent suitable qualification obtained abroad.
Admission to the programme is subject to the passing of an entrance exam set in line with the laws in force concerning health professions and the nationally programmed access (Law 264/99) and the relative call for admissions issued by UNIMORE.
Knowledge required for admission is deemed to be appropriate for all candidates obtaining a minimum of 20 points in the entrance exam, as laid down in Ministerial Decree no. 85 of 5 February 2014.
Candidates not achieving this score shall be assigned additional learning requirements (OFA) to be completed by attending the remedial courses indicated by the degree programme.

Admission to the Course is by number of places and is subject to passing a specific admission test, in accordance with current national regulations (Law no. 264/99) regarding degree programmes in the Health Professions with a programmed number of places and with the relative Announcement issued by UNIMORE. The assessment procedures and contents of the admission test are published in detail, well in advance, in the aforementioned Announcement. The admission tests of previous years are available on the CdS website, so that candidates can practice and use them as study and in-depth study tracks.
The score achieved by the candidate in the admission test, in the questions of Applied Biology, Biochemistry and Physics, is also the means of verifying the minimum requirements for admission to the CdS, as specified in the CCL resolution of 12/12/2017 and fully detailed on the CdS website. A sufficient level of knowledge in the aforementioned disciplines is a prerequisite for tackling the content of the 1st year - 1st semester Lectures.
Should the need arise, on the basis of the results of the admission test, the CCdS may assign additional OFAs to be made up through attendance of appropriately indicated remedial courses.
In order to enable the OFAs to be fulfilled, the CoS provides specific preparatory and supplementary training activities.

In order to carry out the functions of the professional profile, suitability for the specific job is ascertained, upon enrolment and within the first months of attendance, by means of a medical examination carried out by the Occupational Physician of the Reggio Emilia Local Health Unit-IRCCS.
The students are therefore admitted to attend the course, subject to conditions, until the outcome of the compulsory health checks to verify their suitability for the specific task envisaged by Legislative Decree No. 81/2008, checks that will be carried out prior to the start of the training activities.

