Internship (third year)
A.Y. 2025/2026
Learning objectives
The learning outcomes of the module are the development of knowledge regarding the educational planning carried out autonomously and in the context of working teams. In particular, the module aims to provide the participants with knowledge regarding:
· the recognition and support of the complexity of the professional role
· the recognition and enhancement of the resources of the context (formal and informal network)
· being able to provide their professional contribution in the service and training environment working group
· the management of the educational relationship with individuals with specific needs
· the planning, management and assessment of an educational intervention in its various stages
· use methods and techniques appropriate to the specific user
· the participation with professional autonomy
· the participation in innovative projects by experimenting with potential articulations of the educational role
· how to act with autonomy and conscientiousness in institutional relationships
· the recognition and support of the complexity of the professional role
· the recognition and enhancement of the resources of the context (formal and informal network)
· being able to provide their professional contribution in the service and training environment working group
· the management of the educational relationship with individuals with specific needs
· the planning, management and assessment of an educational intervention in its various stages
· use methods and techniques appropriate to the specific user
· the participation with professional autonomy
· the participation in innovative projects by experimenting with potential articulations of the educational role
· how to act with autonomy and conscientiousness in institutional relationships
Expected learning outcomes
At the end of the module the student will be able to:
· recognise and support the complexity of the professional role
· recognise and enhance the resources of the context (formal and informal network)
· know how to provide their professional contribution in the service and training environment working group
· know how to manage the educational relationship with individuals with specific needs
· plan, manage and assess an educational intervention in its various stages
· use methods and techniques appropriate to individuals with specific needs
· participate with professional autonomy
· recognise and support the complexity of the professional role
· recognise and enhance the resources of the context (formal and informal network)
· know how to provide their professional contribution in the service and training environment working group
· know how to manage the educational relationship with individuals with specific needs
· plan, manage and assess an educational intervention in its various stages
· use methods and techniques appropriate to individuals with specific needs
· participate with professional autonomy
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Sezione: Bosisio Parini
Prerequisites for admission
There are no prerequisites.
Assessment methods and Criteria
The exam will be oral and the evaluation will be given in the form of a mark out of thirtieths expressed taking into account the following elements: participation in classroom lessons, written evaluation by the internship assistant, written production (annual internship report) discussed during the exam.
Internship
Course syllabus
Direct knowledge of structures and services: the first impact and the insertion in the internship context.
The ongoing evolution
Establish the educational relationship and experiment its potential in the intervention with the users.
Experiment the educational intervention independently with the supervision of the assistant.
Educational planning.
The conclusion of the internship experience: evaluation and considerations.
Writing the internship report.
The ongoing evolution
Establish the educational relationship and experiment its potential in the intervention with the users.
Experiment the educational intervention independently with the supervision of the assistant.
Educational planning.
The conclusion of the internship experience: evaluation and considerations.
Writing the internship report.
Teaching methods
The professionalizing experience takes place entirely in the field and involves placement in an Internship location identified in agreement between the student and the Tutor. The performance of the activity is supervised by an Internship Assistant who promotes, monitors and evaluates, in the context of practice, learning from direct experience.
Teaching Resources
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Internship guide
Course syllabus
Internship contexts and areas of educational intervention.
The prefiguration of the internship experience: expectations and fears.
The experience in the field: the first impact and knowledge of the service.
Educational planning: theory and practice.
Teamwork.
Autonomy and professional responsibility: the core competence of the professional educator.
Analysis of the skills exercised and transmitted in the internship contexts in reference to the literature on the subject.
Knowledge and approach to particular realities and specific contexts.
In-depth analysis of themes and problems that emerge from the internship experience.
The conclusion of the internship experience: evaluation and considerations.
The prefiguration of the internship experience: expectations and fears.
The experience in the field: the first impact and knowledge of the service.
Educational planning: theory and practice.
Teamwork.
Autonomy and professional responsibility: the core competence of the professional educator.
Analysis of the skills exercised and transmitted in the internship contexts in reference to the literature on the subject.
Knowledge and approach to particular realities and specific contexts.
In-depth analysis of themes and problems that emerge from the internship experience.
The conclusion of the internship experience: evaluation and considerations.
Teaching methods
The Internship Guide meetings involve the active participation of the student, who within the training group will be guided to reflect on the experience facilitated by the intervention of the tutors. The in-depth analysis of some emerging themes is carried out by means of stimuli and suggestions coming from the field of knowledge and practices of medical humanities.
