• dame

    Master degree course

    Nursing and midwifery sciences
Access national admission test
Credits 120
Duration 2 years
Location Trieste Udine
Legal requirements three-year university degree or diploma or equivalent

Nursing and midwifery sciences

The specific learning outcomes cover four areas of competence: (a) managerial; (b) advanced care; (c) educational; and (d) research. The Master on Nursing and Midwifery Science outcomes are mainly focused on managerial competences that represent the core issue targeted in the curricula.

Competences are detailed below.

(a) Managerial competences

  • Analyzing and effectively using socio-economic and health policy data of local, national, and international relevance.
  • Critically analyzing the regulations and legislation to ensure their consistent implementation in daily practice.
  • Analyzing the organizational context to make high-quality and cost-effective decisions in the use of resources for care, organization, education and research in nursing, pediatric nursing, and obstetrics.
  • Selecting and effectively using dashboards and databases to inform decisions and subsequent evaluation systems of efficiency and effectiveness.
  • Designing innovative models based on a proactive approach to healthcare, where the self-care is promoted through the therapeutic education competence of professionals.
  • Identifying the health needs and their influencing epidemiological and socio-cultural factors in the community, for planning adequate services.
  • Building a system of standards of care and professional competence based on health care problems and services delivered.
  • Designing, implementing, and evaluating models of nursing and midwifery care within health services.
  • Redesigning models of care at micro, meso, and macro levels based on the culture of prevention in favor of a proactive approach rather than reactive, influencing resources and priorities.
  • Designing and implementing models of care, tools, and methods to ensure the continuity of care in the complex transitions across services enhancing the role of intermediate care.
  • Promoting models of care in which the use of technologies (e.g., at a distance) innovates, redefines, and increase service accessibility.
  • Designing and managing models of care based on multidisciplinary teams and integration across contexts aimed at developing effective and efficient professional actions, strengthening collaborative networks among different health professions.
  • Acting an effective leadership in organizational processes both in mono and/or multidisciplinary contexts.
  • Preventing and managing intra- and inter-professional conflicts, across organizational sectors, and with users, and developing and maintaining effective relationships in difficult contexts.
  • Negotiating, selecting, and assigning human resources according to the standards of competence, processes, and workloads in each specific area.
  • Dealing and solving managerial issues by acting preparedness in high uncertainty situations and when timeliness and rapid decision-making approaches are required.
  • Defining shared standards for the evaluation of the services and care quality.
  • Deciding and acting in situations where standards and evidence are limited or not available, or innovative pathways need to be designed.
  • Designing systems for the recruitment, integration, management, performance and professional development of health professionals and supporting both the potentialities of individuals and groups.
  • Participating in the design of systematic plans for the quality improvement and clinical/organizational safety.
  • Analyzing phenomena from a multidisciplinary and intersectoral perspective, using data, models, tools and methods properly to get the multidimensionality of problems.
  • Promoting networks to integrate health and social competences, overcoming sectoral visions.
  • Developing proactive skills for problem prevention, early identification and resolution of conflicts or critical issues where problem-solving skills are supported by solid managerial skills.

(b) Advanced care competences

  • Designing and implementing innovative models of care delivery and clinical pathways based on evidence available.
  • Assessing patient's/family needs with appropriate methods and tools to plan personalized nursing, pediatric and midwifery nursing care.
  • Detecting and critically evaluating changes in the care needs, also in relation to multi-professional, multicultural and gender-related issues.
  • Advancing clinical competences to design and apply organizational innovations to effectively express all professional potentialities and developments.
  • Making decisions based on ethical-deontological principles and values that reflect an effective and respectful relationship with individuals, their families, and caregivers, also across health care professionals strengthening bioethical judgment skills.
  • Taking responsibility for care decisions by applying ethical and deontological principles, and by considering personal values, beliefs, preferences, and needs.
  • Appropriately adopting nursing and midwifery theories and those from related fields to provide personalized, effective, and innovative care processes.
  • Identifying the most recent evidence available related to the needs of the patients.
  • Acting within the innovative models of nursing, pediatric nursing, and midwifery care (e.g., advanced clinical methodology, case management, telemedicine).
  • Evaluating the outcomes of nursing, pediatric nursing, and midwifery care and identifying strategies to improve them.
  • Applying the relevant methodological approaches for the appropriate classification and documentation systems for nursing, midwifery, and pediatric nursing (e.g., Nursing Minimum Dataset).
  • Designing, implementing, and evaluating health promotion and prevention strategies (primary, secondary and tertiary prevention).
  • Designing, implementing, and evaluating interventions for individuals (and their family/relatives) with chronic-disabling pathologies at all stages of the disease including the end of life.
  • Supervising the care delivered and providing professional advice based on the evidence; promoting the multi-professional exchange of knowledge and competences.

(c) Educational competences

  • Developing the Nursing / Pediatric Nursing / Midwife educational curricula according to the emerging needs.
  • Designing, conducting, and evaluating the learning process in the theoretical, simulated, and clinical settings, across undergraduate and postgraduate programs.
  • Designing and evaluating the quality and the effectiveness of the continuing education programs.
  • Acting as supervisor, by applying and effective method and ensuring the progressive self-directed learning autonomy of the person supervised.
  • Applying the main tutorial teaching methodologies adapting them to the needs of the target students, to the expected learning outcomes and to the different relational and learning styles of students.
  • Applying models and tools for the evaluation of the learning processes, the effectiveness and the impact of education on individual performance, the quality of services and the clinical outcomes.
  • Applying principles, strategies, and techniques to establish and develop and effective relationship with students.
  • Applying strategies to promote multi-professional and organizational integration processes.
  • Applying principles, strategies, and techniques for conducting professional and interprofessional team working.
  • Designing, implementing, and evaluating educational interventions for improving self-care among individuals, family/caregivers, and the community in collaboration with other professionals.

(d) Research competences

  • Deepening the methodology of quantitative and qualitative research, their methods, and tools as well as their limitations and potentialities.
  • Applying the methodological foundations of research to the nursing, pediatric nursing, and midwifery care as well as to the health care services organization, undergraduate and post graduate educational programs and continuing education.
  • Identifying specific problems, gaps, priorities, and areas of research in the clinical, organizational, and educational fields.
  • Collaborating in designing and in conducting research projects by developing an interdisciplinary approach.
  • Interpreting the research findings and critically evaluating their relevance according to their transferability, generalizability, and application in professional, managerial, and educational fields.

The Master in Nursing and Midwifery Sciences allows the access to the following roles and functions:

  • Middle and Executive Manager in public and private health care sector, both in hospital and community care settings.
  • Collaborator in research related to nursing, pediatric nursing, midwife and multidisciplinary fields.
  • Educator with competences in teaching, clinical supervision, as well as in designing and managing educational programs in undergraduate, postgraduate and/or continuing education programs.
  • Professional leader and advisor, where innovation skills for designing new care and preventive pathways are required.

The Master in Nursing and Midwifery Sciences allows to access employment opportunities in public or private institutions, hospital and primary care settings, research units, undergraduate and postgraduate programs and in continuous educational centers. They will be able to apply their competences in the analysis, design, and management of innovation processes in all areas, from the clinical to research, educational and management areas. The CdLMI-SIO also provide the legal requirement to access the 2nd level of Masters and the PhD programs according to the Bologna Process circles of education.

The Master in Nursing and Midwifery sciences, allows the profession of (ISTAT coding):

Graduated researchers and technicians in medical sciences - (