Graduates in Nursing are health care professionals who are responsible for the duties envisaged by Ministerial Decree of the Ministry of Health No. 739 of 14 September 1994 and subsequent amendments and additions; that is, they are responsible for general nursing care. This nursing care, which is preventive, curative, palliative and rehabilitative, is of a technical, relational and educational nature. The nurse carries out with professional autonomy the activities aimed at prevention, care and protection of individual and collective health. In addition to the regulatory framework described above, the nurse performs his or her function on the basis of precise ethical and deontological legislative norms: -Law no. 42 of 26/02/1999 "Provisions on health professions", which abolishes the definition of "auxiliary health profession" and states that " The proper field of activity and responsibility of the health professions as set forth in Article 6, paragraph 3, of Legislative Decree no. 502 of 30 December 1992, and subsequent amendments and additions, is determined by the contents of the ministerial decrees establishing the relevant professional profiles and the didactic regulations of the respective university diploma and post-basic training courses, as well as the specific deontological codes'; -by Law no. 251 "Disciplina delle professioni sanitarie infermieristiche, tecniche, della riabilitazione, della prevenzione nonché della professione ostetrica" ( Regulation of the nursing, technical, rehabilitation, prevention and midwifery health professions) which reinforces the concept of the autonomy of the nursing profession, which must be realised using methodologies of planning by objectives of care; -from the Deontological Code of Nursing (IPASVI, 2009).
The nurse must know:
- biomedical sciences for the understanding of physiological and pathological processes related to the state of health and illness of people at different ages and stages of life;
- the psycho-social sciences and humanities for understanding normal and pathological relational dynamics and people's defensive or adaptive reactions to situations of psychological, social and physical distress;
- theories of learning and change for the understanding of educational processes aimed at citizens and patients;
- general and clinical nursing to understand the fields of nursing, the clinical method, intervention techniques and available evidence to guide decision-making;
- ethical, legal and social sciences for the understanding of the organisational complexity of the health care system, the importance and usefulness of acting in accordance with regulations and directives as well as in compliance with ethical values and dilemmas; they are also aimed at fostering an understanding of professional autonomy, areas of integration and interdependence with other team members;
- preventive hygiene sciences for understanding health determinants, risk factors, strategies for
individual and collective prevention and interventions to promote the safety of health workers and users;
- computer and language disciplines with a particular focus on English for understanding scientific literature both in print and online.
The nurse must possess the following skills:
- use a body of theoretical knowledge derived from nursing, biological, behavioural and social sciences and other disciplines to recognise the needs of persons cared for at different ages and stages of life;
- integrate theoretical and practical nursing knowledge with the biological, psychological, social and humanistic sciences useful in caring for individuals of all ages, groups and communities;
- use theoretical models and role models to facilitate growth, development and adaptation in the promotion, in the
maintenance and recovery of people's health; UADRO A2.b The course prepares for the profession of (IS coding - - interpreting and applying research results to nursing practice and linking research processes to the theoretical development of the nursing discipline;
- conduct a comprehensive and systematic assessment of the care needs of the individual, the family and the
community;
- analysing and interpreting the collected data accurately;
- planning the delivery of nursing care in cooperation with the users and the interdisciplinary care team;
- to deliver safe, effective and evidence-based nursing care through the integration of knowledge, skills and attitudes;
- evaluate the progress of treatment in collaboration with the interdisciplinary team;
- facilitate the development of a safe environment for the resident by ensuring constant nursing supervision.
The nurse must possess autonomy of judgement, which is demonstrated by the ability to:
- take care decisions;
- deciding priorities on groups of patients;
- decide on the interventions to be allocated to support staff;
- implementing nursing care by personalising choices on the basis of the similarities and differences of the persons assisted with respect to values, ethnicities and socio-cultural practices;
- decide on appropriate care interventions taking into account regulatory, legal, ethical, social, economic and organisational aspects;
- critically evaluate the outcomes of care decisions on the basis of patient outcomes and standards
care;
- assume responsibility and accountability for their actions in professional practice in accordance with the profile, code of ethics and ethical and legal standards;
- making decisions through a scientific approach to patient problem-solving;
- analysing organisational problems and proposing solutions;
- deciding in situations characterised by diversity of positions (conflicts or dilemmas).
The nurse must have the following skills:
- use appropriate communication skills (verbal, non-verbal and written) with users of all ages and their families and/or other health professionals;
- use appropriate modes of communication in the multi-professional team;
- use teaching and learning principles for specific informational or educational interventions aimed at individual users, families, groups and other professionals (support workers, nursing students, nurses);
- supporting and encouraging users towards health choices, reinforcing coping skills and self-esteem and enhancing available resources;
- manage conflicts arising from different positions;
- facilitate the coordination of care to achieve agreed care outcomes;
- collaborate with the care team to implement and develop protocols and guidelines.
The nurse must have learning skills, which translates into:
- independent study skills;
- ability to cultivate doubts and tolerate uncertainties arising from study and practice;
- ability to ask questions about the exercise of one's activity, relevant to the times, places and interlocutors;
- ability to continuously seek out opportunities for self-learning;
- ability to self-assess their competences and outline their development and learning needs;
- ability to learn collaboratively and share knowledge within work teams;
- ability and autonomy to search for the information needed to solve problems or uncertainties in professional practice by critically selecting evidence from the scientific literature.

