The course aims to provide knowledge about the nursing profession and interprofessional collaboration between speech-language pathologists and nurses in neurological, home care, and otolaryngological settings. Knowledge of FVG Clinical Pathways for stroke, Parkinson's disease, and the Individual Rehabilitation Program.
At the end of the course, in accordance with the Dublin Descriptors, to pass the examination the student must demonstrate:
KNOWLEDGE AND UNDERSTANDING:
Describe the professional profile of nurses
Illustrate the nursing metaparadigm and Henderson's theory of human needs
Describe the nursing care process and understand responsibility in clinical documentation recording and maintenance
Know the principles of effective communication between healthcare professionals (ISBAR model)
Describe the specificities of critical care patient management
Illustrate techniques for nasogastric tube management and patient suctioning
Describe first and second level dysphagia screening protocols
Know the organizational models of speech-language pathologist-nurse collaboration and FVG Clinical Pathways

APPLIED KNOWLEDGE AND UNDERSTANDING:
Be able to apply knowledge to recognize principles and strategies of effective communication, identifying barriers to effective communication and useful approaches to overcome them
Be able to use theoretical knowledge for analysis/interpretation of interprofessional relational situations
Apply the care process and theory of needs in patients with communication disorders
Correctly implement clinical management procedures (nasogastric tube, suctioning, dysphagia screening)
Apply regional Clinical Pathways and Individual Rehabilitation Program in interprofessional collaboration.


MAKING JUDGEMENTS:

Demonstrate having developed the ability to cultivate doubts and tolerate uncertainties as a source of new insights in interprofessional collaboration
Critically evaluate complex clinical situations and prioritize interventions
Develop critical thinking skills in analyzing the effectiveness of speech-language pathologist-nurse collaboration
COMMUNICATION SKILLS:
Be able to use correctly and appropriately technical-professional language to clearly and unambiguously present acquired knowledge and developed reasoning
Apply effective communication techniques in the interprofessional team
Communicate appropriately with patients, families, and caregivers
Document effectively in the health information system
LEARNING SKILLS:

Have been able to integrate information provided in class by independently accessing authoritative information sources (textbooks, scientific articles, guidelines)
Be able to self-assess one's own level of preparation and communication ability
Develop continuous professional development competencies
Integrate scientific evidence into interprofessional collaborative practice

no requirements required

Professional nursing profile
Nursing metaparadigm
Theory of human needs
Nursing process and documentation
Healthcare team communication
Critical care patients
Nasogastric tube management
Patient suctioning management
First and second level swallowing screening
Work organization and speech therapist-nurse collaboration

Saiani L, Brugnolli A. Trattato di Cure Infermieristiche. Napoli Sorbona 2011
During the course slides and in-depth texts will be provided
1. TEORIA E METAPARADIGMA NURSING
Fawcett, J. (2024). More thoughts about the evolution of the metaparadigm of nursing: Addition of culture as another metaparadigm concept and definitions of all the concepts. Nursing Science Quarterly, 37(2), 183-184. https://doi.org/10.1177/08943184231224409
2. EVIDENCE-BASED PRACTICE E PROCESSO ASSISTENZIALE
Mohamed, R. A., Alhujaily, M., Ahmed, F. A., Ali, F. M., Alshehri, A. A., & Hamad, A. F. (2024). Nurses' experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study. Nursing Open, 11(1), e2080. https://doi.org/10.1002/nop2.2080
3. COMUNICAZIONE INTERPROFESSIONALE
Yun, J., Lee, Y. J., Kang, K., Park, H. A., & Lee, Y. M. (2023). Effectiveness of SBAR-based simulation programs for nursing students: A systematic review. BMC Medical Education, 23, 507. https://doi.org/10.1186/s12909-023-04495-8
4. NURSING CRITICO E GESTIONE CLINICA
Øvrebø, L. J., Dyrstad, D. N., & Hansen, B. S. (2024). Competence in intensive and critical care nursing: A literature review. BMC Nursing, 23(1), 348. https://doi.org/10.1186/s12912-024-01951-8
5. COLLABORAZIONE INTERPROFESSIONALE E SCREENING
Schwab-Farrell, S. M., Dugan, S., Sayers, C., & Postman, W. (2024). Speech-language pathologist, physical therapist, and occupational therapist experiences of interprofessional collaborations. Journal of Interprofessional Care, 38(2), 253-263. https://doi.org/10.1080/13561820.2023.2287028

