B017254 - GENERAL PEDAGOGY

italian-english

Italian

Italian

italian

The main topic is the educational relationship in care settings, focusing in soft and educational skills of health professionals. Particular emphasis will be given to the educational dimension in an intercultural key.

• Boffo V., Relazioni Educative: tra comunicazione e cura. Autori e testi, Milano, Apogeo/Maggioli, 2011.
• Shon D., Il professionista riflessivo, Dedalo, Bari, 1999
• Materiali relativi al corso e di approfondimento sulla piattaforma MOODLE.

Optional and in-depth readings
• Anichini et al., Comunicazione formativa, Milano, Apogeo/Maggioli, 2012
• Pulcini E., Per una filosofia della cura, in “La Società Degli Individui”, vol. 38/2010, pp. 9-19
• Todorov T., La conquista dell’America, Einaudi, 1984
• Schön D.A., Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell'apprendimento nelle professioni, Milano: FrancoAngeli 2006.

Sempio, O.L. (1998). Vygotslij, Piaget, Bruner. Concezioni dello Sviluppo.
Milan, Italy: Raffaello Cortina.

Sempio, O.L. (1998). Vygotslij, Piaget, Bruner. Concezioni dello Sviluppo.
Milan, Italy: Raffaello Cortina.

Basic text
De Mennato P, Orefice C, Branchi S. Educate the cure. text e
DVD. Lecce, PensaMultimedia, 2011
Deepening texts
P.Gaspari, Aver cura, Guerini, 200
2
B.Genevay, R.Katz, the emotions of the operators in the relations of
help, Erikson, 1994
Masini V., Narration Medicine. Franco Angeli, Milan, 2005
C.
Melancholic, Training in the Contexts of Care, Lecce
PensaMultimedia, 2005
S. Kanizsa, Listening to the mal
those, Guerini, 1994
S. Kanizsa, Hospital Pedagogy, Carocci, 2001
P.Taccani et al. Care and Caring, Carocci, 1999
L.Zannini, Health, Illness and Care, FrancoAngeli, 2003
L.Zannini, Narrative Medicine and Medical Humanities, Cortina 2009

Following the Dublin Descriptors, the training objectives are:
• To know and understand the pedagogical and andragogical principles of education in care settings
• to support the development of soft and educational skills of the care professionals
• to exercise the ability for analyzing the intersubjective relationship (and the related educational aspects) in care practices.
• to know and adopt the appropriate terminology
• to be able to build an autonomous path of study of the topics addressed.

At the end of the module, the student will experience self-reflective
thought in his various work applications: self-definition as a professional;
relationships with patients and their social networks; relationships with
other operators and health organizations. The course aims to introduce
future practitioners to a practice of reflection as a mode of elaboration
and adaptation to the specifics of the assistants and the context of care.

At the end of the module, the student will experience self-reflective
thought in his various work applications: self-definition as a professional;
relationships with patients and their social networks; relationships with
other operators and health organizations. The course aims to introduce
future practitioners to a practice of reflection as a mode of elaboration
and adaptation to the specifics of the assistants and the context of care

At the end of the module the student will have developed
thoughtful thought
characteristic of the
health professionals
(self-assessment, regulation and reflection). The course aims to accompany you
and the professional
to construction
of an observational sensitivity on oneself, of their own knowledge and of care relationships,
to make it
aware
of the protagonists' positions within a relationship, to make it

to be able

to contextualize the care act

Lectures, workshop and discussion groups

Front / interactive lesson, small groups
work and discussion, simulation,
comparison with the expert.

Lezione frontale/interattiva, lavoro in
piccoli gruppi e discussione in
plenaria, simulazione, confronto con
l’esperto.

Selection of movies or film sequences, reflexive workshops, lessons
frontal, restitution
reflective works of materials, narrative methodologies

Questionnaire with 12 questions on the topics adressed: 6 questions with closed answer and 6 questions with open answer. It will be corrected in thirtieths and will be considered exceeded with 18/30 (for each open question will be assigned up to 4 points, for each closed question will be assigned up to 1 point).

Written verification. Written verification is
articulated as follows:
- open answer questions
- questions with closed answer (choice
Multiple_ Possibility of One Response
correct)

Written verification. Written verification is
articulated as follows:
- open answer questions
- questions with closed answer (choice
Multiple_ Possibility of One Response
correct)

The main topic is the educational relationship in care settings, focusing in soft and educational and skills of health professionals. Particular emphasis will be given to the educational dimension in an intercultural key.
The contents will be developed through 4 axes:
• Educational skills and soft skills of the care professionals
• The educational value of interpersonal relationships in the care settings
• Building educational relationships in care settings: pedagogical and andragogical principles of health education
• The intercultural dimension of educational relationship.

THEORETICAL PART
I) Epistemological foundations of pedagogy;
II) The theoretical models of Piaget, Vygotskij and Bruner:
III) Reflexivity and ethics in constructivism;
IV) Theories and Instruments of Narrative Medicine.
V) Burnout syndrome in healthcare professionals.
PRACTICAL PART
I) Analysis of personal assumptions and professional biography;
II) Analysis of Relational Modes with Patients and Operators;
III) Analysis of the social systems of patients and health organizations;
IV) Stress and burnout management.

THEORETICAL PART
I) Epistemological foundations of pedagogy;
II) The theoretical models of Piaget, Vygotskij and Bruner:
III) Reflexivity and ethics in constructivism;
IV) Theories and Instruments of Narrative Medicine.
V) Burnout syndrome in healthcare professionals.
PRACTICAL PART
I) Analysis of personal assumptions and professional biography;
II) Analysis of Relational Modes with Patients and Operators;
III) Analysis of the social systems of patients and health organizations;
IV) Stress and burnout management.

Build a professional biography
-
knowledge and learning
-
EBM / NBM
-
the style of assistance
-
clima comun
icativo
-
listening
active
-
the reflective practice
-
the emotions of the operator
-
from
compliance with the therapeutic alliance
-
the thoughtful contract