Graduates in Nursing are health care professionals who are responsible for the duties envisaged by Ministerial Decree of the Ministry of Health No. 739 of 14 September 1994 and subsequent amendments and additions; that is, they are responsible for general nursing care. This nursing care, which is preventive, curative, palliative and rehabilitative, is of a technical, relational and educational nature. The nurse carries out with professional autonomy the activities aimed at prevention, care and protection of individual and collective health. In addition to the regulatory framework described above, the nurse performs his or her function on the basis of precise ethical and deontological legislative norms: -Law no. 42 of 26/02/1999 "Provisions on health professions", which abolishes the definition of "auxiliary health profession" and states that " The proper field of activity and responsibility of the health professions as set forth in Article 6, paragraph 3, of Legislative Decree no. 502 of 30 December 1992, and subsequent amendments and additions, is determined by the contents of the ministerial decrees establishing the relevant professional profiles and the didactic regulations of the respective university diploma and post-basic training courses, as well as the specific deontological codes'; -by Law no. 251 "Disciplina delle professioni sanitarie infermieristiche, tecniche, della riabilitazione, della prevenzione nonché della professione ostetrica" ( Regulation of the nursing, technical, rehabilitation, prevention and midwifery health professions) which reinforces the concept of the autonomy of the nursing profession, which must be realised using methodologies of planning by objectives of care; -from the Deontological Code of Nursing (IPASVI, 2009).
The main functions of the nurse are disease prevention, care of the sick and disabled of all ages and health education. Graduates of nursing participate in the identification of the health care needs of the person and the community; they identify the nursing care needs of the person and the community and formulate the related objectives; they plan, manage and evaluate the nursing care intervention; they ensure the correct application of diagnostic-therapeutic prescriptions; they act both individually and in collaboration with other health and social workers, availing themselves, where necessary, of the work of support staff; they carry out their professional activities in public or private health facilities, in the territory and in home care, in a dependent or freelance capacity; they contribute to the training of support staff and contribute directly to updating their professional profile and research.

Graduates in Nursing are health care professionals who are responsible for the duties envisaged by Ministerial Decree of the Ministry of Health No. 739 of 14 September 1994 and subsequent amendments and additions; that is, they are responsible for general nursing care. This nursing care, which is preventive, curative, palliative and rehabilitative, is of a technical, relational and educational nature. The nurse carries out with professional autonomy the activities aimed at prevention, care and protection of individual and collective health. In addition to the regulatory framework described above, the nurse performs his or her function on the basis of precise ethical and deontological legislative norms: -Law no. 42 of 26/02/1999 "Provisions on health professions", which abolishes the definition of "auxiliary health profession" and states that " The proper field of activity and responsibility of the health professions as set forth in Article 6, paragraph 3, of Legislative Decree no. 502 of 30 December 1992, and subsequent amendments and additions, is determined by the contents of the ministerial decrees establishing the relevant professional profiles and the didactic regulations of the respective university diploma and post-basic training courses, as well as the specific deontological codes'; -by Law no. 251 "Disciplina delle professioni sanitarie infermieristiche, tecniche, della riabilitazione, della prevenzione nonché della professione ostetrica" ( Regulation of the nursing, technical, rehabilitation, prevention and midwifery health professions) which reinforces the concept of the autonomy of the nursing profession, which must be realised using methodologies of planning by objectives of care; -from the Deontological Code of Nursing (IPASVI, 2009).
The graduate nurse can work as an employee of hospitals, nursing homes, hospices and other public and private facilities on a freelance basis as an individual and/or associate. The areas of employment in healthcare, hospital and territorial facilities are the following: primary care (community/family nurse), intensive care in emergency - urgency, medical assistance, surgical assistance, neonatal and paediatric assistance and assistance in mental health and pathological dependencies. They find employment in Italy and within the European Economic Community. The nurse can work in any nursing context expressing clinical, relational and educational skills; assume the function of community, district or territory nurse working autonomously and in strong integration with other health workers; act as a tutor of other students or non-expert nurses; actively participate in the improvement of nursing care by working in work, project or research groups; further develop his/her education in the field of research, clinical skills and in organisation or management.