Practical exercises, role plays, testimonies of expert professionals and users and visits to the territory will be proposed. The use of the frontal lesson is dedicated to the explanation relating to the educational planning and precedes the field experimentation phase.
Regarding some themes, collaborative work in small groups is used to connect the field experience with theoretical knowledge in a bottom-up logic.
Furthermore, individual interviews will be proposed to monitor the internship experience.
Practical exercises, role plays, testimonies of expert professionals and users and visits to the territory will be proposed. The use of the frontal lesson is dedicated to the explanation relating to the educational planning and precedes the field experimentation phase.
Regarding some themes, collaborative work in small groups is used to connect the field experience with theoretical knowledge in a bottom-up logic.
Furthermore, individual interviews will be proposed to monitor the internship experience.
Teaching Resources
ANEP (Associazione Nazionale Educatori Professionali), 2015. Codice Deontologico, Bologna: ANEP.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Bobbo, N. & Moretto, B., 2020. La progettazione educativa in ambito sanitario e sociale. I a cura di Roma: Carocci Editore.
Crisafulli, F. et al., 2010. Il core competence dell'Educatore professionale. I a cura di Milano: Unicopli.
FNO TSRM PSTRP (Federazione Nazionale degli Ordini dei Tecnici Sanitari di Radiologia medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione), 2024. Costituzione etica, Savona: Editoriale Romani.
Fortin, D., 2022. Essere presenza educativa. Lineamenti di educazione professionale. I a cura di Milano: Pensa Multimedia.
Ministero della Sanità, 1998. DM 8 Ottobre N. 520 - Regolamento recante norme per l'individuazione della figura e del relativo profilo professionale dell'educatore professionale. Roma: Gazzetta Ufficiale.
Mortari, L., 2024. Apprendere dall'esperienza. Il pensare riflessivo della formazione. I a cura di Roma: Carocci editore.
Orlando, V. & ZampettO, A., 2018. Progettazione educativa. Competenza progettuale dell'Educatore Professionale. I a cura di Roma: LAS.
Torre, E. M., 2022. Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. I a cura di Roma: Carocci Editore.
Modules or teaching units
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 20
Practicals - Exercises: 500 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 5
Lessons: 50 hours
Professors:
Antonietti Ilaria Monica, Rigamonti Amos
Sezione: Don Gnocchi
Prerequisites for admission
There are no prerequisites
Assessment methods and Criteria
The internship driving test will take place in two parts. The ongoing examination, carried out in the March session, provides for the student to create and discussion a presentation of the power points in which he must describe I detail the analysis of the service, through the collection, study and processing of the documentation produced. The final exam, carried out at the end of the internship course, in the June- October session will consist of the discussion of a written report that will deal with both the educational work done with the users, in particular in reference to the educational planning, and the evaluation of the experience, declined through the competences that are believed to have matured during the three-years training course.
Internship
Course syllabus
The contents dealt with will concern the planning, programming, management and evaluation capabilities of the educational intervention. The students will be asked to ask themselves about the quality of the educational relationship with users in the service, about relationships with operators and any other professional figures encountered in the service, about understanding the objectives of the service and about the methods and tools used. The ability to establish pedagogical settings consistent with the definition of the service and with the educational needs of the specific user will be developed, as well as a reflective through on the action. The students will then be asked to evaluate their communication style in relation to taking up a professional role. The experience of training and knowledge of the different professional fields will have to be documented and processed through the writing of the internship diary and will be the object of reflection and comparison in the training group.
Teaching methods
Frontal lessons , exercises.
Teaching Resources
La bibliografia verrà fornita nel corso dell'anno
Internship guide
Course syllabus
The contents dealt with will concern the planning, programming, management and evaluation capabilities of the educational intervention. The students will be asked to ask themselves about the quality of the educational relationship with users in the service, about relationships with operators and any other professional figures encountered in the service, about understanding the objectives of the service and about the methods and tools used. The students will then be asked to evaluate their communication style in relation to taking up a professional role. The ability to establish pedagogical settings consistent with the definition of the service and with the educational needs of the specific user will be developed, as well as a reflective through on the action.
Teaching methods
Frontal lessons , exercises.
Teaching Resources
The bibliography will be provided during the year
Modules or teaching units
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 20
Practicals - Exercises: 500 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 5
Lessons: 50 hours