The course introduces the professional profile of nurses according to the regulatory framework DM 739/94 and subsequent developments, analyzing civil, criminal, disciplinary, and ethical responsibilities. The importance of clinical documentation is explored through nursing records and registrations according to criteria of precision, timeliness, and traceability.
The academic structure of the Nursing Degree Program is examined in its three-year structure of 180 ECTS credits, highlighting the central role of the 1800-hour professional internship and the clinical, relational, educational, and organizational competencies necessary for interprofessional collaboration.
The nursing metaparadigm constitutes the theoretical foundation through the four concepts of person, environment, health, and care, integrated by contemporary developments that include culture and technology. Henderson's theory of needs provides the framework for systematic approach through the fourteen fundamental human needs.
The nursing care process develops through five systematic phases of assessment, diagnosis, planning, implementation, and evaluation, supported by appropriate clinical documentation and computerized systems for care continuity.
Communication between healthcare professionals uses the evidence-based ISBAR model to effectively structure information exchange through identification, situation, background, assessment, and recommendations, ensuring clarity, timeliness, and traceability of critical communications.
Care for patients in critical areas is based on ABC principles (Airway-Breathing-Circulation), continuous 24-hour monitoring, emergency management, and psychological support. Specific competencies include interpretation of advanced monitoring, management of vasoactive drugs, and complication prevention.
Nasogastric tube management and patient suctioning are developed through evidence-based techniques, specific technical parameters, and standardized procedures to ensure safety and effectiveness of interventions.
First and second level dysphagia screening represents the central element for interprofessional collaboration. First level uses Water Swallow Test and clinical observation within 24-48 hours of admission, while second level employs validated instruments such as GUSS and V-VST. Clinical importance emerges from the 50% prevalence in hospitalized elderly and 45-75% post-stroke, with the possibility of reducing aspiration pneumonia by 50%.
Work organization and speech-language pathologist-nurse collaboration is structured in three specific areas. In the neurological area, FVG Clinical Pathways for stroke and Parkinson's are implemented with early screening, joint dysphagia/aphasia assessment, and integrated rehabilitation plans. Home care uses the Individual Rehabilitation Program for caregiver education and post-discharge continuity. The otolaryngological area includes post-surgical management of tracheostomy cannulas and communicative rehabilitation.
Organizational tools include multidisciplinary meetings, shared documentation, evidence-based protocols, and continuing education, producing outcomes of quality improvement, complication reduction, and healthcare resource optimization.
The application of Dublin Descriptors develops knowledge of professional profile and care process, applied competencies in effective communication and relational analysis, autonomous judgment through critical thinking, communication skills with appropriate technical-professional language, and continuous learning capacity through authoritative sources and self-assessment.

Interactive lectures with digital presentations and audiovisual materials for theoretical knowledge acquisition. Gamification elements and role-playing to consolidate ISBAR communication and interprofessional collaboration. High-fidelity simulation at the Medical Simulation and Advanced Training Center (CSMAA) for clinical scenarios involving nasogastric tube management, suctioning, and dysphagia screening. Hands-on practical assessment to evaluate technical and communication skills. Structured debriefing to develop critical thinking and autonomous judgment in interprofessional practice.

The power point presentations relating to the teaching units will be available on the IT platforms

Written test open-ended questions

This course explores topics closely related to one or more goals of the United Nations 2030 Agenda for Sustainable Development (SDGs)