At the end of their studies, graduates must be able to
- manage preventive and care interventions aimed at the assisted persons, the family and the community;
- design and implement, in cooperation with other professionals, informative and educational interventions to control risk factors for individuals and groups;
- educating people in healthy lifestyles and modifying risky ones;
- prioritising interventions on the basis of care needs, organisational requirements and optimal use of available resources;
- planning and managing, in cooperation with others, the nursing care of a group of patients (also at night);
- distinguishing the care needs of patients by differentiating the contribution of support workers from that of nurses;
- assigning and supervising care activities to support staff;
- manage the paper and computerised information systems supporting the service;
- document the nursing care provided in accordance with ethical and legal principles;
- provide patients and significant others with information on the state of their health that is relevant to nursing ;
- prepare the conditions for the discharge of the assisted person, in cooperation with the members of the team;
- ensuring continuity of care between different shifts, between different services/facilities;
- use professional integration tools (meetings, team meetings, case discussions);
- working in an integrated way in the team respecting the areas of competence;
- to establish constructive professional relationships and to cooperate with other health professionals in awareness of the specificities of the different roles and their integration with nursing care;
- taking the lead towards support workers and/or students;
- effectively communicate verbal, non-verbal and written nursing assessments and decisions to team members;
- ascertaining nursing care needs through assessment methods and instruments;
- using the nursing process in the care of users, taking into account religious, ethnic, ideological, gender cultural values, regardless of social or economic status or cause of illness;
- anticipate the evolution of the needs/problems of the persons cared for and redetermine the nursing design on the basis of this evolution;
- evaluate the results of the care provided and readjust the nursing design on the basis of the observed development;
- ensuring an effective physical and psychosocial environment for patient safety;
- adhere to the provisions concerning protection against physical, chemical and biological risks in the workplace;
- adopt precautions for the manual handling of loads;
- adopt infectious risk prevention strategies (standard precautions) in hospital and community facilities.
- activate and manage a helping relationship with the user, his or her family and significant persons of reference;
- identify and manage, in collaboration with other professionals, the most frequent behavioural alterations at risk for the patient such as: mental confusion, disorientation, agitation;
- support, in cooperation with the team, the patient and his/her family in the terminal phase of the illness and in bereavement;
- contribute, in collaboration with other professionals, to the management of situations of psychological distress, particularly in the stabilisation phases;
- to manage the nursing care of patients (paediatric, adult and elderly) with problems related to priority health problems such as: acute and chronic respiratory, cardio-vascular, metabolic and rheumatological, acute and chronic renal, acute and chronic gastro-intestinal, hepatic, neurological, oncological, infectious, orthopaedic and traumatological, obstetric-gynaecological, haematological problems;
- assessing and managing nursing care in patients with chronic problems and disabilities;
- managing perioperative nursing care;
- activating and supporting the person's residual capacities in order to promote adaptation to the limitations and alterations produced by the disease and the modification of lifestyles;
- identify the person's nursing care needs and their reactions related to the disease, ongoing treatments, institutionalisation, changes in activities of daily living, and quality of life;
- monitor the clinical and psychosocial situation of patients, identifying signs and symptoms of deterioration at an early stage;
- activate the necessary care interventions to manage acute and/or critical situations;
- identifying and preventing triggers for relapse in chronic patients;
- ensure the safe administration of the therapy(s) and monitor its effectiveness;
- perform the nursing techniques defined by the degree programme standards;
- activate decision-making processes on the basis of the patient's condition, vital parameters, reports and laboratory data;
- manage, in collaboration with other professionals, diagnostic pathways ensuring adequate preparation of the patient and surveillance after the procedure(s);
- integrate nursing care into the multidisciplinary care plan;
- activate informal care networks to support the user and the family in long-term care projects;
- elaborate with the person and the family educational projects to develop self-care skills;
- supporting patients' learning to self-manage problems/therapies/devices;
- educating family members and/or the significant other in the management of the cared-for person's problems;
- search the bibliography for evidence of effectiveness based on questions arising in clinical practice by critically analysing the scientific literature;
- disseminate and utilise in practice the best evidence declining on the basis of the user's values, beliefs, preferences, available resources and clinical judgement.

During the three-year period, the student, through tutorial teaching, is stimulated to develop critical and diagnostic thinking, fostering correlations between different types of knowledge and learning from experience. In addition, the student is given the opportunity to acquire self-assessment skills and self-training strategies through the use of specific tools that enable him/her to overcome any learning gaps.
The didactic activities of the 1st year of the course are aimed at providing the biomedical, basic hygienic and preventive knowledge and the fundamentals of the nursing discipline, as requirements to safely face the first professional experience. The main objective of this experience is to orientate the student in the professional fields of reference specific to the course year and to the acquisition of basic nursing, relational and technical skills.

