Learning objectives
The course, thanks to various interdisciplinary contributions, aims to provide interpretative tools and concepts for a theoretical deepening regarding historical notes on the institutional recognition of healthcare professions such as Nursing, including the theories and conceptual models of Nursing (Nightingale, Henderson, Orem, Peplau, Rogers, Leininger, Watson...), and in particular, the professional role of the Medical Radiology Technician (MRT), starting from the discovery of X-rays, the first training courses, and the initial laws that identified and regulated the profession.
The course also aims to promote knowledge of the main healthcare systems, organizational models, and their impacts on hospital and territorial healthcare.
Additionally, it seeks to enhance the understanding of the laws characterizing the current development of the Italian National Health Service (NHS) and healthcare professions.
Prerequisites
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Course unit content
- The Historical Origins of "Caring" and the Development of the Nursing Discipline. Theories/Conceptual Models of Nursing. Nursing as a Science.
- A Legislative Overview of Reforms Pertaining to Healthcare Professions (from "auxiliary arts" to healthcare professions; abolition of job descriptions; establishment of professional profiles; expansion of competencies; classification of healthcare professions).
- Additionally, specific legislative content regarding the reforms of university educational systems for healthcare professions and the specific transition from Regional Courses to the Degree Program in Medical Radiology Techniques for Imaging and Radiotherapy, and the current organization of the three-year and master's degree programs.
- The Legal and Professional Role of the Medical Radiology Technician (MRT): Professional Responsibilities (civil, criminal, ethical).
- Analysis of the Code of Ethics for Nurses and MRTs to be conducted through mediation, using the Cooperative Learning teaching methodology to identify the specificities of each ethical code.
- Establishment of Professional Registers and the Transition from the MRT College to the "maxi"-Order of MRTs and PSTRPs with an analysis of functions and bodies.
- Understanding and comprehending the essential elements of healthcare organization (particularly the organization of certain European healthcare systems), healthcare reforms, and the organizational models of our National Health Service (NHS), with particular reference to Emilia Romagna.
- There will also be an examination of the current competencies required of MRTs and the professional innovations introduced by recent regulations
Full programme
"Please refer to the individual course outlines for further details."
Bibliography
Damiani, G., & Ricciardi, W. (2021). Manuale di programmazione e organizzazione sanitaria (4th ed.). Idelson-Gnocchi.
Zangrandi, A. (2011). Economia e Management per le professioni sanitarie. McGraw-Hill.
Olivetti, L. (2013). Professione TSRM. Norme e conoscenze essenziali. Springer.
Regional Resolution 291/2010 (Health Homes).
2020 Telemedicine Guidelines.
Giansanti, D. (2017). Diagnostic Imaging and e-health: Standardization, Experiences, and Perspectives. Rome: Italian National Institute of Health (ISTISAN Reports 17/10).
Ministerial Decree 70/2015: Regulation defining qualitative, structural, technological, and quantitative standards related to hospital care.
Ministerial Decree 77/2022: New models and standards for the development of territorial care in the National Health Service (NHS).
Teaching methods
The lessons are characterized by the use of participatory techniques, including frontal lectures with audiovisual supports and cooperative learning methods. Educational materials will be deposited on the specific platform reserved for students (Elly), which will include iconographic presentations, audio-video supports, and video recordings of the lectures.
Assessment methods and criteria
The exam will be conducted through written assessments and cooperative learning methodologies.
Other information
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2030 agenda goals for sustainable development
Health and Well-being
Quality Education
