Evoluzione della funzione di coordinamento delle attivit\ue0 formative professionalizzanti dei Corsi di Laurea delle Professioni sanitarie. Indagine nazionale

Since the transition of the healthcare professions education from the Regional Schools to University, the role of Coordinator of the clinical learning activities has been reinforced and has became increasingly important in the governance of the degree programs. However, to date, the professionals holding this function have expressed disappointment for their position within the organization and the instability of their role. Aiming at developing a stabilization policy of this role, a National survey was conducted to describe the functions, recruitment criteria, term of office and development of Coordinators of the clinical learning activities of the 22 Healthcare Professions Degree Programs\u2019 campuses. Two hundred and twenty nine Directors/Coordinators out of 425 eligible (53.8%) participated in the study; they represented 16 out of the 22 Healthcare Professions. The 41.9% of the respondents were named as Coordinators and the 42.4% as Directors. More than 85% of the interviewees were \u2c3 41 years old, had a Master degree and a three-years renewable contract; the 70% worked for the National Health Service, the 23.6% for the University and the remaining 6% were freelance professionals. Two third of them had a full time position. All the respondents worked as Coordinator for at least three years and the 36.7% of them for more than 11 years; the 50% of them had a salary equal to a Charge Nurse. More than 90% of the respondents perceived themselves autonomous in the organization and evaluation of the students\u2019 clinical placements, while they reported a reduced autonomy in the supervision of Courses schedules and in the Tutors\u2019selection. Starting from these results, the CPCLPS may hypothesize possible developments for the coming years

Realizzazione della versione italiana del Dichotic Digit Test

Il Dichotic Digit Test (DDT) \ue8 un test uditivo centrale, ideato da Frank Musiek nel 1982, che valuta in poco tempo e facilmente la capacit\ue0 di integrazione binaurale. Il DDT testa la capacit\ue0 dell'ascoltatore di elaborare informazioni differenti che sono presentate contemporaneamente in ciascun orecchio, \ue8 stato tradotto in molte lingue ad eccezione dell\u2019italiano ed \ue8 somministrabile ad adulti e bambini. Il nostro obiettivo \ue8 stato quello di realizzare il DDT in italiano in modo che avesse le stesse caratteristiche del test inglese di Musiek al fine di poter integrare il DTT nei diagnostica audiologica dei processi uditivi centrali. Nella prima fase dello studio, abbiamo realizzato diverse versioni del test che sono state poi testate (test-retest) in un gruppo di 20 volontari sani di et\ue0 compresa tra i 19 e i 53 anni (et\ue0 media 24,4 \ub17,72) al fine di defininire la versione definitiva del DDT. Questa versione \ue8 stata poi applicata in un gruppo di 231 soggetti in et\ue0 scolare (6-10 anni). Il DDT \ue8 stato in grado di evidenziare in tutti i casi il noto vantaggio orecchio destro (REA), I risultati ottenuti hanno dimostrato che la versione italiana del DDT ha fornito risultati comparabili con la versione inglese di Musiek. La riproducibilit\ue0 al test-retest, valutata attraverso il coefficiente di correlazione intraclasse (ICC) calcolato come varianza intra-soggetto sulla varianza totale \ue8 risultato essere pari a 0.89. Il test \ue8 risultato valido, affidabile e riproducibile anche in et\ue0 pediatrica. Sono stati poi analizzati i fattori che condizionano le risposte al test in et\ue0 scolare

Conferenza Permanente delle Classi di Laurea delle Professioni Sanitarie triennio 2022-24: le sue basi storiche e gli impegni prioritari.

The Permanent Conference of the Degree Classes of the Healthcare Professions, born in 1997, today brings together 46 Universities, 760 Degree Courses, and 91 Master's Degree Courses for a total of over 70,000 students. The aims of the Permanent Conference are (a) pursuing the continuous quality improvement of the education as offered by the Bachelor and Master’s Degree Courses; (b) coordinating the development of the educational activities by also promoting the study of the issues of each individual degree course; (c) promoting the collaboration between Universities, the Health Care services, and the Professions in order to stimulate and achieve the cultural, pedagogical, didactic, planning and evaluation aims related to the Degree Courses. The last elections of the different positions gave the occasion to ystematize the conference's history, identify the efforts made up to now for the development of the quality of the study courses and set the priorities for the next three years

The level of competence of graduating nursing students in 10 European countries: comparison between countries

Aim: To analyse graduating nursing students’ self-assessed competence level in Europe at graduation, at the beginning of nursing career. Design: An international cross-sectional evaluative design. Methods: Data were collected in February 2018–July 2019 from graduating nursing students in 10 European countries. Competence was assessed with a validated instrument, the Nurse Competence Scale (NCS). The sample comprised 3,490 students (response rate 45%), and data were analysed statistically. Results: In all countries, graduating nursing students assessed their competence as good (range 50.0–69.1; VAS 0–100), albeit with statistically significant differences between countries. The assessments were highest in Iceland and lowest in Lithuania. Older students, those with working experience in health care, satisfied with their current degree programme, with excellent or good study achievements, graduating to 1st study choice and having a nursing career plan for future assessed their competence higher.publishe