The didactic activities of the 2nd year of the course are aimed at learning physiopathological, clinical pharmacological and welfare knowledge to address priority health problems in the medical-surgical field, with preventive, curative and educational interventions aimed at the acute phase of the disease, at educational, palliative and psycho-social support in chronicity and in the end-of-life phase. To this end, several internship experiences are envisaged, aimed at implementing the knowledge and technical/managerial and relational skills learnt during the two-year course.

Teaching activities in the third year are aimed at specialised learning and the acquisition of knowledge and methodologies inherent to professional practice in multi-professional teams in complex organisational contexts. It increases the factual value of the internship in which the student will experience a gradual assumption of autonomy and responsibility in taking care of patients.

For the duration of the three-year course the student is accompanied in the learning of care planning through reflections on experience and structured discussions of cases in the clinic which develop, respecting the gradualness of the course year, the recognition of specific professional responsibilities and competences. In order to make the best use of scientific evidence in future professional practice, training activities, specific to each course year, are planned to develop methodological competences in nursing scientific research.
The credits allocated to internship experiences, consistent with curricular logic, gradually increase from the first to the third year.

Nursing graduates must develop the following communication skills:
- use appropriate and effective communication skills with users of all ages and their families within the care process and/or with other health professionals, in appropriate verbal, non-verbal and written form;
- use teaching and learning principles for specific information or educational interventions addressed to individual users, families and groups, with the aim of promoting health behaviours, reducing risk factors, promoting self-care skills, especially for people with chronic diseases;
- supporting and encouraging users towards health choices, reinforcing coping skills, self-esteem and enhancing available resources;
- communicate effectively in verbal, non-verbal and written ways nursing assessments and decisions in interdisciplinary health care teams;
- to establish professional relationships and collaborate with other health professionals in awareness of the specificities of different professional roles and their integration with nursing care;
- assume leadership functions towards support workers and/or students, including delegating and supervising care activities provided by other professionals and ensuring compliance with quality and safety standards of care planning and management;
- contribute to the management of conflicts arising from different positions;
- facilitate the coordination of care to achieve agreed health care outcomes;
- cooperate with the care team to agree on operational modalities and implement and develop protocols and guidelines.

Methodologies, training activities and teaching tools to develop the expected results:
- lessons;
- video and critical analysis of films, simulations, narratives, testimonies;
- discussion of cases and paradigmatic relational situations in subgroups with presentations in plenary sessions;
- traineeship activities with tutor-supervised experiences in different contexts with debriefing sessions to reflect and rework relational experiences with users and the team.

Nursing graduates must demonstrate autonomy of judgement through the following skills:
- practising nursing care while recognising and respecting the dignity, culture, values and rights of individuals and groups;
- adapt nursing care by capturing similarities and differences of the persons assisted by considering values, ethnicities and socio-cultural practices of the persons assisted and their families;
- integrate knowledge of cultural diversity, legal aspects, ethical principles to deliver and manage nursing care in a variety of health care settings and services;
- analysing guidelines and operational practices of health services and identifying appropriate nursing actions taking into account legal, political, geographical, economic, ethical and social influences;
- use critical thinking skills to deliver effective nursing care to users of different ages;
- assume responsibility and accountability for their actions during professional practice in accordance with the profile, code of ethics and ethical and legal standards;
- recognise the differences in work and responsibilities between graduate nurses, support workers and other health professionals.

Methodologies, training activities and teaching tools to develop the expected results:
- lessons;
- guided reading and application exercises;
- videos, demonstrations of images, diagrams and materials, charts,
- construction of cognitive maps;
- case discussions in subgroups with presentations in plenary sessions,
- traineeship activities with supervised experiences by tutors in different contexts and with a progressive assumption of autonomy and responsibility;
- debriefing sessions to reflect and reframe experiences of professional practice.

Assessment tools to ascertain the achievement of the expected results:
- project-work, reports on specific research mandates;
- tutorial supervision of the traineeship pathway (through the 'self-assessment form of the skills outcome');
- active participation in working and debriefing sessions.

Nursing graduates must develop the following self-learning skills:
- develop independent study skills;
- demonstrate the ability to cultivate doubts and tolerate uncertainties arising from study and practice as a source of new learning;
- develop the ability to ask questions in relation to the exercise of one's activity, formulating relevant questions at the appropriate times, places and to the appropriate interlocutors;
- demonstrate the ability to continuously seek out opportunities for self-learning;
- demonstrate the ability to self-assess their competences and outline their development and learning needs;
- demonstrate collaborative learning and knowledge-sharing skills within work teams;
- demonstrate ability and autonomy in seeking the information needed to resolve problems or uncertainties in professional practice, critically selecting secondary and primary sources of scientific evidence.

Teaching tools, methodologies and training activities to develop the expected results:
- problem-based learning (PBL);
- use of cognitive maps;
- use of self-study contracts and plans in order to empower the student in planning his or her placement and in self-assessment,
- workshops on paper and online bibliographic research methodology;
guided reading to critical evaluation of scientific and professional literature in both Italian and English.

Assessment tools to ascertain the achievement of the expected results:
- project-work, reports on specific research mandates;
- tutorial supervision of the traineeship pathway (through the 'self-assessment of skills outcome form');
- active participation in working and debriefing sessions;
- punctuality and quality in the presentation of the papers.

BASIC AND METHODOLOGICAL AREA
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- biomedical sciences for the understanding of physiological and pathological processes related to the state of health and illness of people at different ages and stages of life;
- general and clinical nursing to understand the fields of nursing, the clinical method, intervention techniques and available evidence that guide nursing decision-making;
- computer and language disciplines with a particular focus on English for the understanding of scientific literature both in print and online.



CLINICAL-ASSISTANCE AREA BASED ON PRINCIPLES OF EFFECTIVENESS
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- biomedical sciences for the understanding of physiological and pathological processes related to the state of health and illness of people at different ages (child, adolescent, adult and elderly) and stages of life;
- biomedical sciences for the understanding of physiological and pathological processes associated with cancer pathology from diagnosis to the various types of therapeutic treatment
- biomedical sciences for the understanding of pathological processes related to mental disorders;
- general and clinical nursing science for knowledge of the nurse's fields of intervention and responsibility in the hospital, territorial and home context;
- general nursing sciences applied to the area of mental health for the understanding of the role of the nurse within the Mental Health Department in its various articulations, also in relation to management/organisational and regulatory indications.
- biomedical sciences for understanding the main pathological manifestations in pregnant women;
- biomedical sciences aimed at the knowledge of developmental processes concerning the child and the main neonatal and paediatric pathological manifestations;
- general and clinical nursing applied to the paediatric area for the treatment of the main diseases of children in the acute phase;
- general and clinical nursing sciences in order to understand the illness trajectory of the cancer patient, the care peculiarities related to the different stages of the illness and to recognise the characteristics of the professional helping relationship aimed at understanding the person's illness experience.




HELPING RELATIONSHIP AND PSYCHO-SOCIAL SCIENCES
Knowledge and understanding
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- psycho-social sciences and humanities for understanding normal and pathological relational dynamics and people's defensive or adaptive reactions to situations of psychic, social and physical and emotional distress;
- psychological sciences aimed at acquiring knowledge of the main fields of intervention of clinical psychology and the assessment of psychological suffering of patients and their families.


PREVENTION AND HEALTH PROMOTION
Knowledge and understanding
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- hygiene and preventive sciences for the understanding of health determinants, risk factors, individual and collective prevention strategies and interventions to promote the safety of health workers and users;
- theories of learning and change for understanding educational processes aimed at citizens and patients.




ORGANISATIONAL, ETHICAL - LEGAL AREA
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- nursing, legal and sociological sciences for understanding the organisational complexity of the health care system, the importance and usefulness of acting in accordance with regulations and directives as well as respect for values and ethical dilemmas; they are also aimed at fostering an understanding of professional autonomy, areas of integration and interdependence with other professionals in the team.



AREA OF CHRONICITY, THERAPEUTIC EDUCATION, PALLIATIVE CARE AND PAIN THERAPY
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- biomedical sciences for the understanding of physiological and pathological processes associated with the advanced stage of illness for the control and treatment of symptoms of incurable diseases (palliative care);
- biomedical sciences for the recognition of pain in its various expressions, including total pain, the identification of causes and effects on quality of life and the understanding of the pharmacological basis of pain therapy,
- psycho-pedagogical sciences for the understanding of the principles underlying an educational process aimed at learning knowledge, skills, appropriate and personalised behaviour to acquire skills in the management of chronic pathology;
- general and clinical nursing sciences in order to understand the care plan for the person with a chronic-degenerative disease and his/her family and to help the patient to understand his/her disease and its treatment, in order to become, in cooperation with health professionals take an active part in the management of their state of health in order to prevent avoidable complications and to maintain and improve their quality of life, developing in the person/family/caregiver a level of competence (empowerment) that maintains or improves control of health, management of therapy and treatment, early recognition of complications (self-care, self-efficacy, coping strategies ...); and);
- general and clinical nursing sciences in order to learn about the organisation of social and health services, in relation to the care system dedicated to chronicity in which the importance of leveraging therapeutic education emerges, as a tool through which to improve the management of chronicity in accordance with scientific evidence, the appropriateness of services and the sharing of Diagnostic Therapeutic Care Pathways (PDTA);
- general and clinical nursing sciences in order to understand the characteristics of the patient who, in all care settings and for any type of pathology with a chronic and evolving prognosis with an inauspicious prognosis, can benefit from Palliative Care and Pain Therapy the strategic nature of the nursing role in the identification and management of persons/families/care-givers with this type of need and the specificity of the organisational-managerial and clinical-assistance approach aimed at controlling pain in the complexity of suffering, from the acute phase to the chronic phase;
- general and clinical nursing to understand the fields of nursing intervention in clinical care and ethical decision-making in palliative care, to control symptoms of incurable illness, to avoid unreasonable obstinacy in care, to ensure dignity in the end of life.

BASIC AND METHODOLOGICAL AREA
Ability to apply knowledge and understanding
Nursing graduates must demonstrate knowledge and understanding of the following processes:
- of using a body of theoretical knowledge derived from Nursing, behavioural and social biological sciences and other disciplines to recognise the needs of care recipients at various ages and stages of development in different life stages;
- of safe direct nursing care delivery to individuals and user groups through the use of evidence-based practice, and the principles of caring to assess through the application of the care design method, considering the physical, psychological and socio-cultural dimensions of the person.
- of using assessment techniques to collect accurate data on the main health problems of the patients;
- accurate analysis and interpretation of collected data;
- evaluation of treatment progress in collaboration with the multidisciplinary team.

Methodologies, training activities and teaching tools to develop the expected results:
- lectures;
- exercises with application;
- videos, demonstrations of images, diagrams and materials, charts;
- construction of cognitive maps;
- small group case discussions;
- traineeship activities with supervised experiences by tutors in different contexts and with a progressive assumption of autonomy and responsibility.





CLINICAL-ASSISTANCE AREA BASED ON PRINCIPLES OF EFFECTIVENESS
Nursing graduates must demonstrate knowledge and understanding of the following processes:
- integration of theoretical and practical nursing knowledge with biological sciences useful for understanding individuals of all ages, groups and communities;
- integration of knowledge, skills and attitudes in nursing to deliver safe, effective and evidence-based nursing care;
- comprehensive and systematic assessment of the individual's care needs also in the mental health and paediatric fields;
- of interpreting and applying research results to nursing practice and of linking research processes to the theoretical development of the nursing discipline;
- to ensure the development of a safe environment for the resident by ensuring constant nursing supervision.

Methodologies, training activities and teaching tools to develop the expected results:
- lectures;
- exercises with application;
- videos, demonstrations of images, diagrams and materials, charts;
- construction of cognitive maps;
- Team Based Learning;
- small group case discussions;
- traineeship activities with supervised experiences by tutors in different contexts and with a progressive assumption of autonomy and responsibility.


HELPING RELATIONSHIP AND PSYCHO-SOCIAL SCIENCES
Knowledge and understanding
Nursing graduates must demonstrate knowledge and understanding in the following fields:
- psycho-social sciences and humanities for understanding normal and pathological relational dynamics and people's defensive or adaptive reactions to situations of psychic, social and physical and emotional distress;
- psychological sciences aimed at acquiring knowledge of the main fields of intervention of clinical psychology and the assessment of psychological suffering of patients and their families.


PREVENTION AND HEALTH PROMOTION
Nursing graduates must demonstrate knowledge and understanding of the following processes:
- use theoretical and role models within the care process to facilitate growth, development and adaptation in the promotion, maintenance and recovery of people's health;
- apply soft skills to limit person-to-person transmission of SARS-CoV-2 by implementing WHO-recommended infection prevention and control (ICP) measures.
- identify and use, in an appropriate manner, the protective equipment available according to the level of risk and apply the appropriate procedures and behavioural norms to contain the risk of infection from SARS-CoV-2
- know and act within the structural limits and organisation of clean and dirty routes and manage and dispose of contaminated and non-contaminated waste correctly and safely;
- apply isolation procedures for guests with a suspected or confirmed COVID-19 case;
- assessing the person's progress in self-care skills, in collaboration with the interdisciplinary team.

Methodologies, training activities and teaching tools to develop the expected results:
- lectures;
- medicai humanities;
- videos, demonstrations of images, diagrams and materials, charts;
- construction of cognitive maps;
- small group case discussions;
- traineeship activities with supervised experiences by tutors in different contexts and with a progressive assumption of autonomy and responsibility.




ORGANISATIONAL, ETHICAL - LEGAL AREA
Ability to apply knowledge and understanding
Nursing graduates must demonstrate knowledge and understanding of the following processes:
- evaluation of nursing care in accordance with professional quality standards and consider the legal implications and ethical responsibilities, as well as the rights of the person being cared for;
- management of the variety of activities that are required to deliver nursing care to patients in different care settings, hospital, community and residential.
- planning and delivery of nursing care in collaboration with users and the interdisciplinary care team;
- development of the assumption of ethically responsible behaviour through the recognition of the values guiding the nursing profession and ethical issues related to nursing;
- development of the capacity for analysis and ethical reasoning for decision-making.
- Evaluation of treatment progress in collaboration with the interdisciplinary team.


AREA OF CHRONICITY, THERAPEUTIC EDUCATION, PALLIATIVE CARE AND PAIN THERAPY
Nursing graduates must demonstrate knowledge and understanding of the following processes:
- be responsible in providing and evaluating nursing care in accordance with professional quality standards and consider legal implications and ethical responsibilities, as well as the rights of the person being cared for;
- manage a variety of activities that are required to deliver nursing care to patients with chronic incurable diseases along the different stages of disease trajectories and in different care settings, hospital, community and residential.
- planning the delivery of nursing care in collaboration with the person/family/caregiver and the interdisciplinary care team;
- guaranteeing the continuity of care and of the care pathway at discharge of the person assisted with chronic incurable disease, showing itself capable of activating all the resources available to guarantee a protected and safe discharge in the various territorial and residential care settings and at the patient's home and in line with the phase of the disease.
- evaluate the outcomes of care in collaboration with the interdisciplinary team.

Methodologies, training activities and teaching tools to develop the expected results:
- lectures;
- medicai humanities;
- videos, demonstrations of images, diagrams and materials, charts;
- construction of cognitive maps;
- small group case discussions;
- traineeship activities with supervised experiences by tutors in different contexts and with a progressive assumption of autonomy and responsibility.